Autism
WHAT IS AUTISM?
Autism Spectrum Condition / Disorder (ASC /ASD) is a spectrum condition, which means that there are varying degrees of severity. Autism can affect different people in different ways and, just like all people, those who have autism have strengths and difficulties. Autism is a lifelong condition, which affects communication and social skills. It usually is spotted in early childhood although girls tend to be diagnosed later. We do not know exactly what causes Autism although there have been many studies in this area; we do know that an early diagnosis can help a CYP learn strategies and skills and use resources to allow them to thrive.
SYMPTOMS OF AUTISM
In early childhood, children may:
Not respond to their name
Avoid or find eye contact uncomfortable
Not smile back at you
Be very sensitive or get upset at certain sounds, tastes and smells
Show repetitive movements such as rocking or 'flapping' hands
Not talk as much as their peers
Repeat words and phrases
Shows signs of distress if routines are changed
In older childhood, CYP may:
Not understand what others are thinking or feeling - show no empathy
Have difficulty talking about emotions or feelings
Show distressed behaviour if routines are changed
Appear obsessive about certain topics
Show distressed behaviour if asked to do something they do not like
Prefer to be on their own and / or have trouble making and maintaining friendships
Interpret language very literally
HOW IS AUTISM DIAGNOSED?
Diagnosing Autism is complicated as there is no visible difference in the brain. Only an appropriately qualified medical professional can diagnose Autism - a school CANNOT diagnose it. If Autism is suspected, then a conversation with the GP or the SENCo at school should be suggested. A referral to the paediatrician may be appropriate for full screening.
If a referral is accepted, a range of assessments will be completed and evidence will be gathered from a variety of sources such as school, parents/ carers / speech and language therapists etc. There may be a physical examination to rule out any other cause.
See here for further information on diagnosis if you suspect Autism.
WHAT HAPPENS AFTER DIAGNOSIS?
The main thing to do is to understand that the CYP is the same as they were before diagnosis. There is no medication that will reduce Autistic symptoms but there are a wide range of strategies that can be taught and used to help the CYP live fully and thrive. Please see here for advice for parents / carers and here for school staff.
HOW CAN I FIND OUT MORE ABOUT AUTISM?
Please see here for further information. If you would like printable cards to explain your child's autism to others, please click here.
HOW CAN I HELP IN SCHOOL?
Please see below for ideas on how to help.
Poor eye contact
Gain student’s attention by using their name
Do not force the student to make eye contact as it can cause physical pain.
Check their understanding through questioning
Use a social story to show the importance of eye contact
Poor decision making skills
Act as a mediator for the students to help to resolve problems
Use social thinking skills to be proactive and promote resilience
Difficulty developing friendships
Ascertain whether making and maintaining friendships is an important wish for the child - often, it's the adults who insist on tis when a CYP is happier in their own company
If it is, teach the other CYP to understand and cope with the student’s difficulties and provide them with some awareness of how to communicate with him/her to prevent teasing or bullying, particularly in breaktimes
Use social thinking skills to be able to predict social scenarios
Consider the use of social scripts such as understanding that when someone ask how you are, it's a greeting and doesn't require a fully considered response
Poor social and emotional understanding
Teach specific social rules and skills, for example, turn-taking, the importance of personal space
Reinforce by using social stories
Use the Incredible 5 Point Scale to detail how it feels to experience a range of emotions and give strategies to self regulate / soothe
The CYP may need access to structured interventions delivered by specialists
Delayed language development
Support literacy with word processing and computer-based learning
Chunk information into small sections
Break down tasks with a visual timetable for the lesson
Always ensure that your language is clear and unambiguous
Avoid humour, sarcasm or irony
Difficulty sustaining conversation
Provide the student with support in open-ended and group tasks where there is a greater likelihood of them being misunderstood
Teach some conversation starters
Poor imagination
Provide visual support such as pictures or sensory cue sheets to aid descriptive writing
there may be an inability to imagine something he or she has not directly experienced so ensure that any imaginative work can be linked to a direct experience
Creativity is there but the CYP may find it difficult to imagine future events so try and avoid these kinds of tasks
Performing arts may be a difficulty; replication before creation can sometimes work
Obsessional behaviours and interests
You can allow some access to obsessional interest as a reward for positive behaviour in a sensitive and respectful way, allowing privacy for this if needed
However, resist allowing the CYP to continually steer the topic of discussion to his/her particular interest.
Use the obsessional interest in lessons where applicable to engage the CYP's interest - this doesn't have to be a whole class initiative but can be a way in for a child with Autism
Strong dislike of change
Where possible, provide a clear structure and a very obvious set routine for the day including playtimes and breaks
Ensure the CYP knows the programme for the day at the start of the day and specific reference can then be made to this throughout the day
A visual timetable may be helpful
Alongside this provision, explicit teaching of strategies to employ when change is unavoidable is required. Social stories or 'catastrophising' may help
Sensory Difficulties
CYP may have heightened sensory experiences, especially to noise, heat, smells, and touch so try to reduce any sensory overload in the classroom setting
Allow the CYP permission to withdraw if in distress - a time out card and an agreed plan of where to go and what strategies to use to self regulate is a good idea
Allow the CYP to avoid some activities which may be the cause of significant stress. For example, the CYP may find drama too noisy and not understand the creativity behind it. Plan for different learning opportunities for the CYP instead of the practical work
CYP with Autism can have restricted diets and may prefer to eat alone or in a small, quiet group. Facilitate this wherever possible
Some CYP experience distress with uncomfortable uniforms - a common one being the tie. Make adjustments wherever possible such as allowing the tie to be worn looser etc