Essential is a sense of humour with these kids
Be Short, sharp and terrific when dealing with these kids
Be eclectic in your listening
Difference between knowing and doing - is your coat in the wardrobe or are you wearing it?
If there is no communication from a child then we only have behaviour to go on
8+ kids have very different needs, . . . they need physical activity
Don't worry about why they're as they are, worry about what to do!!
1 in 88 Children in Australia are on the spectrum.
Choices are debilitating - they don't want choice No free choice - direct choice
Choice making, collaborative learning, working with other kids is awful for them, the more choices, the worse it is for them!
A tote box is awful, they need their own tray with books all lined up and tidy
Stand their books up, colour code them so they are easy to find
The child will be calmer if there is less choice
Anxiety is one of their biggest issues . . . .
They can't write while their talking so . . . Give time to discuss, 30 secs to record, then we'll discuss
Ticks for correct, an o for opportunity. 'Sugar on the table' doesn't always need to be an A
If you want him to have a go, stop correcting him
We're not teaching Chn the routines we ourselves use everyday
Year twos have 'why bother syndrome'
We all have routines - we're just sneaky about it, this kid is just honest about it!
Get to bed early it pays dividends the next day
Prepare them for when you, their teacher is going to be away
The more information, the calmer you are!
Drink and toilet routines have been lost - these Chn don't know they want to go till they're busting - so they don't drink. We need to up their drinks. Toilet, drink 3x a day.
Drinking through a straw is relaxing.
Teacher aide, encourage the Chn to ask other Chn - it's a social skill, they need to learn to network - see 2 then see me. This child also needs to help other children. Every day Lily needs to help us! But teach her, who to go to.
They need to learn to ask for help! Lily could help people with drawing!!
What would it take for you to change? Washing line and toilet roll behaviour
Set realistic goals. Better things to do / make it someone else's job /
Put the toilet roll in a basket
Change the structure not the child, give them a spot on the mat, a buddy in the line,
This kid isn't motivated by a certificate, use their currency.
They're visual learners - write it down. . . Use repetition, imitation
2 things at a time / week pick the thing that means most to the parents first.
Use a stylist on the iPad - need to use all fingers - can't use buttons / zips
See her website - poster on change your mindset
- Hand push ups to calm down
Aspergers kids have mainly social issues/angst, they want a friend. . . .thats the line in the sand!
Between autism and Aspergers.
A diagnosis tells us what help Chn need.
It's not about 'I've got the perfect teacher, no I've got the perfect staff'
Teacher aides = 'Angels'
Teachers - how are the child with a relief teacher - not with me as with me there are routines, things in place . . . What then.
Tourette's
Girls: on the spectrum. . . PDDNOS (DSM 5 now ASD) Wanting a friend = Aspergers
Keep them with their friends
Only 2 choices - you can do your work now or in 10 mins . . .the end result is always the same but they feel they have choice.
'Veneer of Coping'
No means never! No is a trigger word for them. . .
As these kids get older they should become more independent - not strategies they need
These kids need downtime -we are the adults and need to give set time for downtime and reward time.
This kid doesn't want a certificate, he wants mine craft, Lego - they overstim - you need to tell them for how long - they don't know how to self regulate.
Now. Next. Later.
Reward = time, task or token
Clear rules and boundaries - a routine. . . What works for that kid
She gets Tokens at school that give her xtra time on mine craft
Task, task, 10 minutes with figurines. . . Then again . . . Keep it the same
Name - Alex, what do you think. . . Always use the child's name - be explicit - they're literal, they need you to tell them what to do, they like a calm tone. Men go down in tone not up.
Tell them what to do - not what not to do
Be a GPS! Be specific and tell what to do - each step - and give them time to process. Do a u turn in 4 m. It doesn't say you idiot when they make a mistake. Stays calm.
Don't talk over kids when they are working
We create 'prompt dependency' we keep on repeating instructions
Glasses create access
ASD = teach all Chn about it so when they see it, they can recognise it. It needs inclusion. All children know what they are seeing, they also need to understand it. Like with asthma.
A bright red ear is a precursor to a meltdown or a shutdown
Write a list for what the child can do in spare time -
Consistent routings are essential to have. Smooth running day
Party analogy - avoiding coming to school, going to the playground.
Where is our school bar?? Friendship seat
Create ways for Chn to go to the ADD child - buddy tree or friendship tree. . . It's an older child's job to get those Chn up and playing. . . It's about teaching social skills.
Values cards with questions on. . . - what can you do towards someone you've made sad?
What you'd say and an action? Conversation map . . . With whom, when, where . . . and make it visual.
Do 5 mins of social skills a day.
If they're not invited to things outside of school, we need to build it. These families, parents included, are isolated.
'We may all be individual fish, but in this school we all swim together'
You must learn about their special interests
Big difference between follow through and it's not working.
Persistence, consistency, tough love
Lots of repetitive action is to block out external noise, stuff. . .
Sensory meltdown is immune to reward or punishment - what helps is pre warning and assurance.
If targeting a particular person or thing it's a Sensory meltdown will use an object or they'll get contaminated.
They spit at people to keep them away from them
Behaviour meltdown
1. Build up / Rumbling: shoulders is a barometer / colour of the face / sucking the hair / pupils -watch the hair is everywhere or tightly brushed / the newsreader look: glazed eyes,not blinking
Underneath table to escape,
What works: a sensory box, a tent, drawing (but give a time frame) a box of things they'll love - not technology cos too much can go wrong. TIME / IGNORE THEM / SPACE
2. Survival
3. MELTDOWN: Involuntary response they want escape, solitude, reassurance
4. TANTRUM: They want something / there is a knowing . . ./often right in your face . . .the kid that hates being in your face.
Anger is instant, anxiety is the last straw to b the c back
You need different plans for different situations.
Pānui (Reading)
Whakarongo (Listening)
Mātakitaki (Viewing)
Kōrero (Speaking)
Tuhituhi (Writing)
Whakaatu (Presenting)