Coaching students with Autism Laura Kerbey
Session Content. By the end of the session you will be able to: 1. Understand what Autistic Spectrum Conditions are and how they impact on individuals 2. Communicate effectively with individuals with autism 3. Understand Sensory Difficulties 4. Manage behaviour effectively
Autism: Cost and Prevalence • 1% of the population • 433,000 adults and 107,000 children in the UK. • The cost of autism: £28 billion per annum • Lifetime cost of autism: £4.7 million per person.
What is is autis ism? http://www.youtube.com/watch?v=s8umwjLi0F8
Myt yths and Facts: Facts Myths • A result of parent rejection • A developmental condition • A result of an emotional disorder • Diagnosed by a paediatrician • A mental illness • More common in boys than girls (Approx 75% males) • Genius – very few have greater skills – most do not. • A life long disability • Curable • Neurological and genetic.
1. . Understand what Autistic Spectrum Conditions are and how they impact on individuals.
The Triad / Dyad of Autistic Impairments
Impairment of Communication • Restricted vocabulary • Attention and shared attention difficulties • Inappropriate eye-contact • Echolalia – repeating words but not responding to their meaning • Pro-noun reversal • Use of odd intonation • Inappropriate communication to social context • Literalism • Poor auditory skills • Sequencing difficulties
Tom Morgan – Welsh Rugby Player “I struggled with lineout calls. Because I'm dyslexic, the process time takes longer. Playing inside centre for me is more straightforward, no worrying about lifting or getting lifted. Even as a back, I can't remember half the things we do. But I do tend to spot things a split second before others, which is quite a good advantage. I like trying different stuff and using my imagination. It's pointless playing on script, you have to go off script. Have an offload or something, it can frustrate coaches but you need to have a crack.”
2. . Developing Social Skills and Communication.
Try ry to th thin ink of f some th things th that you may say every ryday which could cause confusion to a students with ASC… • Look at the board and I will go through it with you. • Lets take the stairs. • Write on your paper what you did at the weekend. • This is straight from the horses mouth. • I will help you in 2 minutes. • It’s a piece of cake. • You have worked your socks off – Well done.
Im Improving our learning environment • Group Task: • Try to think of some things that you may say during your coaching which could cause confusion to a student learning to sail with ASC… • How could we minimise confusion?
Working with Autistic Students • Understanding that apparent lack of understanding or attention is probably not deliberate • Use client name at the beginning of an instruction • Simplify language and reduce sentence size • Be ready to repeat instructions without re-wording • Provide visual clues – write down key points. Use lists. • Give time for response and check understanding. • If giving a sequence of instructions, give them one at a time – do not move on until each step is complete • Try to avoid sarcasm • If using humour – smile!! Do not try dead pan! • Do not say, “Would you like to?” • Use choices – “Would you like to do this first or this first?”
Tom Morgan: • What advice would you give the coach of an autistic player? “ What worked best for me was not overloading me with information. The best coaches told me where I stood and didn’t sugarcoat anything, but gave me free rein to go out and play with a smile om my face. It important to keep it basic which is very important for someone on the spectrum”
Impairment of flexibility of thought and behaviour • Inability to see someone else's point of view. • Central coherence – seeing the individual tree and not the whole of the forest – i.e. Can memorise car registrations but has a significant learning difficulty. • Difficulty with generalisation – i.e. Very specific detail. • Difficulty with some problem solving – likes very specific answers. • Difficulty in creating something entirely from imagination. • Rigidity – difficulties in change of routine.
Impairment of Social Interaction • A lack of attention to people • Treating people as inanimate objects • Not responding when addressed as a group • Needing personal space but not understanding that others have personal space • Little comprehension of emotions • Inability to play or socialise interactively with other children • Misunderstanding of social and formal rules – formal are better than social as they are less complicated.
More features of social impairment • Can make offensive comments • Expects other people to know their thoughts and feelings • Response to peers can range from indifference to total over reaction • Expressions of emotion often inappropriately extreme • Unlikely to understand the concept of fashion. WHAT IS THE LONG TERM IMPACT OF THE ABOVE? Lets discuss …………..
3. . Understand Sensory Difficulties
Sensory Differences The autistic student may be Hyper of Hypo Sensitive to the following: • Sight • Smell • Touch • Taste • Hearing • Balance and Proprioception may also be impaired http://www.youtube.com/watch?v=plPNhooUUuC
Difficulties caused by sensory issues: • May be distracted by aspects of the environment not noticed by others – i.e. sounds, smells. • May find crowded places particularly difficult. • May have a genuine difficulty keeping still - may cause dizziness. • May not register pain in an expected manner • May have great difficulty with touch • May not be aware that their sensory responses are different to others GROUP TASK 1 - Speaking and listening exercise. GROUP TASK 2: consider how autism impacts on students in your setting and discuss how to minimise this.
4. . M Manage Behaviour Effectively
What is anxiety?
Symptoms of f Anxiety: Symptoms Possible Causes and Triggers • Muscle tension • Sensory difficulties • Fatigue • Loss of control • Restlessness • Demands • Difficulty sleeping • Relationship difficulties • Irritability • Social / Communication difficulties • Edginess • School • Aggression • Home circumstances • Running away • New situations and environments
Neurotypical v Autistic Anxiety • Neurotypical • Autistic Routine Job disruption interview People being Social late, meetings interactions overrunning of any kind General Getting Anxiety Anxiety anaesthetic married Not knowing Travelling on what’s going trains and to happen buses next Taking an Wearing exam different clothes/eating different food
The Anxiety Bucket Analogy:
The Neurotypical Anxiety Bucket In a ‘normal’ ...When they come ...Their brain situation, the NT’s across some processes the input anxiety bucket is sensory input or and the level goes empty or close to stress, it may rise a back down quickly empty... little... afterwards
The Autistic Anxiety Bucket ...Their brain In a ‘normal’ ...When they come struggles to situation, the across even more process the autistic person’s sensory input or additional input and bucket is already stress, it gets even the bucket can quite full... fuller... actually overflow (the person cannot function anymore)
……and the Boiled Kettle Analogy Too!
Remember – there is always more than one way to look at things…..
Positive Behaviour Management: • Ignore negative behaviours. • Reward positive behaviours. • Be consistent! • Make sure people know the rules. • Make sure you stick to them! • Don’t keep promises you cannot keep. • Avoid sarcasm. • Be neutral when dealing with negative behaviour. • Don’t personalise negative behaviour. • Give lots of PRAISE!!!!!!!!!!!!
Things that help • Think of the behaviour as an Anxiety or Panic Attack! • Stick to the facts, not opinions • Use problem-solving phrases • Remind children what they should be doing • Ignore attention-seeking behaviours • Allowing the individual to simply have a break from the environment/situation can be really helpful
Finally…….. • Remember that all people with autism are unique. What works with one may not work with another. And what works one day may not work the next. • Treat everyone as an individual. Every day. • ACTION PLANS……..
Our services and courses: • PAST offers training on autism, ADHD and behaviour. We offer a range of bespoke training packages including accredited options. • For more information: • Website: www.positiveautismsupportandtraining.co.uk • Email: info@positiveautismsupportandtraning.co.uk • Follow us on Facebook: Positive Autism Support and Training
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