Helping individuals on the Autism Spectrum Manage Behaviour: Workshop

1. Helping individuals on the Autism Spectrum Manage Behaviour: Workshop Prof Rita Jordan PhD OBE Emeritus Professor in Autism Studies University of Birmingham Autism NI Day Conference Ballemena, 5 April 2011

2. Reasons for challenging behaviour in ASD • biology • epilepsy • perception/ sensory disturbance • sensory ‘deprivation’ • reactions to pain • lack of communication skills • lack of self-awareness • adaptation to the environment

3. Background Factors • Diet • peptide theory • effects of diets • Sleep • chronic deprivation • melatonin • Exercise • daily aerobic

4. Sensory effects • problems with sensory integration • reasons for challenging behaviour • ‘sensory seeking’ vs ‘sensory avoiding’ • transactional relationship with anxiety • low arousal teaching • self-stimulatory behaviours • co-morbid with ASD?

5. Social Cognition: • difficulties in understanding mental states • pragmatic difficulties • difficult to predict the behaviour of others • need to theorise about mind • use non-dedicated cognitive systems • grammar can help • depends on overall cognitive processing and time • excluded from a culture • constant level of stress

6. A Positive Approach • move away from aversives • understand meaning and function • need positive alternative • not inhibition • teaching consequences • structured setting • accept phobias etc..

7. Be Aware • too many staff create problems • teach coping strategies and rehearse • choice needs to be structured & informed • language can be misleading • exposure does not equal experience • literal interpretation & no common sense

8. Strategies to Cope: • problem-focused • focuses on problem & seeks active solution e.g. identify circumstances of bullying & avoid • emotion focused • healthy self-esteem, sense of humour, positive outlook gives child power to cope • social focused • seek security from ‘safe’ others, ‘buddies’

9. Changing Behaviour • difficult to inhibit actions • change the environment • prevent the response & train alternative • develop self control (supports) • ASD based functional analysis • teach adaptive behaviours • plan - do - reflect

10. Functional Analysis • Settings • ‘last straw’ not always ‘trigger’ • whole child (inc. skills) & whole school approach • parent collaboration • Behaviour • accurate • frequency • duration • intensity • Results

11. Making it worse • transactional nature of autism • frustration & deskilling of carers • literal reading of behaviour • fear • short-term success • ‘punishment’ may be a reward • predictability is paramount

12. Teaching Consequences • less able - single track • more able - • railway - no turns • 2 clear termini with no connections • choice point emphasised Moment of choice Taught alternative Problem

13. Managing behaviour • predict & reflect to avoid challenges • teach with structure & predictability • help to recognise signs of being stressed • provide ‘escape’ opportunities • train panic responses • regular aerobic exercise and clear signals • provide alternatives • teach consequences

14. Things to do • build understanding of self & emotions • reduce stress - including sensory issues • teach problem solving • teach choice & responsibility • facilitate relationships through interests • teach relaxation & ‘recovery’ • build realistic self confidence • praise effort not success • teach & engineer communication