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Intensive Needs Program at International School Bangkok
The document outlines the intensive needs program for students with autism at ISB, addressing the unique challenges and characteristics associated with autism. It emphasizes the importance of tailored support strategies, including social stories and structured work stations, to enhance communication, social interaction, and independence. Key concerns such as prevalence, diagnosis, and sensory sensitivities are also discussed, highlighting the need for specialized training among nursing staff.
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Intensive Needs Program at International School Bangkok
- 1. Intensive Needs at ISB: OurProgram and How we work with our Nursing staff By: Lori Boll
- 5. The program (LRE)will look different for each student
- 6. TEACCH Treatment & Educationof Autistic & Communication related handicapped Children Started at the University of North Carolina at Chapel Hill in 1966
- 9. 01 | •Autism’s prevalence has skyrocketed. •Autismcan be reliably diagnosed by age two. •One third of children and adults with autism are nonverbal. •Autism-related GI disorders are real. •Autism-related sleep disturbance is common and treatable. • Nearly half of those with autism wander or bolt. •Nearly two-thirds of children with autism have been bullied. •The cost of autism across a lifetime averages $1.4 million to $2.4 million. https://goo.gl/1j0BaB Ten Years of Research
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- 11. Social Interaction • Limiteduse and understanding of non-verbal communication such as eye gaze, facial expression and gesture • Difficulties forming and sustaining friendships • Lack of seeking to share enjoyment, interests and activities with other people • Difficulties with social and emotional responsiveness https://www.autismspectrum.org.au/learning-module/social-interaction
- 12. Communication • Echolalia • Non-verbal •Poor language pragmatics • Non-reciprocal speech • Poor topic maintenance • Palialia • Lack of reciprocity • Need to control topic • Lack of meaningful speech • Lack of expression https://www.autismspeaks.org/what-autism/diagnosis/dsm-5-diagnostic-criteria
- 13. Restricted/Repetitive Movement • Stereotyped orrepetitive motor movements, use of objects, or speech • Insistence on sameness, inflexible adherence to routines, or ritualized patterns or verbal nonverbal behavior • Highly restricted, fixated interests that are abnormal in intensity or focus • Hyper- or hyporeactivity to sensory input or unusual interests in sensory aspects of the environment https://www.autismspeaks.org/what-autism/diagnosis/dsm-5-diagnostic-criteria
- 14. Physical Lay-out ofRoom Culture of Autism Independence Independence Visual Structures Work Stations
- 15. Culture of Autism •Strength is processing visual information • Attention to detail without understanding of how details fit together • Difficulties: Organization, attention, recognising the beginning, middle, and end of activities. • Communication is often a challenge (verbalizing and/or social communication called pragmatics)
- 16. • Tendency tobecome attached to routines • Disruptions to routines can be extremely upsetting • Marked sensory preferences or dislikes • Tendency to engage in preferred activities with difficulties disengaging when asked
- 17. Physical Lay-out ofRoom Culture of Autism Independence Independence Visual Structures Work Stations
- 20. Physical Lay-out ofRoom Culture of Autism Independence Independence Visual Structures Work Stations
- 24. Physical Lay-out ofRoom Culture of Autism Independence Independence Visual Structures Work Stations
- 27. Physical Lay-out ofRoom Culture of Autism Independence Independence Visual Structures Work Stations
- 28. Structured Work Stations TheEssential Questions 1. What do I have to do? 2. How much work? 3. When am I finished? 4. What comes next?
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- 41. LoriBoll.me | @LoriBoll Pictureof sight sensory Sight
- 42. LoriBoll.me | @LoriBoll Sensitiveto light Holds objects close to face to look at them Unaware of changes made in room arrangements Avoids eye contact Stares at bright lights Has difficulty catching a ball because of slow response Closes eyes when object is thrown at her Avoider Seeker Under- responder
- 43. LoriBoll.me | @LoriBoll Pictureof sound (headphones) –Johnny Appleseed Sound
- 44. LoriBoll.me | @LoriBoll Putshands over ears at loud sounds Speaks loudly Responds slowly or not at all to verbal requests Expresses expressive emotion at sudden sounds Turns up TV or iPod Avoider Seeker Under- responder
- 45. LoriBoll.me | @LoriBoll Pictureof nose –Johnny Appleseed Smell
- 46. LoriBoll.me | @LoriBoll Objectsto odors such as ripe banana, smoke, eggs. Sniffs people or objects Ignores strong smells Cries in restaurants and complains of multiple smells Seeks out strong smells (including offensive smells) Doesn’t notice overwhelming smells Covers nose frequently with hands or arm Avoider Seeker Under- responder
- 47. LoriBoll.me | @LoriBoll Tastepicture –Johnny Appleseed Taste
- 48. LoriBoll.me | @LoriBoll Stronglyobjects to certain textures of food Licks and tastes inedible objects May gag when eating certain foods Prefers very spicy foods Avoider Seeker Under- responder
- 49. LoriBoll.me | @LoriBoll Pictureof touch –Johnny Appleseed Touch
- 50. LoriBoll.me | @LoriBoll Overreactsto minor bumps or scrapes Gets very close to others when playing Unaware of messy/ dirty face or body Avoids messy activities Puts objects in mouth Doesn’t seem to notice hot or cold Complains about clothing Touches others frequently Slow to potty train Responds inappropriately to a light touch Slow to learn how to dress self Avoider Seeker Under- responder
- 51. LoriBoll.me | @LoriBoll Vestibularpicture (Movement and Balance) –Johnny Appleseed Vestibular
- 52. LoriBoll.me | @LoriBoll Fearsswings, slides, heights, elevators Constantly moving Likes to sit, stand, or move around Gets car sick easily even on short rides Spins without getting dizzy Does not appear as coordinated as others Difficulty in learning to ride a bike Runs instead of walks Gets tired easily Avoider Seeker Under- responder
- 53. LoriBoll.me | @LoriBoll Pictureof Proprioceptive (Body awareness) –Johnny Appleseed Proprioceptive
- 54. LoriBoll.me | @LoriBoll Prefersnot to move Likes rough and tumble play Unaware when others bump into him/her Dislikes others moving his/her body Enjoys crashing into others Poor fine/gross motor skills Avoids physical activities Chews on shirt, pencils, toys Doesn’t cry when injured Stomps feet Breaks toys easily Avoider Seeker Under- responder
- 57. Try this Break intogroups of 4: Person 1: Read a page silently. Person 2: Lightly tickle Person 1’s neck with index card Person 3: Stand very closely to person 1 and look him/her directly in eyes Person 4: Tell a story about you life very loudly next to Person 1
- 59. What you mightsee…and how we will support the student Student Refusal to enter Health office 1. 1. First/Then 2. Social Story 3. Timer 4. “House call”
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- 65. What you mightsee…and how we will support the student Self Injurious Behaviours 1. 1. First/Then 2. Social Story 3. Call your office for medical assistance
- 66. What you mightsee…and how we will support the student Inability to tell you how they are feeling 1. Expect to see us in the health office often. Or you may need to come to the child.
- 67. Plan Ahead • Meetwith the team • Which students might need support and how that support will look • Determine how your school will document self- injurous behaviours. • Help develop policies (self care, hygiene, etc.)