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Autistic Spectrum Disorder (ASD)
Transcript of Autistic Spectrum Disorder (ASD)
When a person with Autism walks into a room
The first thing they see is:
A pillow with a coffee stain shaped like Africa
A train ticket sticking out of a magazine,
25 floorboards, a remote control,
a paperclip on the mantelpiece,
a marble under the chair,
a crack in the ceiling,
12 grapes in a bowl,
a piece of gum,
a book of stamps
from behind a
It’s not surprising they ignore you completely. Luke Jackson, a young man with Asperger Syndrome states that ‘for some people school is like fitting a square peg in a round hole. For me at the moment the hole (school) has changed its shape slightly to accommodate me and the square peg (me) has tried to soften its edges. So a better description would be a rounded square trying to fit itself into a circle with sticky out bits. (Jackson, 2002, p.134)
Confusion caused by literal interpretations is
one of the major causes of learning/behaviour problems
for people with autism.
‘I’m on top of the world!’
‘You’d better pull your socks up!’
‘You’ve got the devil in you today.’
‘Could you keep your eye out for Dad.’
‘If you don’t stop doing that you’ll be in hot water!!’
‘It’s on the tip of my tongue.’
‘I’m tied up at the moment.’
‘Don’t forget to pull the door behind you.’
What the teacher thinks:
That child never does what I’ve asked him to do.
He will just sit there no matter how many times
I tell him. It’s just as though he’s not listening
to me. He will nod but when I come back he he’s
either done nothing or he’s done something
completely different! I want him to write about
our science experiment –all he’s done is write
about armies again! What the pupil thinks:
I don’t know what to do. Everyone else seems to. The
teacher is talking loudly but I can only pick up a few words.
I’m anxious and I can’t concentrate. I have to listen very
carefully if I am to work out what the teacher is saying but
there is too much to listen to…too many words…..too
quickly….that light is flickering…… Everyone else is
writing…I’ll start writing when the teacher has stopped
talking at me.. I’ll write about armies…I know a lot
about armies Change
Change, change and more change,
Of context, place and time.
Why is it that life's transient stage,
Plays havoc with my mind?
You said, "We'll go to McDonald's"
But this was just a thought.
I was set for hours,
But the plan then came to naught.
My tears and confused frustration,
At plans that do not appear,
Are painful beyond recognition,
And push me deeper into fear.
How can life be so determined?
How can change be so complete?
With continuity there is no end,
Security and trust are sweet.
So, who said that change would not hurt me?
Who said my 'being' could not be safe?
Change said, "You need continuity"
In order to find your place.
For change makes all things different,
They no longer are the same.
What was it that you really meant?
All I feel is the pain.
Wendy Lawson Aggression
• Throwing Underlying Deficits
• Unaware of social rules
• Unaware of others feelings
• Over sensitive to noise
• Frustration through inability to communicate appropriately
• Inappropriate reaction to others I am a concrete thinker. This means I interpret language very literally. It’s very confusing for me when you say, “Hold your horses, cowboy!” when what you really mean is “Please stop running.” Don’t tell me something is a “piece of cake” when there is no dessert in sight and what you really mean is “this will be easy for you to do.” When you say “It’s pouring cats and dogs,” I see pets coming out of a pitcher. Please just tell me “It’s raining very hard.”
Keep promises. Your child needs to be able to believe what you tell him– literally. If you say you are leaving in five minutes: Leave in five minutes. One of the most important strengths in autism is the visual
learning style. The majority of people with autism are visual
learners. In the words of Linda Hogdgon, (1996), it is best to
think of people with autism “as being 90% visual and 10%
auditory learners”. 10 Essential Tips for Understanding Autistic Spectrum Disorder (ASD)
ASD students don't have to look at you all the time.
Reason: They find looking and listening at the same time hard to do.
2. Give them time to answer any of your questions.
Reason: They have slower processing time. Sometimes it can take them up to a minute to formulate the answer in the correct sequence.
3. If they feel pressured they will answer with stock standard answers.
Reason: They know it will get them out of trouble quickly. This may include: "I don't know", "yes", "maybe" and often this isn't their true answer
4. They often don't "generalise" information between people and places.
Reason: Homework for teacher 'x' is in the yellow basket but for teacher 'y' it's to be placed in the green basket.
5.They find organisation of their school equipment very difficult.
Reason: They are best with one folder with everything inside. Limit the number of pencils, pens etc.
6. Limit their choices and be very specific with choices.
Reason: They find choices overwhelming and are often concerned with making wrong choice due to their difficulty with problem solving.
7. Be as clear, concise and concrete as possible.
Reason: People with ASD have difficulty with abstract thinking.
8. Avoid verbal overload.
Reason: They are visual learners and verbal information takes them longer to process and retain.
9. Avoid verbal arguments by redirecting them to what they should be doing. Eg "Start your work".
Reason: They often enjoy verbal arguments.
10. Asperger people need positive feedback to know they are on the right track.
Reason: Because of their fear of failure and they want to be Mr Perfect.
http://suelarkey.com.au Anxiety – Why?
•Over stimulation of sensory
•Changes in: classroom, topic, seating arrangement, staff
•Wanting to be a part of a group
•Wanting to be the boss
•Wanting to be in control of people and environment (when in control it is predictable and structured)
•Too much verbal input
•Too many instructions Avoid:
-Telling the student what NOT to do.
•Instructions and rules should always be phrased in the positive.
-Assuming the student has understood what you have said just because he can recite verbatim what you said.
-Creating verbal overload.
•No matter how verbal a student appears.
-Using Nicknames, idioms and double meanings.
•Mean what you say.
•Most behaviours are a form of communication.
•These are usually frustration and/or confusion on the part of the student.
•Gather information about what happens before and after the behaviour that you want to change.
-Assuming/presuming the student has behaved in a particular way to upset you.
•He cannot take your perspective.
•He only knows what he is feeling.
-Thinking that student is rude.
•He simply doesn't understand or interpret body language or facial expressions.
-Telling the student what to do in abstract terms such as:
•Don't be rude.
•Go and play.
-Underestimating links between communication and behaviour.
•Improved communication skills are likely to improve behaviour.
-Being misled by the student's strengths in one area and assuming that the student is as easily capable in others.
Don't forget that:
-Social activities involve proximity and this may cause sensory overload.
-ASD students don't derive the same pleasure from social activities and events as we do. You may have to accept only partial participation.
There are often three stages to anxiety....
1. Build Up
2. Survival Mode
3. Meltdown NCI
Use this training....
Anxious - Supportive