Autism Cymru Education Conference

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Autism Cymru Education Conference

• Wrexham
• 5 July 2007

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• Its nothing that a good smack wouldnt cure!

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What do we need to consider about the parents or
carers?

• Be sensitive to the parents or carers feelings.
• Be prepared for a variety of reactions.
• Give the parents or carers time to talk.

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• Always give encouragement and (truthful) positive
  feedback.
• Explain all programmes and strategies that will
  be used in the setting, including any programmes
  suggested by outside agents (e.g. SL therapist
  EP).

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• Always give the parents or carers credit for any
  support or good work carried out at home.
• Be a mutual support group.
• Give the parents or carers contact details of
  relevant societies, associations etc.

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Ask the parents or carers anything you want
to know (i.e. not the child)

• Explain positive approaches for home follow-up.
• Develop Play Plans with the parents or carers for
  use at home.

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• At reviews make sure the parents or carers
  views are expressed
• Do they need translation/alternative
  communication facilities?

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Watch out for the child who

• makes inappropriate remarks or speaks at
  inappropriate times
• laughs excessively loudly or for too long
• has poor conversational skills
• displays ritualistic or obsessive behaviours or
  habits
• 
  

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Watch out for the child who

• has problems communicating through speech and/or
  other forms of language
• displays inappropriate verbal and/or non-verbal
  interactions with others
• finds difficulty in responding normally to social
  situations
• withdraws from social situations
• 
  

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Watch out for the child who

• displays passive behaviours and a lack of
  initiative or curiosity
• seems oblivious of the presence of others and
  their needs or emotions
• uses unusual intonation, bizarre language and/or
  ritualistic phrases such as advertisement jingles
  or slogans

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• Some practicalities for us as practitioners

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At institutional level

• Make sure all staff have an understanding of the
  difficulties and the implications for the child,
  their family and their daily living.
• Make sure that the child is treated with respect
  by both staff and children.

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At institutional level

• Be aware of any possibilities of bullying,
  particularly in unsupervised situations.
• Make sure your settings SEN policy is fully
  inclusive and addresses ASDs. (Keep reviewing
  it!)
• Make sure you keep meticulous records this is
  very important.
• 
  

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At an individual level

• Check whether the childs hearing is
• sound (no pun intended!).
• Assess both the childs receptive and
• expressive language skills, if you can.

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In the setting

• Always speak to the child in a positive way.
• Make sure you face the child when speaking.
• 
  

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In the setting

• Make sure your facial expression is always
  relaxed and warm.
• Attract the childs attention by gently touching
  their shoulder and saying their name before
  giving instructions, information etc.
• Dont turn away your face until youve finished
  speaking.
  
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• 
  

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In the setting

• Give instructions in small bite size amounts,
  if necessary one step at a time.
• Use their interests to plan their targets.
• Use games and play-based activities to achieve
  targets.
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In the setting

• Watch for any personality clashes change the
  routine to avoid difficult situations, if
  necessary.
• Discover the childs preferred learning style and
  stick to it.

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In the setting

• Learn to use equipment, communication systems or
  other special facilities that the child may have.
• Have a timeline or pictorial timetable on
  display.
• Keep to the daily routine as much as possible.

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In the setting

• Keep furniture and designated areas in the same
  place.
• Keep the layout of apparatus the same.
• Have a quiet area always available.
• 
  

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In the setting

• Have a bland and non-stimulating work area for
  the child who is overwhelmed with busy
  displays, bright colours etc.
• Use dolls, puppets and visual aids as part of
  story time, circle time or group discussions.
• Make labels, cards etc. with tactile materials.
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• Enjoy working with the child both of you should
  be having fun as you learn!
• Always remember the child is not here for the
  professional the professional is here for the
  child.