Understanding Socially Challenged ChildrenUnderstanding Socially Chall - PDF document

Understanding Socially Challenged ChildrenUnderstanding Socially Challenged ChildrenHelping Parents and Communities Understand and Support Children with S& Asper r s, A S D, NLD, & Robin Lurie-Meyerkopf M.Ed.Associate Director AANE 617 393 3824 x 11 617 - - 3824 x 11 robin.lurie-meyerkopf@aane.org Asperger's Association of New England 20101 Our Goal:Our Goal: Our Goal:Our Goal: To hel p our sociall y challen g ed children pyg grow up to become independent and successful adults! Wouldn't this be nice! Neuro developmental Neuro - developmental disorder affecting several areas of development areas of development where Asperger Syndrome Asperger Syndrome -- Asperger's Association of New England 20104 Neuro-developmental disorder affecting l f dl h severa f d eve h Direct instruction kids rather than punishment or consequences rather than a psychological lens rather than a psychological lens CDC data confirms 1 in 150 8yr olds (surveyed 2000 and 2002) have ASD. As of 10/09 the National Autism Center of 10/09 , the National Autism Center reports US = 1 in 99, UK = 1 in 68. Asperger SyndromeAsperger Syndrome Asperger SyndromeAsperger Syndrome Asperger's Association of New England 20105 enetic link ag e Gag Was 6:1 male to female, Tony Attwood questions this ratio Summation of attributes, Question of environmental factors involved M h ill tll ill t e Etiology, Increase in numbersEtiology, Increase in numbers Etiology, Increase in numbersEtiology, Increase in numbers Asperger's Association of New England 20106 Vi i o n The B oy In s i d e do/sussooysd AS videoAS video AS videoAS video Asperger's Association of New England 20107 Organization Problem Perspective Taking Unwritten Problem Taking Executive Generalization Communication Competence Communication CentralCoherence Pragmatics Flexible AwarenessAdvocacy Attention Regulation The Big Picture Control Anxiety RegulationAspergerAssociationNewwww.aane.org AS FoundationAS Foundation Emotional regulation, depression, anxietyEmotional regulation, depression, anxiety Asperger's Association of New England 20109 Rating Size of Problem Responses How does my 5 body feel? 4 2 Emotional Re g ulation Rating Size of Problem Responses How does my Rating Size of Problem Responses 5CatastropheI will get help right away and follow How does my body feel? away and follow 4BigI can get help with thi S tomach acheStrange! 3Medium ve had this happen 2SmallI can handle this. 1 Oh well Sweaty palms Emotional Re g ulation Oh well 2. Attention, impulse control2. Attention, impulse control (foundation) (foundation) Asperger's Association of New England 201012 Provide help for all social interactions Provide help for all social interactions Preview, warn, prepare for all transitionsAssume children & teens with AS will start l every activity anxious l Communication is key! Parents, share your effective ideas and professionals let your effective ideas and professionals let Always provide a plan to generalize each skill skill Attention and Impulse Control Attention and Impulse Control Asperger's Association of New England 201013 3. Sensor y Re g ulation y Re g ulation Asperger's Association of New England 201014 Smell: Teach self advocacy script, smells bother me , back up, provide desired scented crayon or sticker.Touch: Use lotion or p owder sel f -advocac y scripts, teach space, control the environment, learn when and how to walkway, procedure for ected touch. p Sounds and lights: Warn when you can, establish a procedure for loud times (pencil sharpening time) and rehearse it, create sharpening time) and rehearse it, create away, alt. lunch or hallway?, seating, tennis balls on chairs etc. What is a What is a sensory diet Asperger's Association of New England15 What is a What is a sensory dietsensory diet ? Motor/ motor planningMotor/ motor planning Motor/ motor planningMotor/ motor planning Asperger's Association of New England 201016 Child ith AS l Child ren ith AS may know one way to respond to a situation and will repeat and repeat it even if it never and repeat it even if it never is effective. They must be rehearse it in different rehearse it in different settings. This applies to all academic and non-academic situations situations . Problem Solving, Organizational Skills and Language Processing Deficits and Language Processing Deficits Difficulty/Frustration Choice #1 Choice #2 Choice #3 Flexible thinkingFlexible thinking Teach switching cognitive sets with visualsTeach switching cognitive sets with visuals Teach switching cognitive sets with visualsTeach switching cognitive sets with visuals Asperger's Association of New England 201018 Central coherenceCentral coherence liilii Genera Asperger's Association of New England 201019 Oiti/ Pbl liOiti/ Pbl li O rgan / P i / P i Asperger's Association of New England 201020 : examples of expected work, photos graphics calendars time timers clocks photos , graphics , calendars , time timers , clocks , schedule sheets, check lists, materials list, Teach advocacy skills: when you need help: Teach advocacy skills: when you need help: who, how, why…of skills, practice learned skills in multiple settings with various people in in multiple settings with various people in different settings.: need to learn that there are different levels of p roblems and p responses to these problems. Organization/ Problem SolvingOrganization/ Problem Solving Interventions Interventions Asperger's Association of New England 201021 Vil hdl f hl lit f d u l li s t s o supplies, list expectations, samples of good work good work Clarify essential vs. non essential information (physicist) information (physicist) Use simple and specific language like, put the microscope awayrather than Give visual timelines with check boxes More Executive Functioning Strategies Subject Assignment Materials Due Subject Assignment Time Needed Materials Due Date Planning: Homework Table Planning: Homework Table 7:00-8:00 Free Choice inside (look at free choice card) 800 830 Bkft 8 : - 8 : 30 B t 8:30-9:00 Get Dressed, wash face, brush teeth9:00-10:00 Free choice outside (check the outside choice card) 10:00 10:30 Pick up toys in room put books away 10:00 - 10:30 Pick up toys in room , put books away 10:30-11:30 Screen Time11:30-12:30 Piano Lesson 12:30 1:00 Lunch 12:30 - 1:00 Lunch 1:00-2:00 Reading together2:00-4:00 Free swim 4:00 - 5:00 Legos 5:00 Legos 5:00-6:00 Help make dinner and eat dinner6:00-8:00 Movie night 8:00 - 8:30 Shower/bath, PJs and read story before bed Sample Weekend Schedule 8:30 Shower/bath, PJs and read story before bed 8:30 Bedtime Sample Weekend Schedule School/Teacher Form: Getting to Know Framework for preparing for IEP meetingsTransition planning Community Form:Getting to Know My Visuals for parents (AANE Website) Visuals for parents (AANE Website) Words or Thoughts? Words Out Aspergers Association of New England Cartooning What I think WhatIsay What I think What I What I say Students should attend at least part of the IEP Help with your childs transition to a new teacher: self advocacy in practice! Children starting in late Elementary School Children starting in late Elementary School should have a vision statement, re-visit this every couple of years. Start the college/work search earlier than Have your child participate in goals for the IEP Have your child participate in goals for the IEP . What is helpful for them, not helpful. Transition Planning iki/iliiki/ili Perspect ve ta ki ng Intent i ona tyPerspect ve ta ki ng Intent i ona ty Asperger's Association of New England 201029 Live out loudScaffold conversations for understandin g g Explicitly teach intentionality (prior experience, context, non-verbals) Keep Perspective taking Intentionality InterventionsIntentionality Interventions Intentionality InterventionsIntentionality Interventions Asperger's Association of New England 201030 Matchthenamewiththe How do you know them? What you like about Whtthilikd a t are th e i es an d Whatgamesoractivities What do we have in common Asperger's Association of New England 201031 Mr. Smith •Likes assigned seats•No eatin g in this class g •Ok if we dont raise our hands • Likestotalkneedtoaskfornotes Mind File Example about a TeacherMind File Example about a Teacher • Likes Mind File Example about a TeacherMind File Example about a Teacher Asperger's Association of New England 201032 Needs to be taught explicitly and specifically t epect o childen to emembe t e y o child en to r r important events them remember holida y s and sho p for pyp others in the familyimportant for your AS children to plan and choose gifts for others choose gifts for others Reciprocity Reciprocity Unwritten social rulesUnwritten social rules Unwritten social rulesUnwritten social rules Asperger's Association of New England 201034 Social Communication: what to Social Communication: what to lkflkf l oo f oo f Must have SLP Must have SLP pragmatics instruction p r i in s m a ustpactcesa Must have a plan to generalize the skill to other settings, with other l peop Asperger's Association of New England 201035 a ke p l a n t o f ter frien ds hi aapaoosdsps organized/structured play dateskeep it simple stay involvedstart with short time span and build As your child matures help them to As your child matures help them to choose activities that are interest based. oin clubs or or g anizations not necessarily AS oriented but may be in school or the community Social Integration Social Integration With older children dtdi h t b t f t e s with time mana g ement learning to do things for othersmay help with future job opportunities! Social Integration (con Social Integration (con Slf A/ Slf dSlf A/ Slf d S e lf A / S a d lf A / S a d Attend IEP or 504 meetings –go from passenger to driver passenger to driver Teach the words used to meet specific needs; how to -ask for help, change th it h th th e env c h th Have someone teach self-understanding and self-advocacy, i.e. A O Ml b Ell Ki A n Ell Never use challenges as an excuse for bad behavior but to ask for help! Learn to have an understanding of Learn to have an understanding of challenges and strengths. Asperger's Association of New England 201038 Incredible 5-Point Scale-Assistin Students with Autism Spectrum Disorders in Understanding Social Interactions and Ctlli Thi Etil R b C on Th i r l R Kari Buron Dunn and Mitzi Curtis How Does Your Engine Run -A Guide to the Alert Program for Self Regulation by Mary Alert Program for Self Regulation by Mary S. Williams Two books I really like to help with Two books I really like to help with Emotional Regulation. Emotional Regulation. Hate It Love It 51 Hate It Love It Flexibilit y gy 5 4 3 2 1 Hate It Love It Bored OK Like It 5 4 3 2 1 Hate It Love It Bored OK Like It li hi ti d ki C l ti y Flexibilit y gy 5 4 2 3 1 Hate It Love It Bored OK Like It 5 4 2 3 1 Hate It Love It Bored OK Like It ii kht Social th di Organ i h Flexibilit y gy Notice:__________will be changed on b ______________ The _____________________________ The new ________________________ is ______________________________ Change in Routine Card Change in Routine Card To:ALawEnforcementOfficerorotherFirstResponder To: A Officer I have a diagnosis of Asperger Syndrome.My Name: _ _________________________________ Home phone: _________________________________ D.O.B. ______/______/______ In case of emergency, or to assist both you and me in communicatingand in resolving this situation, please contact one of the following 1. Name ____________________2. Name ____________________ _ _________________________ Asperger's Association of New England 201044 ’s Syndrome, a social/communication dibilit ltd t ti di sa t e d t o Because of my Aspergers Syndrome, I mayPanic if yelled at, and lash out if touched or physically restrained.Misinterpret things you tell me or ask me to do. Not be able to answer your questions.Appear not to be listening or paying attention.Tend to interpret statements literally. ear rude or sa y thin g s that sound tactless , es p eciall when anxious or confused. ppyg,py Have difficulty making eye contact.Speak too loud, too soft, or with unusual intonation.I would like to cooperate. To help me cooperate, PLEASE: Clearly identify yourself as a law enforcement officer/first responder. Clearly identify yourself as a law enforcement officer/first responder. Call one of my emergency contacts. (Please see reverse side of this Donot assume that my Aspergers traits constitute suspicious behavior. Avoid touching me or restraining me Avoid touching me or restraining me Speak to me in normal, calm, non-confrontational tones.Tell me exactly what I need to do politely, clearly, simply, literally, and step by step. Asperger's Association of New England 201045 Remember there is a gap between the chronological age and the Calvin and Asperger Remember there is a gap between the chronological age and the social/emotional age! 46 Give yourself a break! Give yourself a break! ’s Association of New England www.aane.org T: 617-393-3824 866 - - 2263 2263 51 Water Street, Suite 206, Watertown, MA Changing perspectives –changing lives! Biblih Bibli ograp Attwood , Ton y ( As p er r s S y ndrome A g uide for Parent ,y() y,g and Professionals. Jessica Kingsley Press Baker, Linda J. and Welkowitz Lawrence A. editors (2005) r s S y ndrome Intervenin g in Schools , Clinics , and pg yg,, Communities. Lawrence Erlbaum Associates, PublishersBarnhill, Gena P. (2002) Right Address…..Wrong Planet Children s Syndrome Becoming Adults . Autism/Asperger Publishing CompanyBolick, Teresa (2001) Aspergers Syndrome and Adolescence, s Syndrome and Young Children . Fair Winds Press Biblih ( t) Bibli ograp Haddon, Mark (2003) T he Curious Incident of the Dog in the Night-Time. Vintage Books –a Division of Random HliPB Ch SHdiJ Thi h S d w i T Children with Autism to Mind Read, A Practical Guide. Wiley and Sons: New York Jk Lk (2002) Fk Gk d A k k e (2002) F d A Syndrome . Jessica Kingsley PressLeicester City Council, England (1998) Asperger Syndrome Practical Strategies for the Classroom The Syndrome Practical Strategies for the Classroom The National Autism Society (England) Levine,M. (2002) Levine,M. (2002) A Mind at a Time . Simon and Shuster: New York New York McAfee, Jeanette, M.D. (2002) Navigating the Social World Moyes,R.(2001) Incorporating Social Goals in the Moyes,R.(2001) Incorporating Social Goals in the . Jessica Kingsley PressNazeer, Kamran. (2006) Send in the Idiots: Stories from the Other Side of Autism . Bloomsbury Publishing: New York and London York and London Shore, Stephen (2004) Ask and Tell: Self Advocacy and Disclosure for People on the Autism Spectrum s Publishing Company Winner Michelle Garcia (2005) Think Social a Social Michelle Garcia (2005) Think Social a Social Thinking Curriculum for School-Age Students Garcia Winner -Publisher Bibliography (con Bibliography (con