Explore the differences and shared characteristics between Autism and Asperger‟s Syndrome Investigate a range of evidence based strategies and interventions that can be deployed in the support of people with autistic spectrum disorders. Become aware of the Autism Act
In 1911 Autism was first used to describe a key symptom of schizophrenia – social withdrawal. Autism means selfism. In the 1940‟s Kanner observed that some patients did not exhibit all the symptoms of schizophrenia – “infantile autism” Also in the 1940‟s Hans Asperger noted that unlike schizophrenic patients children with autism did not show disintegration of personality – they are not psychotic instead they show a lesser or greater degree of autism.
Autism is on a continuum 1981 Wing used the phrase „Asperger‟s Syndrome‟ to describe a distinct subgroup of autism
IQ can be anywhere on the scale There is language delay Significant difficulties connecting socially Perceptual difficulties – over sensitive to sound and touch Likely to be under sensitive to pain and temperature.
Easily overloaded by stimulation Can display self calming behaviours – rocking, flapping, spinning Autism may run through the male gene.
The Act places a duty on the Government to produce an Autism Strategy for Adults with Autism living in England by March 2010 A second duty was to produce statutory guidance for Local Authorities and Health bodies on implementing the Autism Statagy by the end of 2011
Males much more likely to be affected 12:1 1 in every 330 children Affects people in the average to upper ability range A neurological condition that affects brain development
Impairment of language and communication Impaired social interaction Rigidly of thought and behaviour (imagination) Motor clumsiness (in some cases)
Difference in IQ – In Autism the person is likely to have additional learning difficulties where in AS they are likely to above average IQ Language delay – In Autism there is language delay (not using words by 2) In AS language develops normally. Both share communication difficulties, repetitive behaviour and narrow interests.
The key is to be as straight forward as possible and to use visual prompts/clues to aid understanding. Visual processing and thinking are normal for ASD People on the spectrum do not use verbal strategies to memorise information and seldom use any verbal strategies
Teach appropriate opening comments Use video taped conversations Use comic strip conversations to teach skills related to specific problems Pause between instructions and check for understanding
Limit discussions and questions that persevere too long Set firm expectations and allow opportunities for the student to pursue their interests.
Provide clear expectations and rules for behaviour Use social stories Educate peers about how to respond to this disability in social interaction Teach students how to monitor their own behaviour Model and Practice appropriate personal space
Prepare students for change as far in advance as possible. Set up a routine then sabotage it!
The Act places a duty on the Government to produce an Autism Strategy for Adults with Autism living in England by March 2010 A second duty was to produce statutory guidance for local Authorities and Health bodies on implementing the Autism Strategy. The Autism Strategy is not enshrined in law – No legal duty!
1. Training of front line public sector staff who provide services to people with Autism 2. Identification and diagnosis of autism in adults, leading to a needs assessment 3. Planning in relation to the provision of services to people with autism as they move from being children to adults 4. Local planning and leadership in relation to the provision of services for adults with autism.
Use graphic organisers Break tasks down Check for understanding Avoid verbal overload Provide an exit strategy in times of stress – time out/quiet place