Tuesday, May 3, 2016
Well-being of all akonga Criteria and Indicators
Criteria 2. demonstrate commitment to promoting the well-being of all ākonga Indicators i. take all reasonable steps to provide and maintain a teaching and learning environment that is physically, socially, culturally and emotionally safe ii. acknowledge and respect the languages, heritages and cultures of all ākonga iii. comply with relevant regulatory and statutory requirements
Criteria 2. demonstrate commitment to promoting the well-being of all ākonga Indicators i. take all reasonable steps to provide and maintain a teaching and learning environment that is physically, socially, culturally and emotionally safe ii. acknowledge and respect the languages, heritages and cultures of all ākonga iii. comply with relevant regulatory and statutory requirements
Sunday, June 26, 2016
Autism Workshop
Autism Workshop held Monday 27th June 2016 3.15pm
Antony Thomas - Registered Clinical Psychologist
Children with Autism........
they process things differently
repetitive behaviours - have to do things in a certain way. When there are changes they can get very upset.
social impairment - their interaction is based on their rules and not the general world.
Egocentric behaviours
Autism Spectrum disorders - now Asperger's is included in this
1-5
1 Autism
2 Asperger's Syndrome
3 Rett Syndrome
4 Childhood disintegrative disorders
5 PNN-NOS (Pervasive Developmental Disorder - not otherwise specified)
Prevalence
1 in 38 - 2011
Mainly a genetic condition though can be other reasons
ASD is almost 5 times more common in boys than girls
Susan King 64 (Famous artist who is Autistic)....google
Impaired social imagination - eg can do things in a supervised structured PE session but not during lunchtime playing of the same game.
It is due to physical causes in the brain and not due to upbringing or parental neglect/abuse.
Appear 'normal' ... often look 'typical' or normal...in contrast to other disabilities like, Intellectual disability and Down Syndrome.
Contrary to popular belief, ASD may make eye contact, show affection, smile and laugh, and demonstrate a variety of other emotions
Non-communicative or mute on one end of the spectrum (Severe Autism)
Autism
Impairment of social relatedness
Impairment of communication
Repetitive behaviours
Difficulties understanding social cues/social context
Difficulty interpreting body language and facial expression
Difficulty engaging in imaginative play and social play. (Empathy in general)
Difficulty in social cognition and social imagination.
"Reality to an autistic person is a confusing mass of events, people, places, sounds and sights. There seems no clear boundaries, order of meaning to anything. Set routines, times, particular routes and rituals all help to get order into an unbearably chaotic life".
Theresa Jolliffe, 1992
Many suffer from Anxiety as well.
Need for routine. Tell them what is going to happen. Show them eg: video of what is going to happen. Many do not enjoy surprises - even positive ones. Difficulty with multi-tasking.
Poor/lack of imaginative play
inability to engage in pretend play
telling lie
poor personal organisation
Common sensory sensitivities.....
Sounds - hums, sudden noises, multiple voices
Sights - colours, printed patterns, fluorescent lights, glares, small rooms or spaces
Smells
Tastes
Touches
Combinations of or crossing over of the above
Famous People on the spectrum
Albert Einstein
Stephen Wiltshire
Frank Kafka (Author)
Steven Stelberg
Stephen Shore
Temple Grandin
Tim Page - New York Times
Behaviour
Antecedents (setting events/triggers/what happened before the behaviour
Behaviour (details/descriptions)
Consequences (results/what happened)
Grandma's Rule ........ Premack Principle
The use of a high-rate behaviour to increase the occurrence of a low-rate behaviour.
(usually effective with children on the spectrum)
Token Economy
tokens to purchase time/activity that they like
Visual supports
schedules
pictures, photos and words
remind
prepare for change
First -Then strategy (google)
Social Story from the child's perspective
Teaching them HOW TO PLAY
Social story
Prompting
Use of typical peers
video modelling
Classroom Tips
Highly consistent and structured school day
encourage emotional expression
encourage peer interaction
facilitate small group interactions
facilitate play activities - indoors and outdoors
reduce distractions
provide clear instructions
use concrete language
avoid using sarcasm
do not expect them to observe other students to follow activities
teach lunchtime rules and routines
teach assembly rules
teach library rules
demonstrate whispering voice
Transitioning to school
Prepare the student
use video/photo - explain rules - class/playground
Student information folder for each child on spectrum
Home/School Communication folder
Websites.........
Autism-friendly schools, homes and communities
Asperger's Connections Waikato
Antony Thomas - Registered Clinical Psychologist
Children with Autism........
they process things differently
repetitive behaviours - have to do things in a certain way. When there are changes they can get very upset.
social impairment - their interaction is based on their rules and not the general world.
Egocentric behaviours
Autism Spectrum disorders - now Asperger's is included in this
1-5
1 Autism
2 Asperger's Syndrome
3 Rett Syndrome
4 Childhood disintegrative disorders
5 PNN-NOS (Pervasive Developmental Disorder - not otherwise specified)
Prevalence
1 in 38 - 2011
Mainly a genetic condition though can be other reasons
ASD is almost 5 times more common in boys than girls
Susan King 64 (Famous artist who is Autistic)....google
Impaired social imagination - eg can do things in a supervised structured PE session but not during lunchtime playing of the same game.
It is due to physical causes in the brain and not due to upbringing or parental neglect/abuse.
Appear 'normal' ... often look 'typical' or normal...in contrast to other disabilities like, Intellectual disability and Down Syndrome.
Contrary to popular belief, ASD may make eye contact, show affection, smile and laugh, and demonstrate a variety of other emotions
Non-communicative or mute on one end of the spectrum (Severe Autism)
Autism
Impairment of social relatedness
Impairment of communication
Repetitive behaviours
Difficulties understanding social cues/social context
Difficulty interpreting body language and facial expression
Difficulty engaging in imaginative play and social play. (Empathy in general)
Difficulty in social cognition and social imagination.
"Reality to an autistic person is a confusing mass of events, people, places, sounds and sights. There seems no clear boundaries, order of meaning to anything. Set routines, times, particular routes and rituals all help to get order into an unbearably chaotic life".
Theresa Jolliffe, 1992
Many suffer from Anxiety as well.
Need for routine. Tell them what is going to happen. Show them eg: video of what is going to happen. Many do not enjoy surprises - even positive ones. Difficulty with multi-tasking.
Poor/lack of imaginative play
inability to engage in pretend play
telling lie
poor personal organisation
Common sensory sensitivities.....
Sounds - hums, sudden noises, multiple voices
Sights - colours, printed patterns, fluorescent lights, glares, small rooms or spaces
Smells
Tastes
Touches
Combinations of or crossing over of the above
Famous People on the spectrum
Albert Einstein
Stephen Wiltshire
Frank Kafka (Author)
Steven Stelberg
Stephen Shore
Temple Grandin
Tim Page - New York Times
Behaviour
Antecedents (setting events/triggers/what happened before the behaviour
Behaviour (details/descriptions)
Consequences (results/what happened)
Grandma's Rule ........ Premack Principle
The use of a high-rate behaviour to increase the occurrence of a low-rate behaviour.
(usually effective with children on the spectrum)
Token Economy
tokens to purchase time/activity that they like
Visual supports
schedules
pictures, photos and words
remind
prepare for change
First -Then strategy (google)
Social Story from the child's perspective
Teaching them HOW TO PLAY
Social story
Prompting
Use of typical peers
video modelling
Classroom Tips
Highly consistent and structured school day
encourage emotional expression
encourage peer interaction
facilitate small group interactions
facilitate play activities - indoors and outdoors
reduce distractions
provide clear instructions
use concrete language
avoid using sarcasm
do not expect them to observe other students to follow activities
teach lunchtime rules and routines
teach assembly rules
teach library rules
demonstrate whispering voice
Transitioning to school
Prepare the student
use video/photo - explain rules - class/playground
Student information folder for each child on spectrum
Home/School Communication folder
Websites.........
Autism-friendly schools, homes and communities
Asperger's Connections Waikato
No comments:
Post a Comment