Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Foster Grandparent ASD Prezi
Transcript of Foster Grandparent ASD Prezi
Pervasive Developmental Disorders - Not Otherwise Specified (PDD-NOS) Definitions Autistic Disorder (classic autism) Providing your piece of the puzzle Language delays
Social and communication challenges
Unusual behaviors and interests Asperger Syndrome PDD-NOS Usually have milder symptoms of ASD
Typically no problems with language or intellectual ability Children with this form meet some criteria for above two forms
Usually have fewer and milder symptoms
Might cause only social and communication challenges Utah Statistics From the Utah Autism and Developmental Disabilities Monitoring Project (UT-ADDM)
Total prevalence: 1 in 47 children
Boys: 1 in 32
Girls: 1 in 85
Overall ASD Prevalence for states in ADDM project: 1 in 88 children
In 2000, only 1 in 150 *From 2008 Signs and Symptoms Missing regular developmental milestones, such as:
Not responding to their name by 12 months
Not pointing at objects to show interest by 14 months
Not playing "pretend" games by 18 months
Avoid eye contact and want to be alone
Have trouble understanding other's feelings or talking about their own
Have delayed speech and language skills
Repeat words or phrases over and over
Give unrelated answers to questions
Get upset by minor changes
Have obsessive interests
Flap their hands, rock their body, or spin in circles (perseverates)
Have unusual reactions to the way things sound, smell, taste, look or feel Possible Early Symptoms Signs and Symptoms Usually start before age 3 and can last throughout life
When caught early, effects can be greatly improved over time
Look for the signs in clients
M-CHAT checklist Interacting with Autism Questions on what to do when you come upon someone with autism?
Here are some guidelines: IN GENERAL:
Please do not touch. Even a hand shake or assistance with a coat may be too much for some individuals with autism.
Individuals with autism may have trouble waiting for their service. Please let your staff know that quick, efficient service is a helpful accommodation for these individuals. If your facility requires checking in before receiving service, offer a way for them to check in before arriving (from home or from the car), to lessen wait time.
In the event of a meltdown or tantrum, please do not try to assist or intervene. Ask the caregiver how or if you can help, but let the experienced caregiver handle the situation. It may be helpful to offer a back room for the caregiver to have time to calm the child.
Children can be overstimulated quickly, so speak calmly and ask the caregiver for guidance on how the child reacts to interaction.
Offer a coloring activity or other sensory stimuli
When seating choices are available, ask the caregiver if they have a preference. A table in a quieter section, a table/seat preferred by the individual, or a booth may be better.
Use visual supports (written words, photos, templates, and timetables) and non-verbal communication along with verbal.
Inform them what is about to happen before it occurs (this includes visual supports)
Be patient with occasional impatience and frustration from autistic individuals
Adapt your verbal language: be simple, express one thing at a time, be direct, don't use questions to give instructions, use pauses and plenty of silence, use gestures where possible.
Continue to be respectful and polite.
Be consistent in training and explain processes as a whole, not just parts at a time.
Be prepared! Many autistic individuals take in chunks of info quickly and remember things for a long time. Be ready to teach or give instructions right the first time.
If you repeated meet with the individual, have a routine to your appointments, and be consistent. Consistency is vital. Thinking with Autism Autism Resources of Utah County Website Homepage - (still being worked on!) Provide the "missing peice" Quote from Ray with Asperger's Syndrome: “I just wish people would understand that not everything I say or do is on purpose. I wish they knew that if I’m staring, it’s because I’m practicing making eye contact. I want them to know that if I say something blunt, it’s not because I’m rude, but because we’re not born with tact or guile or deceit. If I’m talking about something and it’s making them bored, I can’t tell. I’m just excited to be talking about it.” *Sidenote: Because kids with autism have a hard time reading social cues, they:
Are 3 times as likely to be bullied at school than their "normal" siblings. Especially those with milder forms of autism.
Can be targeted at school by bullies who are intentionally triggering meltdowns or aggressive outbursts. How do we serve them? Where do we refer families and individuals with autism? http://www.autismresourcesuc.org/ Autism is characterized by a puzzle peice, fitting together with others to create a colorful, spectacular display. The problem for most children is that many peices are missing. If you see the signs and suspect autism: With a small effort, make a huge difference! https://www.m-chat.org/ It is very typical for an autistic child to throw a tantrum when something is even slightly out of the ordinary. Brown Bag Seminar - March 21
@ 12-1pm, HJB 1600-1601 WIC Staff Meeting - April 3
@ 11:30am, HJB 1600-1601 UPHA Conference - April 10
@ 1:15-2pm Other Presentations: Questions? Activity!
Solve the puzzles!
But you may have to work together as a WHOLE group to finish them... Autism Spectrum Disorders Signs & Symptoms (cont'd) Social Communication Issues Can't make friends
Don't pick up on social cues
Talk at you, not allowing for back-and-forth conversation
Seem intelligent, yet they have motivational issues
Compulsive rituals or routines
Like organizing thing perfectly
Has specific places where things have to go
Gets upset when their sense of order is thrown off The "Autism Speaks" website has even more information on identifying the signs and symptoms.
http://www.autismspeaks.org/what-autism/symptoms NOTE: A child doesn't need to show all of the symptoms to be autistic - remember "spectrum". Signs are so subtle, they can be easy to miss.
An autistic child looks just like any other child! One mother's experience: "During this photo shoot at the local Superstore, Lincoln started out agreeable but quickly morphed into this. An anxious, worried, upset, melting down little kid.
"This was a little out of the norm (at the time, later, it became common) for Linc and we chalked it up to “hey! we have a new baby, things are a little different at home, no one likes thier picture taken…
"As most parents on the spectrum know, anxiety and over-reaction to a situation [are] EXTREMELY common traits in AUTISM. It is also a common trait for a 3 year old…so parents, if you are like us, and you didn’t see the early signs- You are human. You are not a bad parent. It is tough to see sometimes. HFA sometimes is like a connect the dots – until ALL the dots are met you typically cannot see the whole picture." 4boysandasperger's Blog - http://4boysandaspergers.wordpress.com/2012/05/26/the-subtle-signs-of-high-functioning-autism-can-you-spot-them/ Rosie & Friends youtube video... Direct the teacher to a source of signs and symptoms
Have the teacher observe the signs
Have the child's teacher advise parents to get their child screened
Provide educational material
Advise steps to take
Utah Parent Center Working with Autistic people
(children) Be specific, concrete, and visual
Have step-by-step instructions
(Making bed/brushing teeth)
Use picture schedules
Help them to see what's coming next
They don't always pick up on verbal processes
Accommodate to their issues
Stand up while learning/working
Take frequent breaks
Put in ear plugs or put on head phones for sensory overload
Be patient and understanding!
Many people would label these kids or adults as lazy, insensitive, manipulative, or spoiled - but this happens when they have sensory overload, they can't control it - just need training. Working with Autistic people
(adults) Take things literally
So give clear, direct instructions
Pick up what you say the first time
Don't use metaphors or idioms
Want to be treated normally - not lower IQ's, just don't pick up on social cues.
Possible for a 25 year-old to be like a 10 year-old in communication and problem solving.
Just know that:
they don't know when socially inappropriate
they need patience with poor social skills
they can be taught!