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Meeting the needs of children and families simon - by sayeda sultana


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Meeting the needs of children and families simon - by sayeda sultana

  1. 1. Scenario  Simon, three-year-old boy, is in junior preschool classroom where I work.  He has autism: very little impulse control and echolalia (repetitive oral language).  Fond of cars and wheels  Two teen-aged brothers.  Living with his father and brothers in a single parented family.  New comer to Toronto.  His father is looking for service resources and seeking my advice. Source: Assignment package, ECEP 233
  2. 2. Special Needs of Simon  Ontario Health Insurance Plan (OHIP) health card to access to a neurologist, psychologist, developmental pediatrician, speech language pathologist, learning consultants etc.  Agencies that provide various services for autistic children  Live in a loving, caring and happy environment  Proper social acceptance and inclusion  Constant communication and socialization  Involvement in group settings so he can feel himself accepted and included. Source: Source:
  3. 3. Needs of Simon’s parent/family  Find housing  Settlement services  Childcare services including counseling and services to adapt Simon’s special needs  Family support services.  Workshops  Resources  Information and advice on Simon’s special needs Source: Source:
  4. 4. Simon has ‘Autism’ - a neurological disorder that affects brain functioning. Its characteristics are: (1) Impaired communication:  Language developed slowly or not at all  Echolalia is evident. (2) Problems with social relationships and play skills:  Little interest in making friends  Little eye contact  Hugs, holding hands craved or avoided  Little spontaneous or imaginative play  Poor motor-imitation skills  Short attention span Source:
  5. 5. (3) Stereotypical/repetitive behaviours:  Overactive or very passive  Repetitive gross motor sequences  Tantrum for no apparent reasons  Demonstrate strong interest in a single item, idea, activity or person  Demonstrate difficulty during routine changes (4) Sensory problems:  Show various levels of sensitivities in areas of sight, hearing, smell, touch and taste. Source: Reading package, ECEP 233
  6. 6. How I would help Simon: It is important to understand and identify Simon’s strengths, needs and skills in six developmental domains as well as self-care skills so that appropriate strategies are adopted for Simon. Observing & understanding behaviours; identifying skills:  Simon has little impulse control and he has echolalia.  These require some adaptations and modification in approaches.  I’d regularly observe, identify and record his existing skills and behaviours  Accordingly, to teach Simon, I’d adopt various strategies described in next slides. Source: and Reading package, ECEP 233.
  7. 7.  Adjustments in group settings: Appropriate adjustment in group settings includes  Physical environment: space and materials  Visual supports  Transition strategies  Schedule and routines  Individualized programming Source: Source:
  8. 8.  Setting goals and teaching new skills:  A short-term teaching target.  Identify specific skills that work on Simon.  Break a skill into smaller steps so that he can learn easily.  Adopt prompting and fading using physical, modeling, gestural, visual and positional prompts  Praise, encouragement and reward strategy e.g. patting and saying “Good job!”, “Excellent!” etc. and offering attractive stickers  Keenly record Simon’s behaviours on regular basis to assess developmental changes Source: and Reading package, ECEP 233.
  9. 9.  Developing communication skills:  Simon has echolalia. So, one strategy is to form phrases from his perspective.  For example, when something (say a red toy car) fascinates Simon, I’d say, “I want red car.” instead of saying, “Do you want red car?”  Thus, he would practice appropriate phrases from his perspective.  I’d perform it consistently.  I’d use adaptive devices e.g. Sign language. Source: Source:
  10. 10.  Developing Adaptive behaviour  Break tasks of daily living into smaller steps; e.g. “Zip up a zipper”  Through task analysis, teach Simon daily living skills to develop adaptive behaviours.  Improving pro-social skills: Using some strategies, I’d teach Simon how to perform  self-calming  joining in a group, sharing and turn-taking  asking for and offering help, asking for play  using “Please”, “Excuse me” etc., greetings and farewells  recognizing other children’s emotions and nonverbal cues Source: and Reading package, ECEP 233.
  11. 11. How I would help Simon’s parent/family: As an ECE, I would make an extra effort to connect him with local agencies that support children with autism and their families. I will  Communicate and report him regularly about Simon’s progress  Encourage him to teach Simon the skills at home, using the same techniques as I adopt in the classroom  Provide lists of autism support services agencies  Brochures or pamphlets that provide information about autism.  Provide support system that maintains open communication with the child’s family Source:
  12. 12. Geneva Centre for Autism, Toronto  A multi-service agency  Provides direct clinical services to families living in GTA  Extends clinical services in Peel, Halton, Simcoe and York Regions  Provides information, resources, consultation and training to  individuals with Autism Spectrum Disorders (ASD),  parents,  service providers,  educators and  other professionals across Ontario, Canada and globally. Source:
  13. 13. Geneva Centre for Autism (continued) Services available for children:  Toronto Partnership for Autism Services (TPAS)  Behaviour communication and social skills services  Respite  Asperger specific programs  Fee-based Services  Summer camp Services for parents-caregivers:  Parent support and Parent training,  Fee-based services Source:  Service coordination.
  14. 14. Autism Ontario (formerly Autism Society Ontario)  Skilled and committed volunteers organize and support parent to parent contact  Provides representation for ASD in boards of education, camps and public awareness forums.  Mission: “To ensure that each individual with ASD is provided the means to achieve quality of life as a respected member of society.” Source: Source:
  15. 15. Autism Ontario’s programs include: Potential Programme:  Designed to ensure greater access to ASD experts in communities.  Provides community-based learning opportunities for children with ASD. ABACUS:  Specializes in Applied Behaviour Analysis (ABA) in Ontario.  A self-searched listing of ABA providers in Ontario.  Families who are looking at setting up their own ABA program use this resource to locate and connect directly with providers. Source:
  16. 16. Surrey Place Centre, Toronto  Provides specialized clinical services that meet the needs of individuals with developmental disabilities in Toronto region.  Services and programs include assessment, diagnosis, one-on-one treatment, family counseling and group support.  Offers workshops for clients, families and caregivers  Provides education and consultation services to community agencies.
  17. 17. Surrey Place Centre’s services Treatment services:  Behavioural analysis and behaviour therapy  Counseling  Developmental therapy  Medicine and nursing,  Parent training,  Psychology  Speech-language pathology Source:
  18. 18. Surrey Place Centre’s services (continued) Clinical services:  Children and Youth Program  Infancy and Early Childhood Program  Toronto Partnership for Autism Services  Toronto Autism ABA Services  School Support Program Source:
  19. 19. Do2learn  Provides a great deal of free pages with social skills and behavioural regulation activities and guidance, learning songs and games, communication cards, academic materials and transition guides.  Offers various products including View2do, JobTIPS, FACELAND, books and apps. Source: