Dec 18, 2015
Liane Holliday Willey, [email protected] www.aspie.com
Bridging the Communication Gap:
Improving understanding between those on the spectrum their peers, parents &
professionals
Who Are We?
We are not bound by social class, gender, culture, race or geographic lines
We are capable of lovely lives
We have a neurobiological difference
People with an ASD are
Literal
Obsessed with thoughts and rituals
Have Difficulty with Perspective Taking
Perceive how others think and feel; difficulty predicting what others may do; difficulty understanding others think differently than they do.
Most comfortable living with routines
I’ll be home at noon…
Recess ✕
Affected with some kind of Sensory Integration Dysfunction
Engrossed in special interests
Why is this perseveration ok
And this one not?
Confused by non-verbal communication
You need to listen to me!
IS he angry – with me???
I am listening! You asked
for opinions?!?
I thought he liked
me…help
Challenged by midlines, spatial awareness, fine & gross motor
Left from right, catching a ball, tripping, walking into walls, body space…
VULNERABLE to predators
The Assumptions…This kid is lazy.
That teen
is just plain rude.
You are just making things up to get attention
Are you just plain stupid ?
You are not trying your hardest
Why must my
assignment
partner be so
uncooperative? That girl is so weird!
I think my neighbor is emotionally disturbed.
Assumptions are harmful!
If you know who we are, you can empathize and provide healthier
and happier supports
SupportsTeach organizational skills &/or set up an organizational plan with the ASD person
Establish an understanding with the ASD person regarding sensory integration dysfunction & needs. Understand SID can effect learning, assessment & behavior
Teach non-verbal communications, but know that more often than not, non-verbal cues will likely be misunderstood, go unnoticed or ignored
Work very hard to teach Theory of Mind (perspective taking)
https://jillkuzma.wordpress.com/perspective-taking-skills/teaching-ideas/
Supports
Teach literary terms: idioms, metaphors & similesDon’t use confusing language
Be concreteCheck for understandingAvoid hidden messages, sarcasm
Teach conversation skillsTeach euphemismsTeach the concept of propagandaEncourage Aspie to question & not fear asking- “What did you mean?”
Supports
~Be certain you have the Aspie’s attention before giving instructions or asking for information~Check to see if an outside variable is interfering with processing
Sensory integration Auditory processing disorderLack of interest in topicAnxietyDaydreaming about own interests
Supports
o Keep tasks small and avoid verbal overloado Use positive behavior management / rewardso Encourage sessions with counselor who
should primarily use cognitive behavior therapy
o Realize processing can be slow - Provide extra time for studying, completing tasks, due dates
o Try to provide copies of lecture notes
Supports
Know that constant arguing by the person with ASD is often a response to a lack of control or confusion, and not the issue at hand
Use visual maps & graphs to show how information is relatedCheck for understanding oftenDo not rely on the ASD person to relay important messages Splinter skills are common - work from strengthsChoose the ASD person’s partner carefully, when making group assignments
Supports
• Teach who what when where & why (the 5 w’s)• Encourage any kind of participation in dramatic arts• Teach Scientific Method
Observation/ResearchHypothesisPredictionExperimentationConclusion
• Use multi-media to role model good behaviors & to teach concepts (History Channel, movies, etc.)
Supports
• Begin working on relaxation techniques early and continuously
• Teach lots of personal safety techniques• Work with first line responders to help
establish relationships and understanding• Rely on objective measures (temperature,
body fluids, etc.) to help gauge medical needs
• Try writing or drawing conversations rather than speaking
Supports
Team approach is great idea. Occupational Therapy, Physical Therapy, Speech Language Therapist, Modified Cognitive Behavior Therapy, Equine Therapy, Pet Therapy, Role Modeling, Peer Helpers, Adult Led Groups, Small Social Skills Groups, Developmental Pediatrician, Yoga, Individual Sports…
The list goes on and should be individualized.
Supports
If you only bring out the best in the ASD child for other kids to enjoy and respect/admire, you will have done a lot!
Tenacious HonestEthical PragmaticDependable LoyalSmart
The Be on the Lookout List
• Self-injurious behaviors • Eating disorders • Depression• Gender ID confusion• Sexual abuse• Other co-morbid complications
Always and forever encourage, strengthen, and support measures
that build health self-esteem for everyone - the parents, the
teachers, the siblings, the friends, the family and of course, the
person who has an ASD
A Few Resources
• http://www.autismriskmanagement.com/• http://www.tonyattwood.com.au/• Paulakluth.com• Aspie.com• Jkp.com