Adolescents need Play too – Applying Intervention to Support Social Communication of - PowerPoint Presentation

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Adolescents need Play too – Applying Intervention to Support Social Communication of Girls with Autism in Mainstream Schools..

Sheila Cross -Research Projects Manager

Middletown Centre for Autism

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Research

Play supports:

Education and overall development of a child

(

Kossyvaki

and

Papoudi

, 2016)

Social and cognitive skills can develop

(Lindsey, 2014).

Social language is supported, self-esteem, emotional development

(

Goleniowska

, 2014)

and friendships can be constructed.

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Defining Play

Complex and ambiguous concept (Eberle, 2014)

Encompasses a range of human experiences.

Engaging in voluntary and inherently motivated activities –linked with recreational pleasure and enjoyment (

Wolfberg 1999).

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Children and young people with autism

Restrictive play activities

- compared to their typically developing peers

(

Wolfberg

, Bottema-Beutel, and De Witt 2012).Why?Nature of autism -characterised with:

difficulties in communication,social interaction and by the presence of restrictive interests and behaviours (Duffy and Healy, 2011; APA, 2013). Adolescents with autism (adolescent girls with autism) are considered vulnerable to increased social demands and the complexities of social interaction (Jamison and Schuttler 2015)

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Ashley (13 YEARS)

Amanda (15 YEARS)

Noleen (17 YEARS)

Autism

Autism, Reactive attachment disorder and Attention Deficit Hyperactivity Disorder (ADHD)

Autism

Selective mutism

Non engagements with teachers and peers

Refused to complete work or participate in class

Difficulties –

Social Communication skills

Sensory Processing Challenges around rigidity of thought

Attention difficultiesElevated anxietyBehavioural difficultiesDeterioration in communicationRigidity of thought Low self-esteemSensory processing difficultiesSocial Communication Skills-(repeatedly saying hello to peers, irrelevant questions) Impulse controlArticulate (deteriorated when upset)Little spontaneous conversation (peers)Heightened anxietySpoke in low toneStruggled to concentrate Critical of own abilitiesNeglected personal careDislikes change due to inflexible thought patterns

Case Studies

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Transdisplinary Model

The service provides:

Collaborative working

Assessment

Blending best practice interventions

Learning Support Plan

Training

School, Home, Community Support

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Intervention Process

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Goals of Intervention & Strategies - Ashley

Interests

Books, animals and art, great sense of humour (enjoyed playing practical jokes on others)

Struggled to motivate herself to participate in less preferred activities (including self-care activities)

Questioned participation in activities

Goal Set

1. Ashley will communicate with teachers, classroom assistants, peers and others within school environment when required (speaking aloud when doing so).

Goal Set

2. To promote independent living skills and self-care in the home environment. (Engage in a form of exercise)

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Attention Autism Post Primary Model

Foam Dome

Lemon Volcano

Paint Spinner

AIM: SPONTANEOUS COMMUNICATION

VISUALLY BASED AND HIGHLY MOTIVATED ACTIVITIES

*For illustrative purposes this picture has been extracted from google images

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Role Plays/Video Modelling

Scenario 1

Sarah sets her bag down in Carolyn’s way. Carolyn trips over it and hurts herself. Sarah apologises and checks if Carolyn is ok.

 

 

Not bullying

: An accident

 

Scenario 2

Carolyn is texting on her phone. Sarah comes up to her and makes a mean comment, e.g. “who are you texting, no one would want to hear from you.” Carolyn becomes upset. Sarah continues making other nasty comments and laughs.

 

 

Bullying: pupil unable to defend herself, negative comments continue even when the pupil becomes upset.  

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Board Game

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Goals of Intervention & Strategies - Amanda

Interests

Manga

, Art, Animals, Films, Computer games

Goal Set

1. To develop social skills and positive relationships with peers in school.

Goal Set

2. To promote consistent use of adaptive strategies to regulate emotions, particularly during times of stress and anxiety.

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5 Point Scale

Show Teacher the card so I can go

to the library.

Show Dad the card so I can go to

my room.

Read to calm down

Take a break in the library

Tell my teacher

Tell my dad

Watch a funny anime

Draw on the white board

Tell my teacher

ExercisesTell my dadAt home read or exercise

Adopted from Kari Dunn Buron

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Take Ten

Stress control training App

Trains your body and mind to work together to become more resilient

to stress

Using visualisation,

Positive thinking

and Games

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Positive Memory Book/Record-Reflect

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Goals of Intervention & Strategies - Noleen

Interests

Art

Goal Set

1. Noleen will become more comfortable with social interaction by aiming to engage in one back and forth spontaneous interaction with a peer or adult at school each week.

Goal Set

2. Encouraged to build her confidence in weekly social skills groups at school and a Cognitive Behaviour Style intervention at home. Lead to eating out once a month. Begin with preferred food and tolerating the environment for 10 minutes, extending this time period.

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Extending Interests- Books & Exercise

Aspie Girls by Rudy Simone

Henry OT ‘Tools for Teens’

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Emotional Tool Box & A Worry box

Books

Art

Music

Having a cup of tea

Having tea and talking to MumPhysical exercise (going for a walk)

Worry BoxDiary/worksheets to prepare for outings

Adapted from Professor Tony Attwood’s Book ‘Cognitive Behaviour Therapy to Manage Anxiety’

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Introducing new leisure activities

Candle & Jewellery making

Extending creative interests

Developing new skills

Sense of achievement

Building self esteem

Provided new topics of conversation

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At the end of intervention….

Ashley

Amanda

Noleen

MCA Staff

Very good progress made in home and school.

Speaks to most teachers,

Engaged fully in assigned and structural tasks, using taught strategies to remove herself from a stressful situation.

Increased her level of insight into the impact of her behaviour had on the reactions of peers.

Fully participated in all activities of the Post Primary Social Skills group.

School

StaffSpeaks freely to Classroom AssistantCan verbalise if she needs to leave the class-can explain when feeling anxious/stressedMore interactive with peers, speaking to several of themIncrease in peer supportiveness because of awareness sessions (reported also by Amanda)More relaxed Open to conversation.Parent ReportStarted to speak and learn more. She also understands more and is more calm at home and at school.Still experiences difficulties with impulse control and still finds social interaction anxiety provoking, however, she benefits from having time to discuss social interactions with adults.Very relaxed Open to conversation and social interaction.

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6 months following intervention

Ashley

Amanda

Noleen

School Staff

Engagement with peers has improved.

Using visuals makes things more definite for her at school/more aware of her emotions.

Still struggles to form friendships but her social skills have improved.

Greater understanding of her autism and emotions.

Awareness workshops have given peers a greater understanding of how autism impacts her behaviour/difficulties forming relationships.

Some peers actively attempt to include her within class group.

Questionnaires were not completed/returned to MCA.

Parent ReportMum reported improvements in her daughter’s social communication skills - started to speak and learn more.Now better able to manage her anger in school.Equipped with new coping skillsFamily/school benefited from learning helpful guidelines for and about Noleen.Moderate improvements in social skills (ability to converse and approach others).

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Encouraging ‘play’ – key learningsStrengths and interestsNeeds and challengesSupport- understand and identity their feelings/emotions

Providing resources to help express/communicate

Understanding how autism impacts them and others

Provide opportunities to ‘play’/engage in leisure activities

This will help lead to Positive attitudes

Regulating emotionsDeveloping social communication skills

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