Adolescents with Autism

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Adolescents with Autism

• Courtesy of CMIS for Maine

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Welcome

• Intro housekeeping
• Some Definitions
• Core components of strategies
• The major areas

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Working Definitions

• Adolescence
• Notice their own others bodies
• Assert themselves as choice makers
• Awareness of their differences and their
  disabilities
• Develop higher level of relationships and
  interactions
• Increase tolerance in sensory systems

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Definitions contd

• Autism
• Traditional Autism
• but also those diagnoses that often present
  similar symptoms respond favorably to similar
  strategies
• PDD (with or without NOS), ADD, Aspergers,
  Non-Verbal Learning Disorder to name a few.

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Core Strategy Components

• Concrete
• Visual
• Practice and feedback in safe settings
• Guided practice in real settings
• Repeat

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The Process

• Identify the current skills,
• Identify the next logical or developmental step
• Teach that step until fluent
• Maintain ability through regular practice
• Repeat

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Social Quality Interactions

• EXAMPLES
• Lower Functioning Student
• Greetings include ______ (eye contact, stopping,
  some communication).
• Labeling 2-3 interactions
• Distinguishing the times for 2-3 interactions
• Recognizing the times for hi, bye, thank you

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EXAMPLES Contd

• Mid-Range of Abilities
• The focus and teaching is very different
• Facilitate conversations with typical peers
  model talking to and enjoying the child with
  special needs this makes it easier for the
  other students to join in
• Watch what typical children are doing and saying,
  use these to teach interactions
• Reverse mainstream

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EXAMPLES Contd

• High functioning students
• Understanding the need for social smarts
• How to read the environment for cues about the
  rules that are in place
• facial expressions
• body language
• watching the others

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Other Social Aspects

• The expanding differences in interests, in
  abilities and in academics.
• Relationships Friendships Different
  definitions, different expectations some
  proactive ideas and some preventative measures.

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Medical

• Medication Efficacy
• Data is your friend.
• Samples
• General guidelines
• Wait until you really know the effect
• One change at a time
• Clinicians that include home and school info

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Hormones

• Hormones create extreme changes in comfort, in
  physical patterns, and are related to more and
  more body systems.
• Recognize, Respond, Resume, ( Reward)

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Sexual Issues

• Self-Stimulation and Masturbation
• Recognize the difference.
• Plan a response with the entire team.
• Private and Public
• Responsibilities and expectations
• Clothing and activities can make a huge
  difference

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Sexuality

• Attractions and expressing interest
• Limits
• Acceptable alternatives
• Orientation and exploration
• Touching and being touched

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Behavioral Patterns

• Undergo changes related to the physical and
  chemical aspects of adolescence with typical
  and with disabled students.
• Studies report lessened intensity of behavioral
  excesses as people physically mature.
• The identifying features of autism also undergo a
  decrease in intensity although they remain
  observable.

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Preoccupations Stereotypy

• These are some of the most difficult behaviors to
  change.
• The key is to find a compromise a form that can
  meet the persons needs but not stigmatize.
• A strong preoccupation can lead to an expert or a
  career if limits are learned!

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Questions Notes
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THANK YOU