Autism Spectrum Disorder (ASD)

                                                                          
Presentation by DIane Akurangi (ICAMHS) and Tara McGeough (MOE)                          29/06/2016                                                                                                                                        

• 'A brain that's hardwired differently'
• Autism - basically impairment of social interactions, difficulty maintaining interactions, preoccupied with special interests, repetitive motor movements: using speech, objects.
• Thrives on routines, ritualised patterns
• Sensory sensitivities
• Aspergers - no difficulty with language, usually high functioning, 
• 2015: all labels now under the autism umbrella.
• Deficits in social settings across the board, difficulties with social/emotional reciprocity, difficulties with social relationships
• At major transitions in life they often crash eg transition to intermediate, high school, university . . . it's about how much this all impacts on day to day life.
• Mood disorders, (particularly anxiety), language impairments, specific learning difficulties
• SUPPORT NET- carer support, respite care, home based behavioural support
• Social skills training is needed for these kids - sadly lacking in our area.

Autism in schools and how to support them:

• Be informed about ASD and its characteristics - be aware, be prepared!
• 'Theory of Mind' - the ability to put yourself in someone else's shoes.
• Educate the other children in the class as to the student - with the parents consent
• 'Social stories' can be used, see link
• Social scripts - how to interact with the librarian / conversation starters 
• Power Cards - use the child's interests to create the activity they are to do.
• Echolalia - parrot's off 
• Personal space issues 
• They are concrete - not abstract
• Inappropriate body language, peculiar fixed eye gaze
• They struggle with other people's body language / facial expressions/ social dynamic
• Use their interests to get them to learn
• Inflexible adherence to routines
• Watch transitions from one activity to another - they have major problems with them
• Any learning must be at concrete level - they are concrete thinkers
• They don't filter information
• Know where their strengths lie.
• Know what potentially sensory issues really bother them.
• Tips for autism - www.tipsforautism.org.nz              
• Autism NZ have excellent resources to help teachers work with these children.