9/11/2017 1 MCA – Short intro film Middletown Centre for Autism Autism, The Facts and How to Help An Introduction to Autism Learning Outcomes Parents will: • Be aware of services and resources offered by Middletown Centre for Autism • Have a better understanding of how children with autism perceive the world. • Be aware of core strengths and deficits that may be associated with a diagnosis of autism. • Have a better understanding of how to use children’s strengths to help them reach their potential.
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Middletown Centre for Autism · 2017-09-13 · DSM 5 Severity Descriptors Characteristics of Autism •Core behaviours are typically present in early childhood, although some features
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Transcript
9/11/2017
1
MCA – Short intro film
Middletown Centre for Autism
Autism, The Facts and How to Help
An Introduction to Autism
Learning Outcomes
Parents will:
• Be aware of services and resources offered by Middletown Centre for Autism
• Have a better understanding of how children with autism perceive the world.
• Be aware of core strengths and deficits that may be associated with a diagnosis of autism.
• Have a better understanding of how to use children’s strengths to help them reach their potential.
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Centre for Autism
Transdisciplinary Approach
Res
earc
he
rs
Educational Psychologists
Teachers
Three Core Services
Research
Learning Support & Assessment
Training
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Training Events, Research projects, Bulletins,
Online Resources . . .
https://www.middletownautism.com/
Online Resources – Sample
• a neurologically based developmental disability• characterised by developmental impairments
in – Communication and language, – Reciprocal social interactions and – Restricted and repetitive repertoire
behaviours• Pervasive - it is evident in all settings (although
• Autism is not caused by family dynamics or parenting style or anything a parent did.
Autism is not …
Research
•Autism can be diagnosed in children, young people and adults if their presentation meets criteria defined in the DSM 5.
•Boys 4-5 times more likely than girls
•Prevalence: 1/68 (CDC; US)
• Identical twins if one twin has then 46% chance the other will have a diagnosis.
•1 child with autism 10% chance other siblings with have a diagnosis.
Prevalence . . . .
• Increased awareness and knowledge about autism (e.g. clinicians, educators, parents) has led to increased assessment and accurate diagnosis.
•Change in diagnostic criteria (1943 - 2017)
•Better screening now – e.g. children with Developmental Delay are often routinely screened for autism
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Autism and Girls
x5
There’s a growing body of empirical literature indicating that autism in girls presents differently and face different challenges to their male counterparts.
Diagnostic Criteria
DSM-IV
Triad of core symptoms
DSM-5
Dyad of core symptoms (May 2013)
Social Communication
Triad
Social communication
Restricted interests and repetitive behaviours
Social interaction
Dyad
Restricted interests and repetitive Behaviours
Core feature - unusual sensory responses
DSM 5
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DSM 5 Severity Descriptors
Characteristics of Autism
• Core behaviours are typically present in early childhood, although some features may not manifest until a change of situation/transition in their lives i.e. the start of pre-school.
• Regression or stasis of language and social behaviour is reported for at least a third of children with autism.
• The presentation of autism differs across ages and therefore for any individual this may change as they grow and mature. In response to environmental demands, intervention and in the context of coexisting conditions.
• Adam Harris• Ted Talk
Video – Adam Harris
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If you know one person with autism then you know one person with autism.
Stephen Shore.
How to Help . . .
•Deep understanding of core features of autism• Autism: Possible strengths and challenges
• Impact of Visual Methodologies• Social Communication
• Sensory Processing
• Behaviour
•Collaborative team approach
•Positive attitude; open and honest communication
•Evidenced Based Practice / Interventions• Reference
The ‘Culture of Autism’
‘Culture of autism’ refers to the way autism is viewed.
• Receptive language problems less obvious in higher functioning individuals masking problems with verbal understanding.
Communicating with others-
Receptive language difficulties
Social Communication and Interaction
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•Be very literal in their interpretation; may have difficulty understanding jokes, metaphors and sarcasm.
Social Communication and Interaction
•Varies from no communication at all to fluent grammatical speech.
•May lack understanding about reciprocal conversation and the two way flow of communication; may dominate conversations / class-time with one-way interactions.
Discussion:Your Child’s Strengths and Challenges• Social Communication
Non-verbal Communication
Receptive and Expressive language
Developing and maintaining friendships
Break
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Restrictive Interests & Repetitive Behaviours
Frustration and Anxiety
Change and transitions
Restricted/ fixated interests
Sensory processing
Stereotyped / Repetitive Motor movements
Gomot & Wiker 2012
Wendy Lawson
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Restricted range of interests and repetitive behaviours
• Impairment of imagination may affect the way children develop play skills, may not engage in any pretend play, or pretend play related to special interests, DVDs
• Play may be repetitive, solitary or if it involves others then only on the child’s terms
Repetitive Questions
•Social echolalia.
•To maintain the interaction.
•Predict what you are going to say next: What colouris your car?
•Reassurance that you have not changed your mind
Donna Williams
“I loved to copy, create and order things. I loved our set of encyclopedias. They had
letters and numbers on the side, and I was always checking to make sure they were in
order or putting them that way. I was making order out of chaos.”