A Unique ChildAnn Yates

Early Years ConsultantMarch ‘10

The triad of impairments

Triad of impairments

Communication

Social understanding

Flexibility of thought and behaviour

(Sensory processin

g)

Recognising Autism in the Early Years

What sort of behaviours might you see that could indicate that a child is on the autism spectrum ?

How do children with autism differ from their peers? They are much less likely to understand the

needs, views and feelings of others. They are likely to find it more difficult to make

friends, to form good relationships with adults and peers, and may need additional support to help them to learn to take turns and share.

They will have greater difficulty in using language, particularly joining in with conversations, and understanding jokes and non-literal language. Some children with autism may not speak, instead communicating in other ways, including through their behaviour.

How do children with autism differ from their peers? They are less likely to explore new ideas and

objects, and more likely to stick to what they know.

They are much more likely to be upset or confused by changes to their routine or environment, or by new and unfamiliar experiences.

They are less likely to play imaginatively, such as acting out characters in stories, and much more likely to play in quite a rigid way, in which actions are repeated over and over again with their favourite toys.

Case Studies Ravi Kyle

Partnership working Working with parents

Understanding stress Good open relationships Listening to parents

Working with other services

Supporting Learning Developing a profile of strengths

and needs Involving parents and other

agencies Monitoring progress

How do we communicate? Use child’s name first, to get attention Give choices Break up instructions, reduce your language Use ‘then’ to help child understand a sequence of

events Use ‘finished’ to help understand duration of an

event Say things in order in which they will happen Tell the child what to do, rather than not what to

do Use visual ways to help the child understand Give time for the child to process and respond to

instructions

Entering the child’s world Following the child’s lead, imitating

sounds, movements. Playing alongside, modelling play Focussing on interactive play and

early social interaction skills Providing short bursts of structured

play

Working with the child’s interests

Finding out – what? Using interests to extend child’s

experiences Using interests as incentives/

rewards Interests as a starting point for

developing learning

Adapting the environment Providing visual structure Providing opportunities to make

choices Importance of routines Opportunities for time out

Golden Rules Understand the Autism Reduce your language Use structure Change the environment Reduce anxiety Be consistent Plan transitions Use rewards that motivate the child