understanding autism “ if a man does not keep pace with his companions, perhaps it is because he...
TRANSCRIPT
Understanding Autism
• “If a man does not keep pace with his companions, perhaps it is because he hears a different drummer. Let him step to the music he hears, however measured or far away”.
Henry David Thoreau1854
Professor Jacqueline Roberts
Autism Centre of Excellence
Autism Centre of Excellence Griffith University
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Key themes
• Holistic• Strengths as well as needs
based• Difference which will only
sometimes be disabling• Behaviour of concern,
interfering behaviour• ASD, ASC, autism• Person centered language• An autistic perspective
JIM SINCLAIR
(C) Jacqueline Roberts Griffith University ACE
The Challenge
“Do you think you could find a room just for me with no windows and an opening under the door big enough to pass food through and reading information. That would be great as I wouldn’t have to deal with anyone and I could also read all day which I like doing. I can learn by myself”.
Student R. (2004). NSW DEC High School , Year 11
(C) Jacqueline Roberts Griffith University ACE
High rates of problems at school
(C) Jacqueline Roberts Griffith University ACE
Why do students with ASD find school such a challenge?
• Difficulty relating to others, poor functional communication• Very different ways of communicating and motivation to
communicate. • Lack of understanding of
hidden curriculum• Obsessive insistence on
environmental sameness, powerful interests
• Difficulty following and mastering an unmodified school curriculum
(C) Jacqueline Roberts Griffith University ACE
Memory
RB/RI
Social Communicatio
nLanguage
ER/ER
Sensory & Motor
Auditory & Visual
processing
TOM Executive
functioning
Detail focusImitation
Comorbid conditions
Cha
ract
eris
tics
of Aut
ism
Impacting at School
Tim Sharp: Barbie Queue
Why do we need to find a better way for students with autism?
• Outcomes typically poor compared to other disability groups
• Under-achieve relative to cognitive abilities
• More likely to be targets of bullying• High rates of co-morbid mental health
problems• High rates of absenteeism,
suspension, exclusion, home schooling
• Teachers report highest stress levels associated with autism © J. Roberts ACE
Good practice in autism education• Individualised, student centred,
student voice• Multidisciplinary• Strengths based• Flexible, life span approach, adaptive
behaviour• Functional approach to
behaviour/PBS• Ecological management, 2 way
adaptation
© J. Roberts, ACE
(C) Jacqueline Roberts Griffith University ACE
More Good Practice
• Hidden curriculum, specific strengths and needs• Systematic instruction, structure, routine, visuals• Collaborative, family involvement/family support• Academic curriculum adaptations and adjustments• Data based evaluation and review
Schools that work for Students with Autism
How will we achieve these goals?*Inclusive positive school climate/leadership*Professional development (understanding of autism, empirically based intervention, data based decision making) for all staff*School organisation and environmental management, flexibility*Peer support and information*Curriculum, adaptation, adjustment, flexibility*Collaboration and family involvement, holistic approach*Family advocacy and support
© J. Roberts, ACE
(C) Jacqueline Roberts Griffith University ACE
Capacity Building:Autism friendly school
• Autism Dyad+ Individual Plan
communicationsocial
Repetitive behaviour restricted interest
Sensory
Motor
Cognitive
© J. Roberts, ACE
STUDENT
SCHOOL
SYSTEMRE
SPO
NSE
TO IN
TERV
ENTI
ON
SYSTEMS LEVELMentoring and support for school leaders
Reduced class sizeAvailability of relevant PD
Adequate teacher planning timeAvailability of appropriately trained support personnel
Collaborative multi disciplinary problem solving relationships
Successful Schools for Students with Autism SSSA
SSSSWSSSAhat the research suggests we need
Leadership vision and capacityWhole school ownership, positive climateFlexibilityFunctional approach to behaviour/PBSSystematic instruction, structure, routine, visuals
Multi disciplinaryCollaborative, family involvement/family supportEcological management, 2 way adaptation
SCHOOL LEVEL
© J. Roberts, 2013
What the research suggests we needIndividualised Program, collaborative, multidisciplinaryCoordinatedHolisticAutism specificStrengths based approachHidden curriculum, Academic curriculum adaptations and adjustments
Systematic instruction, structure, routine, visualsGeneralisation strategiesTransition supportData based evaluation and review
© J. Roberts, 2013
STUDENT LEVEL
Jim Sinclair 1993
• “Autism” is a way of being, It is pervasive, it colours every experience, every sensation, perception, thought, emotion and encounter, every aspect of existence. It is not possible to separate the autism from the person- and if it were possible, the person you had left would not be the person you started with”.
(C) Jacqueline Roberts Griffith University ACE
ASD & school: square pegs in round holes
‘For some people school is like fitting a square peg in a round hole. For me at the moment the hole (school) has changed its shape slightly to accommodate me and the square peg (me) has tried to soften its edges. So a better description would be a rounded square trying to fit itself into a circle with sticky out bits.’ (Luke Jackson, 2003)
Painting of Laserbeak man by Tim Sharpe
Graduate Certificate in Autism StudiesMaster of Autism Studies
Master Research
Autism Centre of Excellence [email protected]
Graduate Certificate in Autism Studies – 40 CP
1. 7180: What is Autism Spectrum Disorder? – 10 CP (sem 1&2). FIRST
2. 7181: Engaging with Learning and ASD – 10 CP (sem. 1 & 2)
3. 7184: Communication for Individuals with ASD – 10 CP (sem. 1&2)
4. 7185: Social/Emotional Learning, Restrictive/Repetitive Behaviour and ASD– 10 CP (sem. 1 & 2)
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Master of Auti sm Studies (commencing 2015 coursework) – 120 CP
First must complete the Graduate Certificate (40 CP)1. What is Autism Spectrum Disorder? – 10 CP2. Engaging with Learning and ASD – 10 CP3. Communication for Individuals with ASD – 10 CP4. Social/Emotional Learning, Restrictive/Repetitive Behaviour and ASD– 10 CP
Masters of Autism Studies (80 CP)5. Transitions for Individuals with ASD – 10 CP6. Positive Communities of Practice – 10 CP7. Evidence-Based Practices and ASD– 10 CP8. Special Topics and ASD – 10 CP9. Understanding Research -10cp10. Introduction to Research Methods -10cp11. Independent research study 40cp
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Master of Education and Professional Studies Research(Commencing 2015 research) – 120 CP
First must complete Graduate Certificate (40 CP):1. What is Autism Spectrum Disorder? – 10 CP2. Engaging with Learning and ASD – 10 CP3. Communication for Individuals with ASD – 10 CP4. Social/Emotional Learning, Restrictive/Repetitive Behaviour and
ASD– 10 CP
Then complete Master of Education and Professional Research (Autism Studies) 80 CP
5. 2 research courses (20 CP)6. 60 CP thesis
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Research at ACE
• CRC• SSSA• Parent program• EBP in schools and preschools• Communication and Autism• HDR Topics from girls to ipads, anxiety to
telehealth and music therapy