CED 714 715 Special Needs Scouting ADDADHD and

CED 714 & 715 Special Needs Scouting ADD/ADHD and AUTISM SPECTRUM

Attention Deficit Hyperactivity Disorder (ADHD)- Any of a range of behavioral disorders in children characterized by symptoms that include poor concentration, an inability to focus on tasks, difficulty in paying attention, and impulsivity. A person can be predominantly inattentive (often referred to as ADD), predominantly hyperactiveimpulsive, or a combination of these two. Often leads to learning and behavior problems at home, school, and work.

Characteristics of ADD/ADHD • Hyperactivity • Impulsivity • Inattention • Physiological Factors • Weak “Executive Functioning” • Impaired Sense of Time • Learning Difficulties • Delayed Social Maturity • • Coexisting Conditions Low Frustration Tolerance Sleep Disturbance Not Learning Easily From Rewards and Punishment

Characteristics of ADD/ADHD • Creativity – Daydreams, ten different thoughts at once. Can become master problem-solver, fountain of ideas, or inventive artist. May be easily distracted, but sometimes notices what others don’t see. • Flexibility – Consider a lot of options at once, don’t become set early on, more open to different ideas. • Enthusiasm and spontaneity – Rarely boring! Interested in a lot of different things, have lively personalities. In short, if not exasperating (and sometimes even when they are), a lot of fun to be with. • Energy and drive – When motivated, work or play hard and strive to succeed. Actually may be difficult to distract from a task, especially if hands-on or interactive.

Tips for Parents

If your Scout has ADHD, let your Scout leader know. Tell him what works well AND what does not help. TIP #1

TIP #2 If your Scout takes medication to help him focus at school, it may help him focus better during Scout activities as well. Make sure your Scout knows that his medication is meant to help him focus, not to make him behave or “be good. ” You may want to discuss this issue with your Scout’s physician and record it on the annual physical forms.

TIP #3 Be sure to tell the Scout leader what your son’s needs are if he is going on: – a day trip – a weekend camping trip, or – a week at summer camp. There are many things the leader can do to help your Scout be successful and have fun— if he is informed.

IMPORTANT NOTE Prescription medication is the responsibility of the Scout taking the medication and/or his parent or guardian. A Scout leader, after obtaining all necessary information, can agree to accept the responsibility of making sure a Scout takes the necessary medication at the appropriate time, but BSA policy does not necessarily encourage the Scout leader to do that. Also, if state laws are more limiting, they must be followed.

Tips for Scout Leaders

TIP #1 *Try to let the ADHD Scout know ahead of time what is expected. *When activities are long or complicated, it may help to write down a list of smaller steps. Assign a more mature buddy to help him to get organized

TIP #2 Compliment the Scout whenever you find a genuine opportunity. Ignore minor inappropriate behavior if it is not dangerous or disruptive.

TIP #3 Provide frequent breaks and opportunities for Scouts to move around actively but purposefully. It is NOT helpful to keep Scouts with ADHD so active that they are exhausted, however.

TIP #4 When you must redirect a Scout, • Do so in a calm voice, unless safety is at risk. • (Avoid yelling. ) • Never publicly humiliate a Scout. • Whenever possible, “sandwich” correction between two positive comments.

Be aware of early warning signs (such as fidgety behavior) that may indicate the Scout is losing impulse control. TIP #5 When this happens, try a private, nonverbal signal or proximity control (move close to the Scout) to alert him that he needs to focus. During active games and transition times, be aware when a Scout is starting to become more impulsive or aggressive.

TIP # 6 Offer feedback and redirection in a way that is respectful and that allows the Scout to save face. When Scouts are treated with respect, they are more likely to respect the authority of the Scout leader.

Autism

Why Autism Scouting? • 2015 CDC Statistics – 1 in 42 boys have an Autism Spectrum Disorder (ASD)(1 in 189 girls) • Counselors and Social Workers steer boys who have ASD toward Scouting • Scouting is an ideal program for boys who have ASD • About 1 in 20 Scouts has an ASD 19

What is Autism? • A developmental disability that can cause significant social, communication and behavioral challenges. • A “spectrum” disorder – Autistic disorder – Asperger’s Syndrome – PDD-NOS (pervasive developmental disorders – not otherwise specified) • May also occur with other brain function disorders

AUTISTIC SPECTRUM CONDITIONS High Functioning Autism, Asperger’s, or PDD Extreme abilities in some areas Above average I. Q. Classic Autism Average I. Q. Mild learning disability Moderate learning disability Severe learning disability

Individuals with Autism • Have a wide range of intelligence. Some have significant cognitive delays, while others may be extremely intelligent. May be gifted in only one area or topic such as math. • Have uneven development in physical and verbal abilities • Have problems with abstract and conceptual thinking (sometimes do better with hands-on skills and memorizing facts) • May have severe food allergies and other digestive issues • Are easy targets for teasing and bullying because they don't always know how to recognize fake behavior. It is best to keep an eye out for "hazing" on the part of older boys.

Characteristics • Highly variable, no one person is the same. Distinguished not by a single symptom but by multiple characteristics • Common characteristics: – Difficulty with communication – Difficulty with social behaviors – Repetitive behaviors or interests – Sensory challenges

Difficulties in Communication -Classic Autism • • • Not respond normally, or at all, to sound Respond differently than others to typical situations Not participate in imaginative play May focus on one object in the area (blocking out others) Difficulty expressing wants/needs (many communicate effectively using other means of non-verbal communication) Express frustration or anxiety through anger or physical aggression Have delays when responding to speech Do better with visual communication than verbal Giggle or cry for no apparent reason

Difficulties with Social Behaviors Classic Autism • • • Have difficulty socializing Too loud and noisy, or withdrawn and quiet Echo others’ speech or songs Not respond with emotions Not react to danger Avoid eye contact

Repetitive Behaviors/Interests Classic Autism • Abnormal sleeping habits, such as staying awake all night • Insist on sameness; resist changes in routine • Focus on parts of objects, and not see the “big picture” • Involved in repetitive play or conversation

Repetitive Behaviors/Interests Classic Autism • Over- or under-active physically • Repetitive behaviors such as hand flapping • Behaviors that injure themselves, such as head banging or hand biting • Repetitively rock body back and forth • Spin objects or self • Stack objects

Sensory integration challenges • • High level of anxiety and a tendency to withdraw from interactions with people, places, pets, and anything else that might cause sensory overload Trouble knowing what sounds to listen to and what to ignore Tendency to taste, touch and smell things in situations where this not acceptable May be very particular about food due to tastes and textures Bothered by certain fabrics or clothing Easily over-stimulated Not like physical touching

Difficulties in Communication -Asperger’s • Weak conversational skills or difficulty in joining groups • Trouble understanding what someone else is thinking/feeling • Difficulty understanding and expressing emotions • Difficulty understanding the meaning of hand movements, facial expressions, and tone of voice • Use and interpret speech literally • Talk excessively about preferred topics

Difficulties with Social Behaviors -Asperger’s • Have difficulty relating to others • Need to be taught social skills that others learn easily • Have sensitive hearing, vision, smell, taste, and touch (like individuals with classic autism) • Have difficulty understanding why others don’t follow rules as strictly as they do and may be seen as bossy • Honest to a fault • Incapable of manipulating or lying • Have trouble making eye contact

Repetitive Behaviors/Interests • Odd forms of behavior such as picking at socks or chewing on shirts • Focus on small details rather than the bigger picture • Fact-oriented and logical --- liking lots of data • Intense or obsessive interest in complex topics, such as patterns, weather, music, history, etc. • Difficulty with organization, starting things, and deciding what is most important

Repetitive Behaviors/Interests • View the world in black and white, with difficulty compromising or seeing gray areas • Lack common sense • Tend to be worriers with high anxiety levels • Perfectionist tendencies • Clumsiness and uncoordinated movements • Appearing eccentric • Anxiety and/or depression

Tips for Leaders: • Relax! Most leadership skills used with all boys will also work well for Scouts with autism • Provide consistent, predictable structure. Be patient. Allow extra time for activities • Provide a visual schedule using words and pictures • Let the Scout know about transitions early • Give the Scout information about new activities ahead of time • Break tasks up into smaller steps

Tips for Leaders: • Alert the Scout’s parents if there is going to be an activity that may cause sensory difficulties for their son • If the Scout has issues with food taste and texture, carefully plan the menus around these issues so the Scout can eat the same things as other members of the unit as much as possible • Consider moving noisy activities outside where the noise can dissipate

Tips for Leaders: • Have written rules for meetings, campouts, and outings • Create and implement a written Individual Scout Achievement Plan • Assign a leader to monitor closely for dangerous situations, since individuals with autism may not have appropriate fear of danger • Require that a parent attend all functions, at least until the troop and Scout know each other • Respect body space

Tips for Leaders: • Focus on games that develop social skills (good for all Scouts) • Stress kindness and respect for diversity on the part of all Scouts • Use politically correct language and encourage others to do the same, i. e. PERSON first (“Scout with autism, not “autistic Scout”) • Respect and encourage the use of any type of communication that the Scout uses

Tips for Outings and Camp • Plan ahead! • Expect the Scout to not finish merit badges at camp. Focus on the experience, not completion. • Use the buddy system

Tips for Advancement • No two Scouts are the same • Work with parents to establish needs and best learning style • Apply for alternate advancements if necessary

Educate the Unit • Have Scout or parents talk to the unit about his challenges • Point out the Scout’s strengths (scheduling, ability to stick with a task, different way of solving problems) • Celebrate success!

Resources The Scout’s parents Scouting for Youth with Disabilities Manual (BSA # 34059) Working With Scouts With dis. Abilities website: wwswd. org Advancement Committee Policies and Procedures Manual (BSA # 33088) Guide to Safe Scouting Magazine Program Helps The Gifts of Asperger by John M. Ortiz Social Skills Training by Jed E. Baker Thinking in Pictures by Temple Grandin “Temple Grandin” the movie Autism and Scouting Group: http: //www. facebook. com/autismandscouting • Asperger’s Syndrome: http: //www. youtube. com/watch? v=s 9 e. ATBV-_lg • • •

Organizations • Autism Empowerment http: //autismempowerment. org • Autism National Committee http: //www. autcom. org/ • Autism Society of America http: //www. autism -society. org/