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PLANNING MATRIX

PLANNING MATRIX

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PLANNING MATRIX

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  1. PLANNING MATRIX

  2. What do you know about Autism Spectrum Disorder?

  3. DSM-5 Changes Autistic Disorder PDD-NOS Asperger’s Disorder Childhood Disintegrative Disorder • Autism Spectrum Disorders (ASD) • AS of 1st July 2013 individuals will be diagnosed with Autism Spectrum Disorder • Autistic Disorder, Asperger Syndrome, PDD-NOS, Childhood Disintegrative Disorder will no longer be diagnostic terms • Previous diagnosis will not change but will gradually fade out

  4. Dyad of impairment Restricted & repetitive behaviour Autism Spectrum Disorder Social communication and social interaction • Criteria- • Must have a deficit in both areas • Must present in early childhood • Symptoms together limit and impair everyday functioning

  5. Social communication and social interaction Severity • Deficits occur in the follow areas- • Back and forth of conversations • Nonverbal communicative • Sharing of interests • Understanding emotions in self and others • Initiating social interaction • Developing and maintaining relationships • Making friends or lack of interest in friends • Adjusting behaviour to suit different social contexts • Delay in speech • Theory of Mind

  6. Severity Levels Social communication and social interaction Severity Levels Level One: Requiring support Level Two: Requiring substantial support Level Three: Requiring very substantial support

  7. Restricted & repetitive behaviour Severity • Characteristics- • Engage in repetitive behaviours- flapping, lining up cars • Unique communication- echolalia, monologues, jargon • Excessive adherence to routines • Ritualized behaviours • Resistance to change • Highly restricted, fixated special interests • Hyper-or hypo-reactivity to sensory input • Unusual interest in sensory aspects of environment- spinning items, smells, light, touch etc.

  8. Severity Levels Restricted & repetitive behaviour Severity Levels Level One: Requiring support Level Two: Requiring substantial support Level Three: Requiring very substantial support

  9. Cognitive ability Severity • Characteristics- • May have dual diagnosis of an intellectual disability • Splintered skills • May have savant ability • Weak short term memory, strength in rote learning • Strength in visual learning • Black and white thinking • Difficulties with behaviour flexibility • Executive dysfunction • Weak central coherence

  10. Rasional Planning Matrix

  11. What is Planning Matrix? Planning matrix adalahsuatupetakonseptentangkebutuhankhususanak yang berisitentang: deskripsikarakteristikanak, dampakperilaku yang ditimbulkandanstrategilayanan yang diperlukan.

  12. What are the functions? • Membantu guru untukmengetahuipetakondisikebutuhankhususanak. • Membantu guru untukmengetahuikarakter, dampakdanstrategilayanansesuaidenganjeniskelainan/hambatananak. • Memudahkan guru dalammenyusunkurikulum, rencanapembelajarandanprogram layanankompensatorisanak. • Anakmemperolehlayananpembelajaran/ intervensi yang tepat

  13. What are the components of planning matrix? 1. Karakteristiksesuaikebutuhankhususanak 2. Dampak (impact) yang ditimbulkandarikaraktertersebut. • Strategilayananpembelajaran/intervensiberdasarkankarakteristikdandampak yang ditimbulkan. • Media yang dipergunakandalamintervensi • …

  14. Contoh: Problem utama yang perluditanganisesuaidenganjeniskebutuhankhususanak

  15. Autism planning matrix Kebutuhankhususanakanakautis

  16. Autism planning matrix Example

  17. Indikatorplanningmatrik Problem /hambatansesuaidenganjeniskebutuhankhususanak

  18. Positive Partnerships

  19. Next session

  20. communications? OO-S

  21. Communication impact on the most areas of development • Impairment in receptive language • Lateral/concrete understanding in AS/HFA • Echolalia (immediate, delayed, mitigated) • Difficulties initiating and sustaining communication interaction • Differences in eye gaze, body language, and use of gesture to communicate • Unusual vocal quality

  22. Social Interactions PW-B

  23. Social deficit is the core feature of ASDs • Student tipically have fewer friends and may prefer the company of older or younger student • Some student may isolate them selves by choice • Other may be aware of friendships and want friends but be preceived as irritating or intrusive • May have very different interests and proiorities to other students cousingfurtherisolation

  24. Repetitive behavior & interests AA-S

  25. Sensory Processing SOP-B

  26. Information processing PW-S

  27. Key message: • Successful interventions and strategies are dependent upon a thorough understanding of the characteristics and consequent implications of an ASD for each individual.