1. Introduction to Autism

3. Recap
Triad of Impairment
Sensory Issues

4. Triad of impairment Impairment of Language
Impairment of social Impairment of
interaction flexibility of thought
and behaviour
Wing and Gould 1979

6. Language & Communication
James
Language & Communication
Indicates likes and dislikes with facial expression.
Can indicate ‘no’.
Usually responds to single words backed up with an object of reference.
Takes 15 minutes processing time.
Social Interaction Inflexible Thought
Cannot Initiate calmly. Panics and uses harmful No problem solving skills – either withdraws behaviour. Relies on adults to give instructions or uses harmful behaviour. Settles to an
about what to do activity for a brief time. Can share an activity with an adult briefly. Uses sensory
stimulation to occupy self.
Cannot initiate an activity by himself.

7. Language & Communication
Becky
Language & Communication
Becky has age appropriate receptive and expressive language. However, she does not pick up automatically on abstract language and needs to be taught idioms, metaphors and inference. She struggles with higher level communicative functions such as negotiation and compromise, problem solving, receiving criticism etc.
Social Interaction Inflexible Thought
Becky has the skills to make friends but chooses She finds it hard to problem solve
not to, preferring to boss younger students about effectively. She will become
She is not surehow to behave with different aggressive, growling and snarling, which
people, especially when anxious. She easily gets other children find odd & scary.
into confrontations with teachers who think she is She finds change very difficult and
being rude and cheeky becomes anxious and tearful when asked to leave something unfinished

8. Behavioural symptoms - ASC
Children and adults with autism typically have difficulties in
verbal and non-verbal communication
social interactions
leisure or play activities
Aggressive behaviours might be present

9. Expressive and receptive language
Structured Unstructured e.g. speech body language signs gesture symbols tone of voice reading / writing objects braille routine photos etc.

11. More seeking and avoiding behaviours

12. Sensory system Seeking behaviours Avoiding behaviours
PROPRIOC EPTIVE (movement)
Crashes constantly onto ground
Likes to squeeze objects
Seeks out a lot of rough and tumble play
Enjoys activities that provide heavy work such as hanging, pulling, pushing
May flap hands a lot, crack knuckles, press hands together
People do not generally avoid proprioceptive input as it tends to be an overall ‘organising’ or pleasing input to the sensory system

14. Things that help Social Skills
Break down social skills
Teach one at a time
Most importantly to teach how to calm, how to get attention and how to ask for help
If using games to teach social skills, they must be fun and must be successful

15. GETTING ALONG Use routines and cues : Regular structure of lesson
Cue for whole class/group attention
Rules around answering questions
Routine for lesson closure and exit

16. Jack Visits during August Walk and talk around campus Checklists
Safe place
Buddy/mentor

17. John LSA 1-1 support Extra time Social skills Behavioural boundaries
Reliance on routines

18. Things that help with behaviour
Adjust the environment, e.g lighting, temperature, noise
You! – clothing, pace,
smells, your anxiety level,
proximity etc.

19. Things that help with behaviour
An escape strategy, e.g. ‘go’, ‘take a break’
Location where the individual sits in the room
Relaxation and breathing strategies
Calming plans
Twiddlers and fiddlers

20. Common Classroom Complaints
Next month:
Common Classroom Complaints

21. Autism accredited training at Level 2 and Level 3