overview of autism - easterseals...with autism spectrum disorders • identify the learning...
TRANSCRIPT
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Grandparents & Autism Connect
Overview of Autism
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Learner Objectives
• Identify the 3 areas of impairment associated
with autism spectrum disorders
• Identify the learning characteristics of children
with autism
• Use information about learning characteristics to
learn about your grandchild
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Did You Know • Autism is a spectrum disorder
• Some people with autism have average or
above average IQs. Many children with autism
have mental retardation
• Autism is 4 times more common in boys than
girls
• Once considered a rare disorder it now occurs
in approximately 1 in every 91 people
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Autism
• Children with autism experience
difficulty in the areas of:
1. Communication/Language
2. Social skills/Interacting with others
3. Have narrow interests and repetitive
behaviors
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Communication
• Development of language is
significantly delayed
• Some do not develop language
• Difficulty with using language to get
their wants and needs met
• Difficulty understanding when others
are talking
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Communication
• Difficulty starting or ending conversations or
keeping conversations going
• Robotic, formal speech
• Echolalia: Repeat back what is just said or
repeat back whole or partial scripts from
movies, cartoons, commercials
• Difficulty with the practical use of language
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Social Interaction
• Difficulty making friends
• Difficulty with give and take of social
interactions
• Hard time understanding body language/facial
expressions of others
• Hard time using body language/facial
expressions
• May not be motivated by same things as other
kids (like verbal praise “good job”)
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Narrow Interests/Repetitive
Behaviors
• Can become intensely focused on things that are different from what a typical peer is interested in
• Can have very strong rituals
• May move their body in a certain way, over and over (hand flapping, rocking)
• May become very focused on the part of an object
• May use their behavior as a way to communicate
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Video Guide
• Make three columns on your paper and
label them Communication, Social Skills
and Behavior
• What characteristics of autism does this
child display that would fit into these
categories?
• Is there overlap between the columns?
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Revisiting Autism
• Challenges in the areas of Social,
Communication and Behavior
• 1 in 91
• Spectrum disorder
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11
Learning Characteristics
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Concrete and Literal Thinkers
• Have difficulty thinking in
the abstract
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Concrete and Literal Thinkers
• What this means for you?
– Avoid the use of figurative language, idioms
• Activity: Draw a picture of what one of these phrases would mean to someone who takes everything literally.
– Cat got your tongue?
– Hit the road
– You’re out in left field
– People in glass houses shouldn’t throw stones
– Here’s mud in your eye
– You’re the whole enchilada
– Or think of your own phrase and illustrate. Share with the group.
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Overselectivity
• Child may pay attention to one detail of a
task/activity/toy/person instead of the whole
thing
• May miss the main point of the task or
activity
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Overselectivity
• What this means for you
– Be sure to point out, highlight what is the main
point of the task/activity
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Lack of Generalization
• May learn a skill in one place and may not
be able to do it in a different place
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Lack of Generalization
• What this means for you: – Teach your grandchild with ASD the skills they need in
the places where they will use them!! Practice those skills in lots of different settings.
• Choose 1 skill Work with your group- how many places could you work on that skill? – Standing in a line
– Taking turns
– Ordering food
– Sharing materials
– Using money
– Asking for help
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Distractibility
• Easily distracted by things from the outside
world and within themselves
• External things: Noise level of the room,
things on the wall, smells, lighting,
closeness of other people
• Internal things: Hunger, stress level,
tiredness, sickness
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Distractibility
• What this means for you:
– Be aware that certain settings might be hard for
your grandchild (e.g. Walmart, crowded
museum, loud movie)
– How could you reduce the distractions in those
settings?
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Strong Visual Learners
• Visual is their premium cable channel
• Your grandchild will often learn by seeing
and doing
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Strong Visual Learners
• What this means for you:
– Point
– Show them
– Draw a picture
– Write it down
– Give them an example of what it should look like
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Strong need for Routines
and Rituals
• Once learned, it is difficult to change
• Asset, liability or both?
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Strong Need for Routines and
Rituals
• What this means for you
– Be aware of routines and rituals (if they are not
disruptive it is okay to follow the routine or ritual)
– Talk to your son or daughter about how to be
supportive and how to encourage flexibility for
when change is necessary
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Motivation
• Motivation is often different from their peers
• Your grandchild’s parents may have
excellent ideas about what motivates your
grandchild
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Guess What’s in the Box
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Did anyone guess that a piece of
PVC pipe and a feather duster
would be in the box?
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Communication
• Difficulty understanding spoken words Especially in times of stress – Remember to give wait time. After saying
something wait five seconds to allow your grandchild to process
• Difficulty using their words -Especially in times of stress
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Communication
• What this means for you: – Use less spoken language
– Reduce your talking significantly when giving a direction!!!!! Especially if they are upset. Show them instead. Pair words with a visual.
– It is very important that you remain calm. Your behavior will influence your grandchild’s
– Have a back up system available
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Myth Busters!!!
• You and your partner will be given a colored card with a myth on it
• You will also be given a blank card
• Read the myth
• With your partner, write the correct information on the blank Myth Buster card
• When all the groups are finished, share the myth and the Myth Buster Card!
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Learner Objectives
• Identify the 3 areas of impairment associated
with autism spectrum disorders
• Identify the learning characteristics of children
with autism
• Use information about learning characteristics to
learn about your grandchild
Questions
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Generations & Autism Connect
Your Family
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Learning Objectives
• Increase understanding of how having a grandchild with autism affects you and your family – Grief
– Stress
• Emotional
• financial
• Increase understanding of how you can support your family – Emotional support
– Respite
– Sibling support
– Information gatherer
– other
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Who are members of Your
Family?
• Whomever you identify as a family
member
• Every family defines itself
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Family Stress
• Parents of children with disabilities rate
themselves as more stressed than
parents of children without disabilities.
• Parents of children with ASD rate
themselves as more stressed than
families of children with any other
disability.
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Characteristics of Children with
Autism Related to Family Stress
• Work with your team to identify
characteristics of ASD that may be related to
family stress
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Sources of Family Stress • Reactions from society
• Feelings of isolation
• Concerns over future care giving
• Finances
• Ethnic/Cultural/Religious Differences
• Feelings of grief
• Others??
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Video Guide
• What are sources of stress for this family?
• What are things they celebrate?
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Marital/Relationship Stress
• Readjusting expectations
• Challenges may increase
• Cumulative effect of stress
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Sibling Stress
• What would be sources of sibling stress?
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Strategies to Address Family Stress
• Their spirituality
• Exercise
• Relaxation Techniques
• Advocacy
• Counseling
• Keeping a log of daily goals and successes
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What Does this Mean for You?
Opportunities to Offer Support
– Emotional support
– Respite
– Sibling support
– Information gatherer
– other
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Review of Learning Objectives
• Increase understanding of how having a grandchild with autism affects you and your family – Grief
– Stress
• Emotional
• financial
• Increase understanding of how you can support your family – Emotional support
– Respite
– Sibling support
– Information gatherer
– other
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Communication
Strategies, Ideas and Supports
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Review
Impairments in:
• Communication
• Social interaction
• Narrow interests and repetitive behaviors
Learning Characteristics:
• Learn best by seeing
• Difficulty generalizing
• Strong need for routine
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Learning Objectives
• Identify the different ways people communicate
• Understand that even people who use spoken language sometimes need help communicating
• Increase knowledge of how to develop communication aids for your grandchild
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Activity
• What do we mean by “communicate”
• There are lots of different ways we
communicate
• How many different messages can we
communicate with the words:
• “Thanks a lot Mom”
• “That’s great”
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Types of Communication
• Expressive: What is spoken or
communicated with nonverbal
communication. It is the OUTPUT part of
communication
• Receptive: What is heard or understood
by nonverbal communication. It is the
INPUT part of communication
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Just Because you Can’t Talk
Doesn’t Mean you Can’t
Communicate
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What is Needed to
Communicate • Understanding Cause and Effect
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Understanding Cause and Effect
• Does the child recognize that their
actions can cause something to happen
in their environment?
• Example:
1. John loves bubbles
2. He presses the button (cause)
3. Bubbles come out (effect)
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Understanding Cause and Effect
Communicating with Pictures
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What is Needed to
Communicate • Understanding cause and effect
• The need to communicate
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The Need to Communicate
• Communication opportunities can occur throughout the day
• Example: – Rose drinks juice during three meal times, when she
comes home from school and in the evening. Rose has the chance to communicates about juice FIVE times per day.
– Rose asks for juice by handing you a cup
– You give her a a ¼ cup of juice in her cup so she can ask for juice several times before she is finished drinking
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What is Needed to
Communicate
• Understanding cause and effect
• The need to communicate
• Someone with whom to communicate
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Someone with Whom to
Communicate
• If adults are always the ones initiating,
children may only respond
• Provide opportunities your grandchild to
initiate and ask for things independently
– Provide temptations
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Someone with Whom to Communicate
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What is Needed to
Communicate
• Understanding cause and effect
• The need to communicate
• Someone with whom to communicate
• Something to communicate about
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Something to Communicate
About
• Let the child determine what he wants to
communicate about
• Try to figure out the child’s interests by
watching him, and asking his parents.
This is where communication can begin.
• Make a list of 5 really exciting things that
you think your grandchild would want to
communicate about
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Something to Communicate About
The Picture Communication Symbols ©1981–2008 by Mayer-Johnson LLC. All Rights Reserved
Worldwide. Used with permission.
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Something to Communicate
About
• Review your list of 5 things – How many opportunities would the child
have to use the messages you selected?
– What good things would the child receive
if he/she communicated those messages?
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What is Needed to
Communicate • Understanding cause and effect
• The need to communicate
• Someone with whom to communicate
• Something to communicate about
• A way to communicate
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What is Needed to
Communicate - A Way to
Communicate
• Children who do not have spoken
language CAN communicate using
different means other than speech.
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A Way to Communicate
• Augmentative and Alternative Communication
(AAC)
– Most people use AAC to Augment (add to) their message
(body language, facial expressions, tone)
– Sometimes we use Alternatives to speaking (pointing,
writing, drawing)
• AAC can be used by people with disabilities who
have difficulty communicating
• AAC can be simple or it can involve technology
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A Way to Communicate - Gestures
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A Way to Communicate
Actual Objects
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A Way to Communicate
Picture Symbols
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A Way to Communicate
Picture Symbol Book
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A Way to Communicate
Written Word
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AAC- High Tech Device
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What This Means For You
• Try to create opportunities for your
grandchild to communicate.
• That means
– Understands cause and effect
– Has a need to communicate
– Has someone with whom to communicate
– Has something to communicate about
– Has a way to communicate
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Learning Objectives
• Identify the different ways people
communicate
• Understand that even people who use
spoken language sometimes need help
communicating
• Increase knowledge of how to develop
communication aids for your grandchild
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Choice Making
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Choice Making with Objects
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Picture List of Choices
The Picture Communication Symbols ©1981–2008 by Mayer-Johnson LLC. All Rights
Reserved Worldwide. Used with permission.
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Picture List of Choices
The Picture Communication Symbols ©1981–2008 by Mayer-Johnson LLC. All Rights
Reserved Worldwide. Used with permission.
![Page 76: Overview of Autism - Easterseals...with autism spectrum disorders • Identify the learning characteristics of children ... Revisiting Autism •Challenges in the areas of Social,](https://reader033.vdocuments.us/reader033/viewer/2022060320/5f0d09627e708231d4385d02/html5/thumbnails/76.jpg)
Written List of Choices
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Choice Making
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Grandparents & Autism Connect
Socialization
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Learner Objectives
• Increase understanding of why it’s
important to work on socialization
with all children
– Why it is especially important to work on
social skill development with children
with ASD
• Increase skills in setting up social
opportunities
– How to enlist the help of other children
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Importance of Socialization
• How well we are able to get along with
others predicts school performance in first
grade even more than intelligence and
family background
• Getting along with others is Important
• Children who are unpopular, aggressive,
disruptive and unable to sustain close
relationships with other children are at risk
for long term problems
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Importance of Socialization
• Friendships are important
• Friendships promote social and
intellectual development
• Friendships contribute to successful
adulthood
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Help Children Recognize Their
Feelings
The Picture Communication Symbols ©1981–2008 by Mayer-Johnson LLC. All Rights
Reserved Worldwide. Used with permission.
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Help Children Manage Their Feelings
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Challenges
• Difficulty understanding social situations
may result in inappropriate responses
– You can help your grandchild learn to
how to socialize
• Challenges continue into adulthood
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Strategies for Success
• Find places where there are children
without disabilities available for play
and interaction
• Plan for social activities when you’re
planning your outings or visits
• Praise and encourage the your
grandchild and other children when
they are playing appropriately
together
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Strategies for Success
• Support play by suggesting play ideas.
(Example “Hey, Bill likes Thomas the Tank
Engine, why don’t you two play with
Thomas!”)
– Be sure to allow for wait time. Many children
with autism need processing time and may
be slow to warm-up to an idea
• Consider times during your visit when you can
focus on social skills
• Arrange the environment to promote social
interactions
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Example: Interactive Activity
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Example: Arrange Materials
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Example: Arrange Environment to
Encourage Interaction
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Example: Using Names
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Example: Reminder to “Play with
Your Friends”
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Write a Story
• My Grandpa and I
sometimes go to the park
• I like go on the slide and
swing
• I can try to play on the
merry-go-round with the
other kids
• Grandpa will help me
• Playing on the toys is
fun!
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Remember
• Individuals with autism can socialize
successfully with support
• As a meaningful adult in your grandchild’s
life you can help them learn simply by
being a great social partner
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Closing Thoughts
Who would choose to live, even if
possessed with all other things,
without friends? - Aristotle
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Grandparents & Autism Connect
Community Inclusion
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Learning Objectives
• Increase understanding of how
programs not children with autism
adapt for success
• Increase awareness of how to adapt
community outings for success
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Inclusion is a Principle Not a
Place • Inclusion can extend to
– Family
– Neighborhood
– Church programs
– Recreation centers
– Community presence
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Community Inclusion is
Successful with Preparation
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To Ensure Success • The learning situations and
environments must be as real as possible.
• Practice makes perfect
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Where do Children Play Together
in Your Community?
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Structuring the Community
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Increase predictability of activity
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Make Expectations Clear
The Picture Communication Symbols ©1981–2008 by Mayer-Johnson LLC. All Rights Reserved
Worldwide. Used with permission.
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Bring Communication Devices
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Prepare Them Ahead of Time
The Picture Communication Symbols ©1981–2008 by Mayer-Johnson LLC. All Rights Reserved
Worldwide. Used with permission.
![Page 106: Overview of Autism - Easterseals...with autism spectrum disorders • Identify the learning characteristics of children ... Revisiting Autism •Challenges in the areas of Social,](https://reader033.vdocuments.us/reader033/viewer/2022060320/5f0d09627e708231d4385d02/html5/thumbnails/106.jpg)
People With Autism Can Be
Included
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A Field Trip to the Police Station
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At The Beach
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At the Grocery Store
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At the Park
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At the Park
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At the Movies
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People with autism Can
included!
Anywhere and
Everywhere!!!!!
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Grandparents & Autism Connect
Behavior
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Learning Objectives
• Increase understanding of why children with
autism might have challenging behavior
• Increase ability to decrease the occurrence
of challenging behavior
• Increase ability manage challenging
behavior if it does occur
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From the Point of View
of the Child with Autism
• Problem behavior can results from
– Not understanding what he/she is
being asked to do.
– Difficulty communicating wants and
needs
– Difficulty understanding consequences
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From an Adult’s Point of View
• A child’s behavior might look and feel
like
– Lack of compliance
– Tantrums
– Destruction of property
– Aggression
– Self-Injury
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A Grandparents Perspective
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Important Point to Ponder
To improve a child’s behavior we must
know WHY they are engaging in
challenging behavior
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Similarities and Differences
Similarities- Most challenging behaviors
displayed by YOUNG children with autism,
may be observed in young children without
disabilities.
Differences- How often, how severe and how
long it goes on.
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Access
• Does the child want something?
• Some challenging behaviors are a
way for the child to communicate
they want something (attention, an
object, activity, person, food item
etc.), or to protest when a desired
object or activity is taken away or
stopped.
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Escape/Avoid
• Does the child want to get away from
something/someone?
• Escape behaviors communicate the desire
to escape or avoid certain activities or
people
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Sensory-Self Regulation
• Repetitive movements, such as body
rocking, hand waving or head wagging,
may be a person’s way of dealing with the
amount of activity going on around them.
They may be over stimulated or under
stimulated.
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Remember
• There is no magic solution
• Ounce of Prevention
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What You Can Do to Help
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Help the Child Understand the
Rules
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Help the Child Understand the
Steps of a Task or Activity
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Help Prepare the Child
for Changes in Routine
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Adjust Demands for the Child
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Help the Child Understand
the Order of Events
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Teach a Better Way to
Get Their Needs Met • Challenging behavior communicates a
message
– Escape
– Avoidance
– Sensory
• Children with autism CAN learn to get
their needs met without challenging
behavior – and you can HELP!
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Give Them a Way to Communicate
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Give Them a Way to Ask for a
Break
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Provide a Place Where They Can
Go for a Quiet Break
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Provide Activity Choices
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Provide Rewards When
Appropriate
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Help Practice Different Solutions
To Problem Behavior
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Help Them Learn to Calm Down
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There are lots of ways you
can help children with autism
learn to manage their
behavior
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When Problem Behavior Happens
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Success In Action
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In Conclusion
• Three general categories of WHY challenging behavior occurs – Access
– Avoid
– Sensory
• We can help children with autism learn alternatives to problem behavior.
Prepare, prepare, prepare to keep problem behaviors from happening in the first
place!