“Help! My Grandchild has Autism!”

“How can I help?”

Cherryl Warnica, BS(CD), MCD, CCCSpeech Language Pathologist, Reg CASLPO #2470

Welcome

o Who I am and Why this workshop o Introduce yourself and your connection

with a child with Autism. o What do you hope to get from today?

Agenda/Plan

Autism-explanation and overview

Real Life: what can you do

Please feel free to ask questions throughout

Autism Overview

o historical factso prevalence in societyo definition of ASD

Historical Views of Autism

o non-verbal, o self-injurious,

o solitary, o blaming parent for poor

attachment

New Views on Autism

o Genetic componento hard-wired (they come this way)o brains process information differentlyo early intervention a key

Prevalence

o 1:100 (higher ratio of boys than girls)o more probable to have multiple children

in family tree (cousins, uncles, grandparents)

Clinical Diagnosis

o Red flagso Play: o Language:o Social:

Definition of ASD

o Impairment in three areaso sensory

o social/emotional (play)o language

In a CBC article in May 2013

o Neurological condition that affects the way the brain functions

o Difficulties with communication and social interaction

o Unusual patterns of behaviour, activities and interests

o Similar behavioural, social and communication characteristics may occur

o Can vary widely in the effect on day-to-day lives

Play

o You were right: Play is a child’s work: it’s also a precursor of language and literacy

o important for fine motor development as well as social and funo different levels of play

o red flags in play

Language

Communication

gesture, words, interaction

coherence

Language-understanding and expresssion

Sensory

VisionHearingSmellTasteTouchMovement (vestibular)Body Awareness (proprioception)

Communication

Intention &Reciprocity

Engagement

Regulation (Calm & Alert Shared

Attention)

(Milton and Ethel Harris Research Initiative)

Self Regulation-a calm and alert, ready to learn state.

o The goal is to achieve self regulation. o someone might be over-responsive

(avoids movement, messy play, eye contact, fussy about clothes) and someone might be under-responsive (low energy, doesn’t notice messy face, dirty diaper OR “on the go”, difficult to calm)

The Over Responsive Child might:

o Avoid movement (swings, car rides, sliding)o Avoid eye contacto Avoid messy play, touching food, resist

textures in play or clothingo Not like to be touched or huggedo Be sensitive to noise or lightso Not like groomingo Be difficult to console or comfort

The Under-Responsive Child with “low arousal” (think Eoyore) might:

o tire easily or be very lethargico move slowlyo not notice when twisted clothes or dirty

hands and face

The Under-Responsive Childwho is a “sensory seeker” (think Tigger) might

o have high activity level “on the go”o touch everythingo smell & mouth objectso be difficult to calm

Activities that might help Alert, Calm and Organize

o Alerting:swinging, spinning, bouncingriding wheeled toyscold water play/messy playplaying musical instrumentschase games

Calming Activities:

o slow rocking or linear swingingo deep pressureo warm bathso quiet tight spaceso chewing chewy foods

Organizing Activities

o pushing heavy thingso pulling heavy itemso lifting o carrying (backpacks etc)o jumping, bouncing, rolling, crawling

What can I do to help?

awareness of sensory overloads

child’s sensory system is different: what bothers them does not bother you and vice versa

regulation pyramid

Communication

Intention &Reciprocity

Engagement

Regulation (Calm & Alert Shared

Attention)

What Can I do to Help

o Before Communication is Engagement—

o Hanen strategies such as Observe, wait, listen. Include the child’s interests and Imitate or copy the child’s actions, sounds/words.

Engagement is a Foundation skill

o using Hanen strategies such as People Games (chase, two people action songs, airplane)

o basically games without toys that are repetitive, predictable and often can include movement

The best predictors or communication outcomes are

o the child’s ability to tune into language

o respond to joint attentiono imitateo gestureso play skills

Intention & Reciprocity lead to communication

o child indicates ‘more’o shared experienceo model language “say it as he would if he

could”o watch for cueso offer choiceso give ‘bit by bit’

What can I do to help?

Building Language:

be specific with directions, short, clear concise

give them time to process

show them what you want

read stories, look at books

expand on what they say

What can I do to help?

strengthening play:

Hanen strategies: different levels

intrude

add-on

Expand

What do I do to help?

Be aware of your comments:

just do it this way

screen time restrictions—latest research

schedules already in place

use of visuals; gestures, timers, 1st/then

Examples of your children

What can I do help?

Information on feeding

bathing

grooming/dressing

routines

visuals

Final thoughts:

be supportive—listen, love

ask for information

throw out preconceptions

be willing to learn as parents learn

Be good to yourselves

Questions

Resources

o Hanen.org (More Than Words, Talkability)

o www.firstwords.fsu.edu (videoglossary)o Building Bridge through Sensory

Integration by Yack, Sutton & Acquilla