Au4sm Au4sm is a neurology that needs to be - PDF document

7/18/17 ¡ Au4sm ¡ “Au4sm ¡is ¡a ¡neurology ¡that ¡needs ¡to ¡be ¡ ¡ supported, ¡not ¡a ¡set ¡of ¡behaviors ¡that ¡need ¡ ¡ Know ¡Your ¡Learner ¡with ¡Au4sm: ¡ ¡ consequences. ¡ ¡Support ¡the ¡neurology, ¡the ¡ Discerning ¡message ¡of ¡behavior ¡ behavior ¡will ¡take ¡care ¡of ¡itself. ¡ August ¡3rd, ¡2017 ¡ KeCle ¡Moraine ¡Au4sm ¡Ins4tute ¡ • Kate ¡McGinnity ¡2017 ¡ Presented ¡by ¡Kate ¡McGinnity, ¡ ¡ au4sm ¡consultant/coach/author ¡ History Genera&ng ¡Behaviors ¡ What we have called these types of behaviors • What ¡behaviors ¡are ¡you ¡seeing ¡in ¡your ¡ in the past? learners ¡with ¡au4sm ¡that ¡you ¡are ¡curious ¡ — Aberrant about ¡how ¡to ¡best ¡support ¡them ¡in ¡changing? ¡ — Maladaptive — Challenging — Difficult — Unreasonable — Willful — Unconventional — Non-Compliant — Inappropriate Research Review Research Review that Relates to these Behaviors — Autism affects the functioning of virtually the entire brain What does the recent research about autism — Individuals with autism have a resting heart rate tell us and how does it that is 20 beats per minute higher then “neuro- relate to the typicals” unconventional behavior we may see? — Fight or flight occurs before they have time to think about their reaction to the stressor — Lack of “mirror neuron” activity in the brain cells in the premotor cortex 1 ¡

7/18/17 ¡ Are the behaviors really Would punishment be used to change the behavior of a Given the Biology of Autism person with a recognized ÷ Whole body differences neurological symptom? ÷ Sensory differences ÷ Movement differences Would criticism and discouraging descriptions such as “ laziness ” be applied to a person in a catatonic Given the misunderstandings, misconceptions, and stupor? stereotypes Would a person with Parkinson ’ s disease be scolded for reacting slowly when instructed to do something? Donnellan, Robeldao, 2007 “ Rule of Three ” So if these behaviors are 1. Is the behavior hurtful to the individual or Reasonable others? Solutions 2. Does the behavior interfere with the progress, learning, or growth of the individual or others? 3. Does the behavior infringe on the individual ’ s or …What behaviors do we consider other ’ s ability to make or maintain social supporting people to change? relationships? K. McGinnity (from DPI) Ways people without autism can make life “ Worst First ” harder on people with autism: ¡ Communicating in a way that ‘cannot be trusted’ (i.e. don’t verbally express what they are When multiple behaviors are really feeling all the time, such as “I’m fine” when identified, it is important to choose they’re not). the most severe and/or dangerous ¡ Using sarcasm, metaphors, colloquialisms or other behavior on which to focus initial figures of speech (e.g. “Oh, that’s a great idea…”) interventions. ¡ Presenting something as a choice that isn’t (e.g. “Do you want to do your math now?”) ¡ Asking questions the student does not have a means of answering. (i.e. communication system) K. McGinnity (from DPI) 2 ¡

7/18/17 ¡ Ways people without autism can make life harder on people with autism: Physiological — Assuming intent (e.g. refusal; escape) and Learning Sensory missing actual trigger — Assuming inference (e.g. “You can come to my office anytime.”) Fulfillment ¡ Measuring another person’s reaction based on your own perspective or experience Relationships Emotional ¡ Responding to the words or behavior instead of underlying messag of the behavior. Communication Physiological Physiological • What this includes: • Considerations – Health / Illness – Be aware of co-existing conditions – Exercise • Seizures – Diet / Nutrition • Digestive Issues – Sleep • Anxiety and Depressive Disorders • OCD and ADHD – Sex – Be aware of side effects of medications – Shelter Physiological Physiological • Supporting • “ One of the most common reasons – Way to express pain or discomfort why people – Regular medical and dental check-up engage in – Exercise routines aggressive or self- – Balanced diet injurious behavior – Adequate sleep is that they are in – Way to express sexuality pain . ” David Pitonyak, July 2007 3 ¡

7/18/17 ¡ Physiological Physiological What possible messages might exist in this What behaviors do we have listed that might area? fit with a lack of support in this area? • I ’ m tired. • My stomach hurts. • I ’ m sick. • I ’ m hungry. • I ’ m uncomfortable. Physiological Physiological • Fill in your own worksheet Learning Sensory – Issues your individual might have in this area – How can you support them in this area? Fulfillment Relationships Emotional Communication Sensory Sensory • Considerations : • The nervous system ’ s ability to – Differences in Processing Sensory Input attain, maintain and change levels of – Differences in Maintaining Level of Arousal arousal or alertness – Differences in Modulation – May experience build-up of sensory insults throughout the day 4 ¡

7/18/17 ¡ Sensory Sensory • Supporting : What behaviors do we have listed that might – Sensory Diet fit with a lack of support in this area? – Breaks – Visual Regulation Strategies – Physical set up of the environment – Changes (how many, how often, what kinds) – Number of people Physiological Sensory Learning Sensory What possible messages might exist in this area? • It is too loud! Fulfillment • I can ’ t feel where my body is. • The lights hurt my eyes. Relationships Emotional • I love how this feels! • I need to move. Communication Emotional Emotional • Considerations: • Emotional Regulation: – Difficulty perceiving shades of gray – The ability to recognize and respond to – May have same emotional reactions to different sized events emotions in self and others in a predictable and – “World people” might not always communicate conventional manner. what they are really feeling – Identification of emotions – Different ways of perceiving emotions – Responding to others emotions • Colors, Synesthesia – Expression of emotions – May have need to have a physical action accompanying an emotion – May actually be over-sensitive to emotions 5 ¡

7/18/17 ¡ Emotional Emotional • Supporting: What behaviors do we have listed that might – Ways to calm, cope and modulate fit with a lack of support in this area? – Visual way to communicate – Visual way to asses what is happening – Yoga – Meditation – Writing, drawing … – Cognitive Picture Rehearsal – Exercise Physiological Emotional Learning Sensory What possible messages might exist in this area? • I ’ m really excited! Fulfillment • I ’ m afraid. • I feel out of control. Relationships Emotional • I ’ m anxious. • I ’ m depressed. Communication Communication Communication Considerations: • What this includes: – Continuum of access – Expressive language – May have individualized means of – Receptive language communication – Not just formal language – Even verbal individuals may lose access to • (countless ways to communicate besides using words language) – Individuals with autism usually report that they think in pictures – May have a processing delay 6 ¡

7/18/17 ¡ Communication Communication • Supporting - Expressively : • Supporting - Receptively: • Individuals need a reliable way to – Individuals need visual supports in place to help communicate across process language – Environments • Schedules, organizers, outlines – Situations – Talk less, use more gestures – Communicative Partners – Limit use of questions, use fill-ins or choices – Variability in access – Use first - then language – Use less idioms, colloquialisms & metaphorical speech Communication Communication What behaviors do we have listed that might What possible messages might exist in this area? fit with a lack of support in this area? • I want __________. • Stop! • I need help. • Look! I like that! • Please stop talking. • Give me more time to think. • I don ’ t want to do this now. Physiological Sensory Emotional Communication Learning Sensory • Fill in your own worksheet – Issues your individual might have in these areas Fulfillment – How can you support them in these areas? Relationships Emotional Communication 7 ¡