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Unit assessment
• An assessor will contact you approx mid point
   to arrange to meet to discuss progress & offer
   any advice, guidance & support.
• Your work will then be IV
( internally verified)
• Following IV your certificate will
be claimed & your work will be ready
For collection.
1.Understand the areas in which individuals
    with an autism spectrum condition
    characteristically have difficulties
1.1 The Triad of impairments
• Difficulty with social communication.

• Difficulty with social interaction.

• Difficulty with social imagination.
Autism l2
Language & intellectual abilities
Language & intellect variances
• No speech or communicative gestures
• Articulated speech but only use as echolalia
• Literal understanding of speech
• Using speech inappropriately for social
  context
• May ask questions to which they already know
  the answer
Autism l2
2.1
Abilities, strengths, needs, preference
                    s
• An individual unable to function well in
  society

• A person with unusual mental abilities

• Repetitive behaviour’s & odd speech patterns
2.2 Spectrum
                       What is Autism
• IQ can be anywhere on the scale, however it many cases it is
  likely to be below the average mean (100).
• There is language delay
• They have difficulties connecting socially to others
• In severe forms of autism a person is likely to treat people like
  inanimate objects i.e. neither greeting or acknowledging
  them.
• Likely to have perceptual difficulties & therefore are often
  hypersensitive & hyposensitive to touch
2.3 Other conditions
•   Learning disabilities
•   Attention deficit hyperactive disorder (ADHD)
•   Attention deficit disorder (ADD)
•   http://www.autism.org.uk/About-autism/All-
    about-diagnosis/The-use-and-misuse-of-
    diagnostic-labels.aspx
Rett Syndrome
• Neurological & development disorder
• Mostly occurs in females
• Poor head growth
• Loss of muscle tone
• Most often diagnosed as autism or cerebral
  palsy
• Girls identified with Rett syndrome often
  exhibit speech delays or loss of verbal skills
Williams Syndrome
• Williams syndrome is a rare genetic disorder
  that affects a child's growth, physical
  appearance, & cognitive development.
• People with Williams Syndrome show a
  pattern of overlaps with ASD
• Superficially they have good language skills
  but much is empty of content.
Tourette's
• Inherited neurological condition
• It affects one schoolchild in every hundred &
  more than 300,000 children & adults in the uk
• Key feature are tics involuntary &
  uncontrollable sounds & movements.
2.4 Sensory Difficulties
• Sound e.g. background noises
• Vision
• Touch e.g. may not feel comfortable or have
  own rules.
• Taste
• Smell
• Light sensitivity
http://www.autism.org.uk/en-gb/living-with-autism/understanding-behaviour/the-
sensory-world-of-autism.aspx
Perceptual difficulty
• Time

• Personal space




"It seems that for success in science or art, a dash of autism is
essential"
Hans Asperger.
Autism l2
Hyper & Hypo sensitivity
Hyper:
Sensations are registered too intensely

Hypo:
Sensations are registered less intensely
Hypersensitive to touch, taste or
              textures
• The person might complain about discomfort
  caused by shirt tags or sock seams.
• The person might be a picky eater preferring
  crunchy or soft foods.
• The person may refuse to have their hair
  shampooed or brushed & may avoid messy
  activities.
http://www.youtube.com/watch?v=ygWdA244v
6I&feature=related
Sensory overload
Hyposensitive to touch, taste or
              textures
• May crave ‘deep hugs’
• Be unresponsive to cuts, bruises or injections.
• Unaware of runny nose or dirty mouth.
3. Challenging behaviour
• Refusing food
• Staying awake all night
• Continuous humming
• Removing clothes in public
• Flicking fingers
• Head butting etc……
“ of course what seems inappropriate to
one person may seem perfectly
reasonable to someone else”
Challenging behaviour
“ To effectively communicate, we
must realise that we are all
different in the way we perceive the
world & use this understanding as a
guide to our communication with
others”
(Anthony Robbins)
Autism l2
Temple Grandin
4.1 Structures -
           The TEACCH concept
‘The primary aim of the TEACCH programme is
to help to prepare people with autism to live or
work more effectively at home, at school and in
the community. Special emphasis is placed on
helping people with autism and their families
live together more effectively by reducing or
removing 'autistic behaviours'.
The TEACCH concept
• Improved adaptation: through the two strategies of improving skills by
   means of education and of modifying the environment to accommodate
   deficits.
• Parent collaboration: parents work with professionals as co-therapists for
   their children so that techniques can be continued at home.
• Assessment for individualised treatment: unique educational programmes
   are designed for all individuals on the basis of regular assessments of
   abilities.
• Structured teaching: it has been found that children with autism benefit
   more from a structured educational environment than from free
   approaches.
http://www.teacch.com/
4.2 Further information & resources

Websites:
• http://www.autism.org.uk/
• Social care institute for excellence http://www.scie.org.uk/
• OASSIS http://www.oaasis.co.uk/
• About Autism http://www.aboutautism.org.uk/
• BILD http://www.bild.org.uk/
• Research autism
  http://www.researchautism.net/pages/welcome/home.ikml
• Autism Anglia: http://www.autism-anglia.org.uk/default.htm
National Autistic society Suffolk
• Library
• Advice & support
• Newsletters
Suffolk libraries
Books
Autism l2
4.3 Person Centred
• Consistency is key

• Individualised

• Personal

• ‘Mum knows best’
4.5 Structuring the environment
• Reduce possible sources of distraction &
  confusion
• Remove where possible, potential triggers or
  temptations.
• Provide permanent visual cues or reminders.
5.1 Communication – Non verbal could
              be……
Use of pictures/symbols
Handshake
Drawing
Body language/facial expressions
Appearance i.e. clothes/hairstyle
‘flapping’
Objects of reference
Email/fax
Smell/touch
                                    34
Verbal examples…
Talking
Shouting
Laughing
Crying
Screaming
Singing
Humming

                               35
We have two ears and one
    mouth so that we can listen
    twice as much as we speak.”
    Epictetus
                 Don't knock the weather; nine-
                 tenths of the people couldn't start
                 a conversation if it didn't change
                 once in a while.
                 Kin Hubbard
"The most important thing in
communication is to hear what isn't
being said."
Peter F. Drucker
                                                 36
5.4 Visual Communication
                 Social Stories
•   Developed by Carol Gray in 1991
•   To assist people with ASD
•   To develop a greater social understanding
•   Social stories are short descriptive illustrations
•   Can depict an event or situation
•   Includes specific information about what to
    expect in that situation & why.
Autism l2
Autism l2
0ther Aids
• PECS
• Communication interactive boards
• Communication cue Cards

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Autism l2

  • 1. Unit assessment • An assessor will contact you approx mid point to arrange to meet to discuss progress & offer any advice, guidance & support. • Your work will then be IV ( internally verified) • Following IV your certificate will be claimed & your work will be ready For collection.
  • 2. 1.Understand the areas in which individuals with an autism spectrum condition characteristically have difficulties
  • 3. 1.1 The Triad of impairments • Difficulty with social communication. • Difficulty with social interaction. • Difficulty with social imagination.
  • 6. Language & intellect variances • No speech or communicative gestures • Articulated speech but only use as echolalia • Literal understanding of speech • Using speech inappropriately for social context • May ask questions to which they already know the answer
  • 8. 2.1 Abilities, strengths, needs, preference s • An individual unable to function well in society • A person with unusual mental abilities • Repetitive behaviour’s & odd speech patterns
  • 9. 2.2 Spectrum What is Autism • IQ can be anywhere on the scale, however it many cases it is likely to be below the average mean (100). • There is language delay • They have difficulties connecting socially to others • In severe forms of autism a person is likely to treat people like inanimate objects i.e. neither greeting or acknowledging them. • Likely to have perceptual difficulties & therefore are often hypersensitive & hyposensitive to touch
  • 10. 2.3 Other conditions • Learning disabilities • Attention deficit hyperactive disorder (ADHD) • Attention deficit disorder (ADD) • http://www.autism.org.uk/About-autism/All- about-diagnosis/The-use-and-misuse-of- diagnostic-labels.aspx
  • 11. Rett Syndrome • Neurological & development disorder • Mostly occurs in females • Poor head growth • Loss of muscle tone • Most often diagnosed as autism or cerebral palsy • Girls identified with Rett syndrome often exhibit speech delays or loss of verbal skills
  • 12. Williams Syndrome • Williams syndrome is a rare genetic disorder that affects a child's growth, physical appearance, & cognitive development. • People with Williams Syndrome show a pattern of overlaps with ASD • Superficially they have good language skills but much is empty of content.
  • 13. Tourette's • Inherited neurological condition • It affects one schoolchild in every hundred & more than 300,000 children & adults in the uk • Key feature are tics involuntary & uncontrollable sounds & movements.
  • 14. 2.4 Sensory Difficulties • Sound e.g. background noises • Vision • Touch e.g. may not feel comfortable or have own rules. • Taste • Smell • Light sensitivity http://www.autism.org.uk/en-gb/living-with-autism/understanding-behaviour/the- sensory-world-of-autism.aspx
  • 15. Perceptual difficulty • Time • Personal space "It seems that for success in science or art, a dash of autism is essential" Hans Asperger.
  • 17. Hyper & Hypo sensitivity Hyper: Sensations are registered too intensely Hypo: Sensations are registered less intensely
  • 18. Hypersensitive to touch, taste or textures • The person might complain about discomfort caused by shirt tags or sock seams. • The person might be a picky eater preferring crunchy or soft foods. • The person may refuse to have their hair shampooed or brushed & may avoid messy activities. http://www.youtube.com/watch?v=ygWdA244v 6I&feature=related
  • 20. Hyposensitive to touch, taste or textures • May crave ‘deep hugs’ • Be unresponsive to cuts, bruises or injections. • Unaware of runny nose or dirty mouth.
  • 21. 3. Challenging behaviour • Refusing food • Staying awake all night • Continuous humming • Removing clothes in public • Flicking fingers • Head butting etc…… “ of course what seems inappropriate to one person may seem perfectly reasonable to someone else”
  • 22. Challenging behaviour “ To effectively communicate, we must realise that we are all different in the way we perceive the world & use this understanding as a guide to our communication with others” (Anthony Robbins)
  • 25. 4.1 Structures - The TEACCH concept ‘The primary aim of the TEACCH programme is to help to prepare people with autism to live or work more effectively at home, at school and in the community. Special emphasis is placed on helping people with autism and their families live together more effectively by reducing or removing 'autistic behaviours'.
  • 26. The TEACCH concept • Improved adaptation: through the two strategies of improving skills by means of education and of modifying the environment to accommodate deficits. • Parent collaboration: parents work with professionals as co-therapists for their children so that techniques can be continued at home. • Assessment for individualised treatment: unique educational programmes are designed for all individuals on the basis of regular assessments of abilities. • Structured teaching: it has been found that children with autism benefit more from a structured educational environment than from free approaches. http://www.teacch.com/
  • 27. 4.2 Further information & resources Websites: • http://www.autism.org.uk/ • Social care institute for excellence http://www.scie.org.uk/ • OASSIS http://www.oaasis.co.uk/ • About Autism http://www.aboutautism.org.uk/ • BILD http://www.bild.org.uk/ • Research autism http://www.researchautism.net/pages/welcome/home.ikml • Autism Anglia: http://www.autism-anglia.org.uk/default.htm
  • 28. National Autistic society Suffolk • Library • Advice & support • Newsletters
  • 30. Books
  • 32. 4.3 Person Centred • Consistency is key • Individualised • Personal • ‘Mum knows best’
  • 33. 4.5 Structuring the environment • Reduce possible sources of distraction & confusion • Remove where possible, potential triggers or temptations. • Provide permanent visual cues or reminders.
  • 34. 5.1 Communication – Non verbal could be…… Use of pictures/symbols Handshake Drawing Body language/facial expressions Appearance i.e. clothes/hairstyle ‘flapping’ Objects of reference Email/fax Smell/touch 34
  • 36. We have two ears and one mouth so that we can listen twice as much as we speak.” Epictetus Don't knock the weather; nine- tenths of the people couldn't start a conversation if it didn't change once in a while. Kin Hubbard "The most important thing in communication is to hear what isn't being said." Peter F. Drucker 36
  • 37. 5.4 Visual Communication Social Stories • Developed by Carol Gray in 1991 • To assist people with ASD • To develop a greater social understanding • Social stories are short descriptive illustrations • Can depict an event or situation • Includes specific information about what to expect in that situation & why.
  • 40. 0ther Aids • PECS • Communication interactive boards • Communication cue Cards

Notes de l'éditeur

  1. Show you tube
  2. http://www.youtube.com/watch?v=ygWdA244v6I&feature=related
  3. http://www.youtube.com/watch?v=nG3oOQ9AMCg