teens on the spectrum 092515 kida (1 1 for posting)
DESCRIPTION
Kids Institute for Development and AdvancementTRANSCRIPT
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Teens on the Spectrum
Joshua Feder, MDKids Institute for Development and Advancement
September 25, 2015
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Thank You
• KIDA: Kianna Collier.• Interdisciplinary Council on Developmental and Learning Disorders:
Stuart Shanker, et. al.• Profectum: Serena Wieder, et. al.• Ed Tronick – break and repair• Dan Siegel – adolescent development• George Engel/ Urie Bronfenbrenner – system levels• David Sackett / Institute of Medicine – Evidence Based Practice• You
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Objectives: Make Time to Think
1.Learn a developmental approach to sorting through challenges at any age.2.Learn important things about adolescence that help us understand and address challenges.3.Hope & humility: If we have time to think about it we can usually come up with ideas to keep trying.
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What is ASD to you?
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What is ASD to you?I want him to tell me ‘I love you mom’I want her to have friendsI want him to be safe and happyI’m worried that she will be hurt by othersI think he has some really great ideasIf we could just get her to focus…The electronics are out of controlIf I have to answer another question about ….He doesn’t sleep.She won’t shower.The pancakes were ‘wrong’ and the tantrum was hugeWe can’t go out in publicI’m so worried what will happen when we can’t care for him anymore
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Teen issues?
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Teen issues?
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‘Can’t we just train him?’The problem of
compliance and context
• We need it for safety and other things• But it can make people vulnerable• How to help a person understand that
different situations have different responses?
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Research
• Research on this is difficult to do• We have to look beyond the usual studies to
other fields• Mental Health• Human and animal development• Anthropology• Sociology
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Clinical Judgment
• There are no studies that speak to each individual situation
• So every time we need to think about it as if it were a new challenge
• But we can use what worked before
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Family Culture and Values
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Evidence Based Practice
• Relevant research• Clinical judgment• Family culture and values
These make true informed consent possible
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What have you heard about Developmental Approaches?
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Calm enough
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Connected
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Flow of interaction
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Break and repair of interactions
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Everybody’s so different:Let’s list some of the ways
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Some big kinds of differences
• Sensory experience and intensity• Motor tone and planning• Receptive communication (non verbal too)• Expressive communication (non verbal too)• Visual spatial function• Problem solving: idea, plan, sequence,
execution, adaptation
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Why focus on relationships?
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Relationships are important
• For brain and body development• For communication and problem solving• For safety
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What happens in a good relationship?
Think about some great relationships
What was going on that was great?
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Good relationships have
• Calm• Connected• Flow of interaction• All the people benefit• Balance of repair of breaks in connection
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Support to caregivers(parents, teachers, others)
• Making time to work together• Helping people come up with ideas to try • (not just telling a person what to)• Keep working on it
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What do you know about teenagers?
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What usually happens to…
• Emotional intensity?
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What usually happens to…
• Tendency to explore and take risks?
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What usually happens to…
• Abstract thinking?
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What usually happens to…
• Social drive?
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What usually happens to…
• Emotional intensity usually increases• Tendency to explore and take risks goes up• Abstract thinking can be more complex but
may be illogical and emotionally based• Social drive is usually higher but directed
more toward peers and away from adults
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Can we USE these changes?
• Intensity – maybe people who didn’t seem to care enough about some things might care more now
• Exploration – maybe more open to some new things, presented carefully
• Abstract thinking – may be more able to use symbolic thinking to do better
• Social drive – may be more able to connect and then improve through relationships
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Some examples:
• Guy who runs off at school • Guy who spits / won't sort the silverware• Girl who hits and is on a lot of meds• Guy sexually acting out in the hot tub • Girl seeking a boyfriend at her 'job’• Girl gets hooked on pot• Girl on the internet 24/7 flunks college• Guy stalking young children
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A word about medications
• Medications might help a good plan work better, and at times are very helpful
• But medication can’t make up for an inadequate plan or lack of support
• More information about medications at www.circlestretch.com
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Try to think of all the reasons why:
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Useful categories of ‘why’
• Biological: genetics, maturation*, hormones…• Psychological: how we think and feel…• Social: family, school, community…
*Developmental vs. chronological level – ‘he’s big’, he ‘should’ (maybe not able)
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Let’s go back to the problems we listed
Use what we know about teens:•Emotional intensity•Exploration•Abstract thinking•Social driveAnd what we know about helping•Calm, connection, flow, repair•Sensory, motor, comm, visual, planning•Support to caregiver•Biological, psychological, social levels To come up with some ideas to try
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Make time to think
www.joshufedermd.com
www.Circlestretch.com