Supporting pupils on the autism spectrum how can we help

1. Supporting pupils on the autism spectrum – how can we help ? Elizabeth Attfield Manager, Learning and Professional Development Service, autism.west midlands

2. Our vision A world where ... Everyone on the autism spectrum receives the support they need to achieve their full potential Each individual feels valued and able to make a positive contribution to society Families are empowered because they are given the help they need to enjoy life with their child on the spectrum Professionals feel confident and effective in working within the autism spectrum and everyone works together for mutual benefit

3. We try to provide support…… Across the entire spectrum of ability Across the age range – a life span approach To all the people involved i.e. individuals on the autism spectrum, family members, professionals who work with those who are on the spectrum Focussed on the positive side of autism, not a deficit model Geared towards meeting individual needs

4. What Do Families Want? Practical Help: Early diagnosis, assessment and intervention Accessible information at point of need Range of services to meet individual needs Holistic approach to needs of whole family Planning, co-ordination and continuity of support and services Equality of opportunity

5. What Do Families Need? Emotional Support: To be LISTENED to and valued Time – to tell their story Understanding, tolerance and acceptance of them and their child Acknowledgement of their expertise on their child’s needs Recognition of the journey they are on Equal partnership with professionals

6. Partnership working NAS Communication Autism Team University of Birmingham Park View Individual schools and colleges Parent Partnership Service Contact a Family

7. What services do we provide?

8. Information and Family Services Listening Giving information Home visits Family Training Signposting and guidance Support groups Events

9. Adult residential provision of different kinds. Units that are old now and we know need to develop differently Small group homes Supported Living Project Outreach support for people who are more independent

10. Employment Support Work preparation training Job hunting support On the job support Retention of employment support Return to work support But some limitations...

11. Development ... Development officers in Solihull and Shropshire Resource base in Primary School in Solihull Family Support Worker in Sandwell Criminal Justice Co-ordinator – forum, attention card, prompt card for police officers, recent TV slot to raise the profile There is always more to be done!

12. Training, training, training For small groups or large For professionals of all kinds For family members Co training with people on the spectrum wherever possible Accredited if possible

13. Conferences and Workshops Big names e.g. Olga Bogdashina, John Clements In partnership e.g. BILD, NASEN, Autism Awareness Centre – Canada Across the region On specific themes e.g. transition, mental health Discounts for members, families, individuals on the spectrum

14. There is always more to learn

15. The complexity of the individual Mental Health issues: Depression Anxiety disorders OCD Tourettes Schizophrenia Catatonia Associated Conditions: Dyslexia Dyspraxia Epilepsy ADHD Down Syndrome Visual/Hearing impairment

16. The Nature of the Difficulties

17. The Individual with ASD

18. Points to remember when supporting inclusion Every child and young person is different so one size does not fit all The ability to talk and the ability to understand are NOT the same Behaviour may be ‘exotic communication’ Equality does not mean giving everyone the same See the bigger picture – it’s about the future, not just school – SOCIAL inclusion, not just EDUCATIONAL Inclusion is not a place, it is an attitude!

19. Graphic Equaliser and ASD

20. Graphic Equaliser and ASD

21. Martian in the Playground

22. Uneven profile No correlation between IQ and level of functioning – may or may not have learning disability “highly intelligent but no commonsense” May be good on theory but not practical May achieve academically but be socially inept High level of skill and ability in areas of special interest but not others

23. What prevents inclusion? Nature of disability Urban environment and pace of modern life Other people’s attitudes and expectations Lack of appropriate support, services and understanding Anxiety, anxiety, anxiety

24. How do you know that someone with ASD is stressed and/or anxious? BEHAVIOUR!!! Aggression Repetitive questioning Excessive motor movements – clapping, rocking, flapping, flicking, fidgeting, pacing Noise – shouting, screaming, muttering Social withdrawal and self absorption Over-use of special interest Disturbed routines Inability to function at usual level and to participate in life’s activities

25. What causes this anxiety? Sensory issues – noise, touch, environment Social expectations and demands of being around others Communication frustrations Change – not knowing what’s going to happen and when Lack of understanding of their own emotions and other people’s

26. Difficulties with Imagination and Flexible Thinking Make the world seem a confusing and frightening place Create anxiety and insecurity Lead to an overwhelming need for control and predictability Cause rigid behaviour, routines and rituals

27. Inflexible Thinking Creates difficulties with: Change and transition Problem solving Generalisation Making choices Consequences Abstract concepts Social rules

28. Mind blindness Creates problems with: Understanding other people have their own ideas and opinions Predicting the behaviour, reactions and responses of others Reading intentions and motives – lies, jokes, deceit, sarcasm, distinguishing between reality and fantasy Sharing attention and eye contact Understanding the impact of your own words and actions on others – may appear to lack empathy

29. Communication Speech fluctuates from none at all to far too much Speech may be delayed or disordered Echolalia Literal understanding May have no desire to communicate Needs led - no joint attention or shared intereest Lack of understanding of non-verbal communication Understanding lags behind language use Clear overlap with impairment of social interaction

30. Interaction Socially isolated (not worried about it?) Social demands of others cause anxiety Find social cues difficult to read May behave in a socially inappropriate way In adolescence, may want friends, but lack the strategies to establish and maintain friendships

31. The Triad of Impairments can Result in: Ritualistic and repetitive behaviours. Inflexible routines. Resistance to change. Tempers and tantrums. Sleeping, feeding and toileting problems Irrational fears and phobias

32. Strategies that help Be aware of what they find stressful and how they behave when stressed and anxious Alter the environment to combat sensory issues Make our own communication clearer and help them develop their own strategies for letting others know what they want and don’t want Teach them about social rules and give them clear boundaries, with rewards and consequences for behaviour Create positive predictability so they feel more in control of their lives – make change and transitions less stressful by providing visual support of what is going to happen next

33. How else can we help? Work on emotions - teach how to understand and express your feelings; recognising how other people feel; coping strategies for managing emotions like anger, anxiety Develop social skills – friendship, social activities, buddy systems etc. Use the special interest as de-stressor, reward, motivator Exercise, breathing and relaxation exercises Cognitive Behaviour Therapy – positive self talk Build self awareness and self esteem – teach them to understand how autism impacts on them as individuals in good and not so good ways and what to do about it

34. Summary of Strategies That Help Understanding and tolerance of the nature of the condition, sensitivity to needs Appreciation of the need for predictability Modification of our own language Modification of the environment Visual supports Direct teaching of appropriate skills and coping strategies to minimise anxiety Planning for change Give space, give time, stay calm and positive – celebrate diversity!

35. Try to think autistically Remember this does not come naturally for us ‘neurotypicals’. We have to make a real effort.

36. How to contact us autism.west midlands 18 Highfield Rd Edgbaston Birmingham B15 3DU www.autismwestmidlands.org.uk info@autismwestmidlands.org.uk Helpline: 0121 450 7575