1. Autism Awareness Corrina & Nick Wood Platypus Training and Consultancy
14th September 2018

2. Aims of Session To increase awareness of Autism
To understand the significance of Sensory Issues
Look at ways we can improve practice

3. What is Autism?
Autism is a lifelong, developmental disability that affects how a person communicates with and relates to other people, and how they experience the world around them. NAS, 2017 Or Autism is a neurodevelopmental condition that enables an individual to process, connect and experience the world differently. Platypus, 2018

4. What is Autism?
Life long disability affecting communication and social interaction
Present from birth it is a neuro-developmental disorder
Parents more stressed than parents of children with other disabilities
Increased risk of developing mental health issues
Increased risk of suicide
Increased risk of co-occurring conditions
Currently more males than females diagnosed
Girls present differently to boys

5. What is Autism?
Estimated that at least 90% of people with Autism also have some degree of sensory difference
Evidence suggesting a genetic link
Can occur with or without intellectual impairment
Different for everyone – spectrum disorder
The future ‘normal’?

6. Triad of Impairments (Wing 1979)
Language and communication
Social Interaction
Rigidity of Thought
There have been changes to the new DSM V which now shows 2 areas rather than 3; social communication and restricted, repetitive behaviours

7. Patterns of Social Interaction
Sometimes called ‘Aloof’ – this style of social interaction is where the individual is ‘in their own world’ not wanting to interact with others, even if approached by someone
‘Passive’ – some individuals are happy to be on their own but are open to interaction with others if approached
Used to be called ‘active-but-odd’, but there has been a move away from this terminology. These are individual who want to interact with others, but don’t have the skills or understanding to do so appropriately
‘Formal & Stilted’, these are typically, as the name suggests, those that use very formal language and are very polite.

8. Sensory Difference and Autism
Not just the traditional 5 senses
Also includes; vestibular, proprioceptive and interoceptive senses
Not static can change over time and experience increased sensitivities at times of stress
Some people can be hyper and hypo sensitive and move between the two
Cause of anxiety and extreme behaviour

9. Sensory difference in Autism

10. Maslow re-visited
When considering human needs and ensuring they are met, Maslow (1943) offers a model that is well known. If we adapt this to consider the needs of an autistic individual it can enable us to make sense of how we can meet those needs

11. Working with clients on the Spectrum
Prepare don’t scare
Seek out peer support or a Supervisor with experience of client group
Consider sensory issues in the room
Be aware of societal biases
What does it mean to be treated as different
Case formulation theory – How does ASC help explain what the client is experiencing?

12. Mentioning the ‘A’ Word
Empathic curiosity
‘I wonder what your school reports used to say? ‘how would your friends at school have described you’
Client: ‘I didn’t really have any?’
Unhelpful but ‘normal’ response ‘how did that make you feel?’
Client: ‘I don’t know, fine’
More useful response: ‘so this, not feeling close to people has been going on sometime?’
Client: ‘Yeah, but I want to be close to Matt’.

13. Exploring Diagnosis
What will this mean to client? Just another label or an explanation?
Explore expectations
It might take some time and not be result you want
Consider writing a letter of support to GP – In my professional opinion this person should be assessed by a clinician with a broad range of knowledge of ASC’s
Be tentative avoid triggering transference and counter transference issues around the role of ‘expert’

14. My role in the Therapy Non- linear systems dynamic theory
Being a trusted interpreter
The goal is symptom relief not cure
Goldilock’s therapy (I can’t talk you better)
Offer a place to use and stiffen up the ‘ego’ muscle
Be open and honest and prepared to explain what you are doing and why
Prepare to be challenged but also to feel rewarded – ‘unlocking the enigma’

15. A final challenge Selective Mutism
How can we engage with those with no voice?
Powerful but debilitating
Employability

16. Any Questions?
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