Tuning Into Autism, Earlsmead - PowerPoint Presentation

Tuning Into Autism, Earlsmead
Tuning Into Autism, Earlsmead

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School 3 rd September 2015 Andrew Royle Dramatherapist Exploring Autism medically socially and as a way of being Eugen Blueler 1857 1939 Swiss Psychiatrist Autistic State 1911 ID: 650132 Download Presentation

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Slide1

Tuning Into Autism,Earlsmead School 3rd September 2015

Andrew

Royle

,

Dramatherapist

.Slide2

Exploring Autism: medically, socially and as a way of being.

Eugen

Blueler

(1857 – 1939), Swiss Psychiatrist

‘Autistic State’, 1911

Autos : ‘Self’

Detached and self-orientated state of patientsSlide3

‘Triad of Impairments’ Lorna Wing (1979)

English Psychiatrist (1928 – 2014) & mother of autistic child.

1. Impairments

of social

interaction

2. Impairments

of thinking &

Behaving

3. Impairments

of Communication

‘Autism epidemic’ 1990s:

From: 1 in 2,000 people

To: 1 in 68 Slide4

DSM V: Autistic Spectrum Disorder (2013)

‘Deficits’ in……

Social/emotional reciprocity:

- N.A.S – ‘

mindblindness

Non-verbal communication:

- facial expressions, eye- contact, social cues

Relationships:

-Friendships/Social context

Stereotypical/repetitive movements:

- ‘Stimming’/echolalia

Insistence on

samness

:

- people, toys, routines, rigidity/ritualistic

Lack of imaginative play:

- ‘one

trackedness

Literality of language.

Slide5

M.C. Escher: Ascending and descending (1960) (a ‘huis clos’)Slide6

The autistic ‘spectrum’

‘Low Functioning’ ……………….. ‘High Functioning’

Non-verbal Asperger’s

If you’ve met one child with autism, then you’ve met one child with autism’

Dr

Joe

Cubells

, Psychiatrist Emory Autism

Centre

Slide7

A more progressive view?

‘Impairments’, ‘Difficulties’, ‘Deficits

’……..

Autism as a medical ‘disorder tends locates the ‘ problem’ of autism in the child, the brain, the genes

A ‘One

P

erson Psychology’

Social factors can also determine behaviour (example) Slide8

Steve Silberman (2015)

Neurotribes

: The Legacy of Autism and How to Think Smarter About People Who Think Differently

(2015)

‘Neuro-typical’ & Neuro-atypical (labelling works both ways)

Cures & Causes rather than ‘

what can we do for people already there’

The term ‘special needs’ – implies in a state of ‘needing’ more?

Is the very notion of a Spectrum helpful?

Slide9

What to do?

.

‘The

challenge in working with autistic children is

crippling

anxiety and

fear……..

…..therefore

the first imperative is to

lower anxiety

levels’.

Jude Reagan,

The Queen’s

Mill Special

School, London Slide10

‘L’enfer c’est les autres’

Tuning in exercise:

A - The speaker

B – The Listener (tunes in)

C – The observer (of A & B) Slide11

The still face experiment, Dr E. Tronick (1975)

.Slide12

Anne

alvarez

,

Child Psychotherapist

Autism as a ‘profound collapse’ – opposite of a ‘secure attachment’.

Repetitions then understood as providing as sense of power, control and omnipotence

A ‘Reassuring

S

tuckness

‘Live

Company: Psychoanalytic Psychotherapy with Autistic, Borderline, Deprived and Abused Children

(1992) Slide13

Attunement, Daniel Stern (1985) Attunement: A performance of behaviours that express a shared emotional state.

‘Performance’ – an improvisation of facial expressions/vocalisations/tone/rhythm

Connects with ‘emotional state’ – that is behind the behaviour. Not a mirroring (A Vitality Effect)

Two problems:

1. How can performance of behaviours occur, if the autistic child has difficulty reading social cues

2. How can the state be ‘shared’ with a child that is

primarly

relating to him/herself? Slide14

‘A different kind of performance! Slide15

Communing to misattunment Types of misattunement

:

Introduce

a sheet of paper that says ‘Now’ and ‘Then

’/sand-timer – transitions

Turning

an object into a flying saucer as you hand it back to the

child.

From a Secure Base (

Comuning

) to ‘make

an appeal to the freedom [of the child]’

RD Laing,

The Divided Self

(

1961)

Slide16

Tuning in as ‘being-seen’ – the primary connectionSlide17

Learning is ‘connecting experiences’ (Stern, 1985)The connection between Self & Other is the basis/the vital first step on which learning occurs Connection between the hands

of the clock and the time of the day

Connections between

t

he

words on the page and the words spoken

.Slide18

Tune into your table - exerciseTune into your table/group Write down what you feel is neededLet each person share their thought

Decide which one(s) to do – you can do all

 Slide19

Autism – a call to change?Slide20

Qualitative learningExamples: - Variations in language/movements:

words,tone

, rhythm, intensity

- Developments in non-verbal communication

: eye-contact, facial

expressions

, physical contact

- Imaginative Play: The marble as a space-rocket

- Reduction/variation in stereotypical movements/sounds/

repetitons

- Changes in initiating/responding to physical contact Slide21

Recording progressN – Notice (Being-With the child, Communing Attunement, Secure Base)

T – Tune

in

(Listen, Respond, Tune/

Misattune

, Teach and Learn)

R – Record (Star Analysis, Pupil Profile, Levels)

Slide22

STAR ANALYSIS (Autism Education Trust)Recording both Progress and Challenges:Settings: 1:1 in the Sensory RoomTriggers The child heard the ice-cream van outside

Actions: The child said the new words: ‘Ice Cream Van’

Result: I whistled the ice-cream van tune – the child gave extended eye-contact and initiated physical contactSlide23

Measuring progressPupil Profiles – a termly review, contain information and aims for each child for the term ahead. Concerning planning and assessment.STAR - Gathering

d

ata – as it happens and go towards meetings with staff, Sarah and parents at the end of term.

The STAR data helps to establish where on the P scales the child is. (Qualitative to Quantitative Progress) – good for OFSTED, Parents, ourselves and the child

P-Levels: Progress Levels: P1 – P8

Next Meetings will be in December 2015Slide24

Strategies for autismN.A.S. recommends the uses of ‘Signs and Symbols’ for children with autismVisual Timetables (Sarah)

Use the Autism ‘Teacher Toolkit’

Now & Then sheets

Photos of staff

Working for charts

3 tick-box limit for asking questions (if you cannot bear the repetitions any longer)

Slide25

Other strategies and ideas Physical contact - literal connections with another person (Veronica

Sherbourne

)

Use the Sensory Room (1:1 work)

Use of sand-timers

The 50 minute cycle

‘Un-Velcro’ the SNA member of staff

Adopt on attitude of exploration, support for each other and non-judgmental approach. Slide26

Plenary

Shom More....