General Training

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Autism Shines general training and expectations.

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General Training

  1. 1. Parent P.R.E.P. Fall 2009
  2. 2. While we are trying to teach our children all about life, our children teach us what life is all about. -Angela Schwindt
  3. 3. If a child is to keep his inborn sense of wonder, heneeds the companionship of at least one adult who can share it, rediscovering with him the joy, excitement and mystery of the world we live in. - Rachel Carson
  4. 4.  To empower parents to advocate, support, guide and best of all grow with and for their child. To provide information and understanding about development, education, and therapeutic options. To have the resources, support and courage to move ahead in the best direction for their child.
  5. 5. Although I have a roadmap, there may be some funsightseeing detours. Please ask questions – guide my teaching.
  6. 6.  Week 1 and 2 = Training Week 3 = Home Visits Week 4 and 5 = Individualized Site Visits Week 6 = Wrap Up Training
  7. 7.  Complex neurobiological disorder Part of a group of disorders known as autism spectrum disorders (ASD) Occurs in all racial, ethnic, and social groups Impairs a person’s ability to communicate and relate to others Associated with rigid routines and repetitive behaviors, such as obsessively arranging objects or following very specific routines Symptoms can range from very mild to quite severe Taken from: Autism Speaks autismspeaks.org
  8. 8.  1 in 150 children is diagnosed with autism 1 in 94 boys is on the autism spectrum 67 children are diagnosed per day A new case is diagnosed almost every 20 minutes More children will be diagnosed with autism this year than with AIDS, diabetes & cancer combined Autism is the fastest-growing serious developmental disability in the U.S. Autism costs the nation over $35 billion per year, a figure expected to significantly increase in the next decade Autism receives less than 5% of the research funding of many less prevalent childhood diseases Boys are four times more likely than girls to have autism There is no medical detection or cure for autism Taken from: Autism Speaks autismspeaks.org
  9. 9.  Sensory Integration Disorder Pervasive Development Disorder – Not Otherwise Specified (PDD-NOS) Asperger’s Disorder Language and Communication Disorders Seizure Disorders Fragile X Syndrome Developmental Delay
  10. 10. “If you’ve met one child with autism, you’ve met one child with autism.” Your child is unique, interesting, wonderful, and one of a kind! This is why you must become the expert on your child – to then guide us experts in our brief time supporting your journey
  11. 11. The Branches = Other, MoreSpecific Individual Skills The Trunk = Basic Developmental Milestones The Roots = Individual, Biological Differences
  12. 12.  Sensory and Motor Processing Motor Planning/Control Specific Health or Physical Challenges Inherent Likes/Dislikes – Motivations
  13. 13. 1. Regulation and Shared Attention2. Engaging and Relating3. Two Way Communication4. Complex Communication, Problem Solving, Sense of Self5. Symbols, Words & Ideas6. Emotional Thinking
  14. 14.  Think about:  Sensory Perceptions  Compulsion/Inattentiveness  Hyperfocus  Distractibility  Organized Nervous System and Body  Motivation (following the child’s lead)  Sense of Safety
  15. 15.  Think about:  “Gleam in the eye”  Meet the child where he/she is at  Rhythm  Emotional Back and Forth  Enjoyment/Motivation  Are YOU having fun yet?
  16. 16.  Think about:  Opening and closing circles of communication  Purpose and intention  Gestures and Non Verbal Communication  Affect  Child’s cues  Treat everything as purposeful
  17. 17.  Think about:  Power  Choice  Gestural Language Base  Endurance  Persistence  Motivation  Peers  Problem Solving  Expansion
  18. 18.  Think about:  Becoming abstract  Power of ideas  Theory of mind  Flexibility  Pretend Play  Imagination  Creativity vs. Rigidity
  19. 19.  Think about:  Building Bridges  Peer Relationships  Social Repair  Social Cues  Emotional Regulation  The Role of Affect  Theory of Mind  Themes and Subjects – Staying on Topic
  20. 20.  Academic Development Complex Speech and Language Growth Complex and Creative Ideas Social Nuances Theory of Mind
  21. 21.  Motor Challenges Sensory Processing Challenges Ability to Engage in Back and Forth Interactions Speech, Language and Communication Attention Peer Play/Social Skills Pretend Play Academic Development
  22. 22.  Step 1 : Observe What’s going on in your child’s mind? What was your child trying to do? What was he/she thinking? Is this behavior typical for your child? What does this experience tell you about your child more generally? Does it tell you something about your child’s personality more generally? What were YOU feeling while you watched? Did anything surprise you, concern you, make you curious or happy? What did this tell you about your child’s strengths?
  23. 23.  Step 2: Learn What is common about behaviors? What is different? What can they mean? What services might be able to help or contribute? What information do I need to seek out? What can I do in daily life to support?
  24. 24.  Step 3: Celebrate What was better today than yesterday? Where are the strengths? How does my child make me laugh? How did I support my child in this moment? What did I enjoy doing today that I can do again tomorrow? What do I do for my child that no one else can? What should I write down to always remember?
  25. 25.  BE with the child... Sensory Motor Play Theme & Variation Taffy Pulling (Extend and Expand) Salient Language Rhythm & Music Sense of Humor, Suspense, Surprise One and Two step commands Making them work for it Rewarding and Reinforcing Playful Obstruction Making Random Behavior Purposeful Affect Vocal Tone Observation
  26. 26.  Following your child’s lead Affect! Extending and Expanding the Drama Observe Persist in your Pursuit Treat Everything as Intentional Position in Front of Child Don’t interrupt or change interaction if it’s working Insist on a response Avoid turning situation into a “learning experience” Sensory-Motor Play Cause and Effect Process over Product
  27. 27. “Listen to the mustnts, child. Listen to the donts. Listen to the shouldnts, the impossibles, the wonts. Listen to the never haves, then listen close to me... Anything can happen, child. Anything can be.” - Shel silverstein

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