Understanding how it is to be ASD

Aims

To develop an understanding of how it is to be ASDTo explore the range of difficulties and differences associated with ASD and the impact on the individualTo consider ways of minimising the impact of these issues and creating a more ASD friendly environment

Introduction

The world is a sensory place

We are all sensory beings yet our experiences are unique

We all have different ways of reaching the sensory experience.

What difficulties are ASD students facing?

On post it notes list as many difficulties that are faced by ASD

students as you can.

Central zone

Crisis

Optimal Learning – Calm / Alert

Understimulated

.

Hyper- Sensitive

A hair trigger sensory system that allows too much of the sensory message to the brain.

AVOIDER

Hypo-sensitive

A sluggish sensory system that allows too little of the sensory message into the brain.

SEEKER

Sensory Avoider

Hyper-sensitive.• Covering up ears• Wanting to remove clothes, shoes or only

wearing certain types• Dislikes movement, crowds, playgrounds etc• Dislikes certain tastes or textures

These students have flight, fight or freeze reactions that often produce anxiety.

Sensory Seeker

Hypo- Sensitive• Over filling their mouth with food – likes spicy

or crunchy texture• Doesn’t notice if they are touched• Doesn’t respond to name being called• Can fall and hurt themselves but don’t notice• Pinches, bites and scratches.

SPDWhen the sensory input is not integrated or organised appropriately in the brain, or may produce varying degrees of problems in development, information processing and behaviour.

What are the Indications?

• Attention problems• Difficulty maintaining an alert but relaxed state.• Avoidance of touch or movement• Self-stimulation – persistent or interfering with

tasks.• Self injury• Rigidity, inflexibility, difficulty tolerating or

adjusting• Unpredictable explosion of emotions.

Why is it difficult for an ASD student to make sense of the world?

Difficulties for an ASD student:

• Attending to other people• Understanding language and intentions• Communicating their needs and wishes• Cooperating with others and understanding what

they want• Enjoying the company of others and wanting to join

in

• Being able to learn from experimental play• Playing with ideas – eg pretending• Being flexible in their response to everyday

activities• Interpreting and understanding some of their

sensory experiences• Understanding sequences and predicting what

may happen

Card Meaning

Look at your card. Without verbal or written

communication try to explain to your partner what you are

saying.

Behaviour

• The point of behaviour is to get our needs met.

• Problem behaviour may communicate something about a child’s unmet needs.

• Behaviour is more likely to change when the environment changes.

Using structure to prevent problem behaviours.

Structure helps overcome these difficulties:• Routines help alleviate anxiety• Visual timetables and written instructions decrease confusion

and make explanations clearer.• Do not keep swapping seating plan• Consistency helps with understanding of expectations eg use

same vocabulary each time you make a request.• Setting clear boundaries eg time limits “ That will take 10

minutes…….”

Organising the day

• Try to make things predictable• Explain in advance any changes• Allow time for activities• Use visual reinforcement

Clarifying our language

• Make sure you have their attention – start your sentence with their name.

• Use shorter sentences and emphasise key words

• Add visual clues to support what you are saying• Avoid open ended questions• Demonstrate what you mean

Rules to Manage Behaviour

• Remain calm• Think about your own language – use students name, use key

words, keep it simple• Provide structure and routine.• See the situation from the students perspective – are they

understanding? Frustrated? Anxious?• Be clear and POSITIVE. Say what you want, not what you don’t want• Use distraction if you see a problem looming.• Demonstrate yourself appropriate actions• Be consistent, don’t change the rules.• Persevere• Have a sense of humour – changing behaviour is difficult so remain

positive

Rules Ctd

Don’t expect change overnight. Positive change will come as a result of:• Understanding ASD and behaviour• Planning• Consistency• Perseverance

Working collaboratively and consistently as a team will have a far greater impact than one person alone.

Suggested Activities

Calming heavy muscle work:• Movement breaks• Stress balls / blu tac• High fives (unless you at risk from too much pressure!)• Hand massage / squeeze – redirect to this rather that pinching / biting/ hitting• Carry heavy items• Backpack with heavy items• Help move furniture (health and safety)• Crunchy / chewy foods – aids concentration by cutting out other sensory stimuli /

aids relaxation• Pushing / pulling heavy doors open and shut• Clapping• Brain Gym• Drying hands vigorously with towel.

Physical Activities

• Swimming – water pressure on the body allows the child to feel where their body is in space.

• Trampolining – provides deep pressure to joints and muscles (can over stimulate an already aroused child)

• Wall push ups – Place Blu tac or similar on wall for student to press until flat.

Suggestions for PE

• Put out PE equipment / mats / apparatus• Have regular job at each PE lesson so they know the routine• Swinging from bars• Bouncing / catching big firm balls• Throwing balls / beanbags at a target• Hug knees to chest tightly and then relax slowly.• Tug of war• Obstacle course – crawling, pushing, pulling, carrying• Play “Simon says” – involve different body positions such as

stretching, bending, curling, swinging arms, pushing up against wall.

• Structured running can stimulate nervous system.