The Basics of Autism The Basics of Autism Spectrum Disorders

Training Series

Regional Autism Advisory Council of

Southwest Ohio (RAAC-SWO)

Adults with Autism Spectrum Disorders

Task ForceTask Force

Adult Training Series gModules

Module One: Autism Defined, Autism Prevalence and Primary Characteristics

Module Two: Physical Characteristics of Autism

M dul Th : C niti n nd L nin in AutismModule Three: Cognition and Learning in Autism

Module Four: Autism and Sensory Differences

Module Five: Communication and Autism

Adult Training Series Modules

Module Six: Behavior Challenges and AutismModule Six: Behavior Challenges and Autism

Module Seven: Understanding Behavior in Persons gwith Autism

Module Eight: Functional Behavior Assessmentg

Module Nine: Autism and Leisure Skills to Teach

M d l T S i l I f Ad l d Module Ten: Special Issues of Adolescence and Adulthood

M d l El S f t d A tiModule Eleven: Safety and Autism

Behavior CharacteristicsBehavior CharacteristicsPeople with ASD do not all behave the same. They p yhave differences based on their communication, social skills, ability to cope, and their environment.

The following slides will describe four categories of behavior:

S i l I t tiSocial InteractionActivity LevelR i i B h iRepetitive BehaviorsAggression

Bi IdeaBig Idea

Th l is t f s t h th The goal is not for us to change the person, but to improve their ability to interact with and participate in

their world.

Social InteractionSocial Interaction

Not SocialNot Social Overly SocialOverly Social

Strategies for Social gInteraction

S m p pl ith ASD d n t lik it if Some people with ASD do not like it if someone is too close to them. It may be helpful to let the person know that you helpful to let the person know that you are approaching them.

Some people with ASD like to “people watch,” or be around people, but not have

i i h hto interact with them.

Strategies for Social gInteraction

Some people with ASD do not mind others being nearby, they just ignore g y, y j gthem. You may have to explain this to others so that they do not get their y gfeelings hurt

Encourage but do not force the person Encourage, but do not force the person with ASD to interact.

Strategies for Social Interaction

Be aware of safety concerns for persons with ASD.f f y f p

Some people with ASD “never see a stranger.”

h lk h f dl h l They talk to or they are over-friendly with people that they don’t know.

They may be at risk if a person wants to take advantage of them.

It can be difficult to teach a person with ASD who is and who is not a “safe” person.

Activity LevelActivity Level

UnderUnder Active Active OverOver ActiveActiveUnderUnder--Active Active OverOver--ActiveActive

Strategies for Under-Activity

It is important to help the person establish an p p pexercise routine:

In general, activity level decreases during d l adolescence.

Lack of exercise may result in weight gain.

Use of a picture schedule may help with an exercise routine.

Just like most people, people with ASD need motivators to exercise.

Repetitive BehaviorsRepetitive Behaviors

None FrequentNone Frequent

Repetitive Behaviors pExplained

Persons with ASD may have certain behaviors that they do over and over again. Often these are physical behaviors, such as hand flapping, rocking, physical behaviors, such as hand flapping, rocking, finger flicking, or a repeated sound.

These behaviors may happen because of a sensory These behaviors may happen because of a sensory need (see Module Four).

These repetitive behaviors may occur more often These repetitive behaviors may occur more often when the person is upset, anxious, or when they are not busy.

Strategies for Addressing R titi B h iRepetitive Behaviors

B th t d f ti ft l d t th Be aware that down or free time often leads to the person engaging in these behaviors.

H l h fi d hi h h d d i Help the person find things that they can do during down time.

Th i h i h There are times that you may want to give the person something else to do that limits their use of the repetitive behavior (i.e. if they flap arms, give p ( y p , gthem something to carry when they are out in the community).

Challenging BehaviorChallenging BehaviorChallenging behavior can include both physically Challenging behavior can include both physically

and verbally aggressive behaviors.

NoneNone FrequentFrequent

Challenging Behavior May Be l the Result Of*……

Diffi lt i b i t d d f liDifficulty expressing basic wants, needs and feelings.

Not knowing how to ask for help or how to get someone’s attention attention.

Appearing to understand directions even when they don’t. We may think they are being uncooperative We may think they are being uncooperative.

Difficulty understanding explanations, reassurance or instructions.instructions.

*Adapted from Nancy Dalrymple’s Helping Children with Autism Learn to “Behave”

Challenging Behavior May Be the g g yResult of…..

Difficulty understanding social rules or social interaction.

Difficulty understanding the viewpoint and motives of others.

Need for longer than usual time to process, organize, and retrieve information.

Dependence on routines and not coping when events are out of order.

Li it d b f i t sts d ti iti sLimited number of interests and activities.

Sensory overload.

Challenging Behavior May Be the g g yResult Of…

Unusual fears about harmless objects or situations.No fear of real dangers.L k f lLack of sleep.Physical discomfort due to ygastrointestinal or other medical problems.

Strategies for Addressing g gChallenging Behaviors

We must first understand the reason behind the We must first understand the reason behind the behavior (refer to Module Eight).

It is very important that the individual with ASD has It is very important that the individual with ASD has a way to communicate so that others can easily understand them.

Be sure they understand what you are saying. Just because the person can talk, they still may not be able to understand you.

Check out, and rule out, any medical reasons for a behavior ( i.e. heartburn, localized pain).

More StrategiesMore Strategies…..

Th bl ld b hi i h The problem could be something in the environment (sensory) that needs to be changedchanged.

Give the person time to follow instructions.

New places and things can be hard. Gradually introduce new people, places, and y p p , p ,things whenever possible.

Even More StrategiesEven More Strategies….

Change is very hard. Prepare the person for change. Practice change. It helps to break a t k i t ll ttask into small steps.

Teach new skills or new things in many g ydifferent settings with different people.

Be aware of your own behavior and how your Be aware of your own behavior and how your mood or behaviors can influence a person with ASD.

Bi IdBig Idea

We must first understand why a behavior happens why a behavior happens before we can change it.before we can change it.