POSITIVE BEHAVIOURAL SUPPORT IN THE CONTEXT OF AUTISM

POSITIVE BEHAVIOURAL SUPPORT IN THE CONTEXT OF AUTISM FACILITATED BY PAUL THOMAS, FUSION COLLEGE A PRACTICAL GUIDE THINGS YOU NEED TO KNOW

WHAT DOES AUTISM MEAN TO YOU? More than words

THE SPECTRUM

10 THINGS A CHILD WITH AUTISM WANTS YOU TO KNOW BY ELLEN NOTBOHM 1. I am first and foremost a child I have autism 6. Because language is so difficult for me, I am visually orientated 2. My sensory perceptions are disordered 7. Please focus and build on what I can do rather than what I can’t do. 3. Distinction between wont (I chose not to ) and can’t ( I am not able) 8. Please help me with social interaction 4. I am a concrete thinker 9. Try to identify what triggers my meltdowns 5. Please be patient with my limited vocabulary 10. If you are a family member, please love me unconditionally.

TIME INTENSITY MODEL Crisis Recovery or deescalation Escalation Baseline Trigger Postincident Dip Baseline 6

NOT ALWAYS UNDERSTANDING THE WORLD WE LIVE IN Frustration and anxiety can go hand in hand

THE TRIAD • Developmental disabilities • Lifelong • Pervasive • Three developmental areas Communication • Triad of Impairments Rigidity of thought Social Interaction

GENERAL APPROACH • Consistent • Predictable • Structured • Make sure I know what's next, expectations • Change is not my friend

COMMUNICATION • Expressive communication – use of language • Receptive communication – use of comprehension – 1 -10 theory • The basic 5 • Literal meanings, socks, dogs, tea, watch the ladder!!! • Making up words • Echolia • Splinter skill

THE BASICS • Don’t use 10 words when 5 will do • 10 second rule • Use my name • Say what you mean, no literal meanings • Communicate and work to my learning style

COMMUNICATION • Cultural interpreter - ここでトイレ • Non- verbal / body language / gestures ( how many times have you communicated today, you are all communicating right now)

SOCIAL INTERACTION • Not paying any attention to others • Lack of social skills • Inappropriate social behaviour • Lack of understanding about friendship or strangers • Social rules that are not written down, legal and illegal • Vulnerability

IMAGINATION OR RIGIDITY OF THOUGHT • Empathy – Snow Cake / Black Balloon • Making choices • Relies in routine • May seem confused by what others say and do • Abstract concepts – Weak Central Coherence • Theory Of Mind (T. O. M) – Simon Baron-Cohen

THE SEVEN SENSES Sound Sight Taste Smell Balance Body Awareness Touch

THE SENSES – OLGA BOGDASHINA • Hyper & Hypo • Protect from sensory overload • Create sensorially safe environments • Work with Autism, not against • Adjust the way you interact with the child

THE SALLY-ANNE EXPERIMENT THIS IS SALLY THIS IS ANNE Sally has a basket Sally has a marble. Anne has a box She puts the marble in the basket Sally goes for a walk Anne takes the marble out of the basket and puts it in the box

The Sally-Anne experiment Now Sally comes back. She wants to play with her marble Where does Sally look for her marble?

SAFETY, ROUTINE & FAMILIARITY These are key to me

BEHAVIOURS AS STRENGTHS • Single minded • Focused • Areas of ability

JORDAN'S 11 • 1. Be attracted by differences • 2. Have a vivid imagination • 3. Be able to give without getting ( ordinary ) thank you’s • 4. Be willing to adapt ones natural style of communication and social interaction • 5. Have the courage “ to work alone in the dessert” • 6. Never be satisfied with how much one knows

JORDAN'S 11 • 7. Accept that each bit of progress brings new problems • 8. Have extraordinary Pedagogical and analytical capabilities • 9. Be prepared to work in a team • 10. Be humble • 11. Be professional

THE EXCEPTION TO THE RULE Savant Syndrome

A FAMILY PERSPECTIVE By Claire Chappell

QUESTIONS

THANKS Tracy Cox, Wendy Wright, Claire Chappell & Corinne Thomas

LITERATURE USED OR SUGGESTED • 10 things every person with autism wants you to know • Sensory perception, Olga Bogdashina • Black Balloon • Snow Cake • Community Therapeutic services • Fusion College