1. Adolescents with Autism Courtesy of CMIS for Maine

2. Welcome -Intro & housekeeping -Some Definitions -Core components of strategies -The major areas

3. Working Definitions Adolescence Notice their own & others bodies Assert themselves as choice makers Awareness of their differences and their disabilities Develop ‘higher’ level of relationships and interactions Increase tolerance in sensory systems

4. Definitions cont’d Autism ‘Traditional’ Autism – but also those diagnoses that often present similar symptoms & respond favorably to similar strategies: PDD (with or without NOS), ADD, Aspergers, Non-Verbal Learning Disorder to name a few….

5. Core Strategy Components Concrete Visual Practice and feedback in ‘safe’ settings Guided practice in ‘real’ settings Repeat

6. The Process Identify the current skills, Identify the next logical or developmental step Teach that step until fluent Maintain ability through regular practice Repeat

7. Social – Quality Interactions EXAMPLES Lower Functioning Student: –Greetings include ______ (eye contact, stopping, some communication). –Labeling 2-3 interactions –Distinguishing the times for 2-3 interactions –Recognizing the times for hi, bye, thank you

8. EXAMPLES Cont’d ‘Mid-Range’ of Abilities: The focus and teaching is very different: Facilitate conversations with typical peers – model talking to and enjoying the child with special needs – this makes it easier for the other students to join in… Watch what typical children are doing and saying, use these to teach interactions ‘Reverse’ mainstream

9. EXAMPLES Cont’d High functioning students: Understanding the need for ‘social smarts’ How to read the environment for cues about the ‘rules’ that are in place – facial expressions body language watching the others

10. Other Social Aspects The expanding differences – in interests, in abilities and in academics. Relationships & Friendships – Different definitions, different expectations – some proactive ideas and some preventative measures.

11. Medical Medication Efficacy: Data is your friend…. Samples General guidelines –Wait until you really know the effect –One change at a time –Clinicians that include home and school info

12. Hormones Hormones: create extreme changes in comfort, in physical patterns, and are related to more and more body systems. Recognize, Respond, Resume, (& Reward)

13. Sexual Issues Self-Stimulation and Masturbation -Recognize the difference. -Plan a response – with the entire team. -Private and Public -Responsibilities and expectations -Clothing and activities can make a huge difference

14. Sexuality Attractions and expressing interest –Limits –Acceptable alternatives Orientation and exploration Touching and being touched

15. Behavioral Patterns Undergo changes related to the physical and chemical aspects of adolescence – with typical and with disabled students. Studies report lessened intensity of behavioral excesses as people physically mature. The identifying features of autism also undergo a decrease in intensity although they remain observable.

16. Preoccupations & Stereotypy These are some of the most difficult behaviors to change. The key is to find a compromise – a form that can meet the person’s needs but not stigmatize. A strong preoccupation can lead to an expert or a career if limits are learned!

17. Questions & Notes

18. THANK YOU