? Aa le a rning disa b ility Introduction to Autism Ba de ve lo - - PDF document

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? Aa le a rning disa b ility Introduction to Autism Ba de ve lo - - PDF document

Autism is ? Aa le a rning disa b ility Introduction to Autism Ba de ve lo pme nta l c o nditio n including Asperger syndrome C...a me nta l he a lth c o nditio n Da vid Ca rte r Bra nc h Cha ir Autism is Prevalence a


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SLIDE 1

1

Introduction to Autism

including Asperger syndrome Da vid Ca rte r

Bra nc h Cha ir

Autism is…

A…a le a rning disa b ility B…a de ve lo pme nta l c o nditio n C...a me nta l he a lth c o nditio n

?

Autism is…

…a life lo ng de ve lo pme nta l disa b ility tha t a ffe c ts ho w a pe rso n c o mmunic a te s with, a nd re la te s to , o the r pe o ple . I t a lso a ffe c ts ho w the y ma ke se nse o f the wo rld a ro und the m.

  • e ve ry a utism dia g no sis is uniq ue .
  • e stima te d 4 ma le s to e ve ry fe ma le .
  • witho ut the rig ht suppo rt, it c a n ha ve a pro fo und,

so me time s de va sta ting , e ffe c t

  • n individua ls a nd fa milie s.

Prevalence

Curre nt pre va le nc e ra te is mo re tha n 1 in 100

T his me a ns tha t:

  • Autism a ffe c ts o ve r 700,000 pe o ple .
  • Inc luding the ir fa milie s, a utism to uc he s the live s o f 2.7 millio n

pe o ple e ve ry da y.

  • E

a c h re q uiring va rio us le ve ls o f suppo rt a nd inte rve ntio n.

Some facts

  • Pro b a b ly g e ne tic a lly linke d, inc re a se d inc ide nc e in sib ling s.
  • Ab o ut 25% o f pe o ple with a utism a re no n-ve rb a l.
  • Be twe e n 44%–52% o f pe o ple with a utism ma y ha ve a

le a rning disa b ility.

  • Ab o ut 40% o f pe o ple dia g no se d with a utism a re a ve ra g e

to a b o ve -a ve ra g e inte lle c tua lly.

  • Ab o ut 40% o f pe o ple dia g no se d with a utism ha ve

sympto ms o f a t le a st o ne a nxie ty diso rde r a t a ny time , c o mpa re d with up to 15% in the g e ne ra l po pula tio n.

Some facts

  • Ne a rly two -thirds o f a dults with a utism in E

ng la nd do no t ha ve e no ug h suppo rt to me e t the ir ne e ds.

  • At le a st 1 in 3 a dults with a utism e xpe rie nc e se ve re

me nta l he a lth diffic ultie s due to a la c k o f suppo rt.

  • Only 16% o f a dults with a utism in the UK

a re in full-time pa id e mplo yme nt.

  • While a utism is a life lo ng c o nditio n, the rig ht suppo rt

a t the rig ht time c a n ma ke a n e no rmo us diffe re nc e to pe o ple 's live s.

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SLIDE 2

2

Co-existing conditions

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% ASC Non-ASC ASC = 0.5% No n-ASC = 0.25%

T he re is no dire c t c o rre latio n b e twe e n a utism a nd a ny o f the se c o nditio ns b ut the y a re mo re pre va le nt in a utistic pe o ple tha n the y a re in ‘ ne uro typic a l’ pe o ple .

The Characteristics of Autism

Ha ving pe rsiste nt diffic ultie s with:

  • So c ia l c o mmunic a tio n
  • So c ia l inte ra c tio n
  • Re pe titive b e ha vio ur a nd ro utine s
  • Hig hly-fo c use d inte re sts
  • Se nso ry se nsitivity

to the e xte nt tha t the se ‘limit and impair everyday functioning’

A ‘spectrum’ condition Social Communication

  • Ma y ne e d time to pro c e ss info rma tio n
  • Visua l suppo rts ma y he lp b a c k up wha t yo u sa y
  • Ne e d c le a r a nd spe c ific la ng ua g e a vo iding

me ta pho rs & sa rc a sm

  • Ab ility to c o mmunic a te ma y de te rio ra te unde r stre ss
  • Spe e c h so me time s a b se nt
  • Diffic ultie s unde rsta nding no n-ve rb a l

c o mmunic a tio n

How do we communicate?

38% 55% 7% Tone/Pitch Body Language Words

How many questions can you answer?

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SLIDE 3

3

Social Interaction

  • Alo o fne ss – withdra wn o r re mo te fro m surro unding s
  • Pa ssive ne ss
  • I

na ppro pria te ne ss – b iza rre . So me time s a ppro a c hing stra ng e rs o r a sking pe rso na l q ue stio ns

  • Ma y find g ro up wo rk diffic ult a nd stre ssful
  • Ma y do mina te , o r withdra w fro m, g ro up disc ussio n

Diffe re nt re spo nse to o the rs One side d inte ra c tio n

Repetitive behaviour and routines

  • Stro ng ly a sso c ia te d with re pe titive a c tivitie s,

simple a nd c o mple x ro utine s a nd re sista nc e to c ha ng e

  • Diffic ulty in unde rsta nding tha t o the r pe o ple

ma y se e thing s fro m a diffe re nt po int o f vie w

  • Rig idity in the a pplic a tio n o f b o th the writte n a nd

unwritte n rule s tha t g o ve rn b e ha vio ur

  • L

ite ra l inte rpre ta tio n o f writte n a nd ve rb a l instruc tio ns

Re pe a ts thing s

Highly-focused interests

  • Ma ny a utistic pe o ple ha ve inte nse a nd hig hly-fo c use d

inte re sts, o fte n fro m a fa irly yo ung a g e .

  • T

he se c a n c ha ng e o ve r time o r b e life lo ng .

  • T

he y pro vide struc ture , o rde r a nd pre dic ta b ility, a nd he lp pe o ple c o pe with the unc e rta intie s o f da ily life .

  • T

he y g ive so me o ne a wa y to sta rt c o nve rsa tio ns a nd fe e l mo re se lf-a ssure d in so c ia l situa tio ns.

  • T

he y he lp so me o ne to re la x a nd fe e l ha ppy.

Sensory sensitivity

  • Hype r- o r Hypo - se nsitive to se nso ry stimuli:
  • Audito ry – He a ring (ma y b e o ve r-se nsitive o r b e c o me o ve rlo a de d)
  • Gusta to ry – T

a ste (ma y ha ve ve ry re stric te d o r o dd die t)

  • T

a c tile – T

  • uc h (ma y no t a llo w a nyo ne ne a r the m)
  • Visua l – Sig ht (b rig ht lig hts, fluo re sc e nt lig hts, e tc )
  • Olfa c to ry – Sme ll (ma y b e o ve rwhe lme d with c e rta in sme lls)
  • Pro prio c e ptio n – Bo dy a wa re ne ss (he a t/ c o ld, pa in, e tc )
  • Ve stib ula r – Ba la nc e a nd mo ve me nt
  • Bo mb a rdme nt b y se nso ry stimuli

Sensory sensitivity and processing

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SLIDE 4

4

Strengths

  • Visua l skills
  • Hig hly kno wle dg e a b le , e spe c ia lly in a re a s o f pa rtic ula r inte re st
  • I

nte llig e nt

  • Visua l me mo ry, a nd fa c tua l me mo ry
  • Ve ry fo c use d
  • I

nde pe nde nt thinke rs – uniq ue pe rspe c tive

  • Pre c isio n a nd a c c ura c y – de ta il o rie nta te d
  • L
  • ya l a nd ho ne st

“What would happen if the autism gene was eliminated from the gene pool? You would have a bunch of people standing around in a cave, chatting and socializing and not getting anything done.” T e mple Gra ndin (T he wa y I se e it, 2008)

Things to be aware of

  • Invisible disability
  • All diffe re nt – a ll individua ls
  • Ma y a ppe a r to b e c o ping b ut ma y b e strug g ling so c ia lly
  • E

xpe c ta tio ns ma y b e hig he r due to the ir a g e (fo r c hildre n) b ut re me mb e r this is a de ve lo pme nta l de la y

  • Ma y no t ha ve a n o ffic ia l dia g no sis o r kno w a b o ut a utism
  • Do n’ t unde re stima te a pe rso n’ s a b ility

Things to be aware of

  • Social isolation
  • Ma ny o f the se pe o ple do ve ry fe w so c ia l a c tivitie s
  • Do no t ma ke frie nds e a sily
  • Ca n b e a b so rb e d in the ir o wn wo rld

F a sc ina te d with

  • b je c ts

Things to be aware of

  • Reactions to change
  • Ne e d a dva nc e wa rning a b o ut c ha ng e
  • Ma y b e unc o mfo rta b le with unc e rta inty
  • Hig h de pe nde nc e o n o rde r a nd pre dic ta b ility
  • Cha ng e c a n c a use stre ss
  • Be pa tie nt a nd suppo rt the m thro ug h c ha ng e

But…

  • T

he y ne e d to b e a wa re tha t thing s do so me time s c ha ng e – life is unpre dic ta b le

F inds c ha ng e diffic ult

Things to be aware of

Unusua l b e ha vio ur o r ma nne risms Spe c ia l inte re sts

  • Reactions to stress (o ve rlo a ding )

will pre se nt diffe re ntly in e a c h individua l b ut c o mmo n sig ns a re :

  • Ag ita tio n
  • Inc re a se d a nxie ty – ma yb e a sking the sa me q ue stio n re pe a te dly
  • Gre a te r o b se ssio n with ‘ spe c ia l inte re sts’
  • Shutdo wn – no c o mmunic a tio n
  • Pa c ing a ro und, ha nd fla pping

(c a n a lso o c c ur whe n e xc ite d)

  • Ang e r
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SLIDE 5

5

Things to be aware of

  • Anger
  • Impo rta nt to ta ke the pe rso n o ut o f the situa tio n imme dia te ly
  • Do no t try a nd re so lve whe n a ng e r le ve ls a re hig h
  • De a l with the situa tio n whe n the y ha ve c a lme d do wn
  • Ge t to kno w the pe rso n so yo u c a n spo t the m sta rting to wind up

b e fo re it is to o la te

Things to be aware of

  • Bullying
  • 4 time s mo re like ly to b e b ullie d tha n the ir pe e rs
  • Ne w wa ys o f b ullying via inte rne t a nd mo b ile pho ne s
  • Vulne ra b ility a nd la c k o f e mpa thy c a n le a d to situa tio ns
  • So me time s the pe rso n with a utism is the b ully
  • Ca n lo we r a lre a dy lo w se lf-e ste e m

Things to be aware of

  • Motivation
  • Ma y la c k mo tiva tio n
  • Must se e the po int o f do ing so me thing
  • Must se e the b e ne fits to the mse lve s (no t o the rs)
  • Ne e d to b uild c o nfide nc e in the ir o wn a b ility (lo w se lf-e ste e m)

L a c ks mo tiva tio n to jo in in

Girls with autism

Ofte n Aspe rg e r syndro me is no t pic ke d up in g irls until a no the r pro b le m is ide ntifie d, c o mmo nly:

  • OCD
  • So c ia l pho b ia
  • Pa nic a tta c ks
  • E

a ting diso rde rs

  • De pre ssio n

Girls with Aspe rg e r syndro me re po rt fe e ling pro fo undly diffe re nt a nd c a n find it a te rrib le stra in to c o nfo rm to so c ia l e xpe c ta tio ns

  • A ma jo r pe rso na l issue c a n b e “who a m I? ”

Girls with autism

  • T

e nd to b e le ss disruptive , so le ss like ly to b e no tic e d

  • Ma y b e pa ssive , q uie t a nd c o mplia nt. Ne e d to ma ke the mse lve s

inc o nspic uo us to a vo id sta nding o ut

  • Ofte n b e tte r a t c o pying ma nne risms, b e ha vio urs a nd dre ss c o de tha n

b o ys

  • Inte re sts te nd to re fle c t tho se o f ne uro -typic a l g irls' inte re sts, b ut will b e

unusua l in te rms o f inte nsity ra the r tha n fo c us

  • Ma y b e he a vily de pe nde nt o n o ne o r two pe o ple
  • Ca n ha ve a stro ng e r de sire to c o nne c t with o the rs a nd

a re mo re so c ia lly a da pta b le tha n b o ys

  • Ofte n wa nt to ple a se , b ut a lso do n’ t wa nt to

a dmit the y do n’ t kno w so me thing

What you need to do

  • T

ry to unde rsta nd ho w the ir a utism a ffe c ts the m

  • Re duc e a nxie ty
  • E

nha nc e mo tiva tio n, c o nfide nc e a nd se lf e ste e m

  • E

na b le c o nc e ntra tio n / re mo ve distra c tio n

  • Pla y to stre ng ths
  • F

ind wha t wo rks

  • E

a rn the ir trust – b e pro a c tive no t re a c tive

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SLIDE 6

6

The Autism Act 2009

  • T

he first e ve r disa b ility-spe c ific la w in E ng la nd

  • T

he Ac t put a duty o n the Go ve rnme nt to pro duc e :

  • a stra te g y fo r a dults with a utism; a nd
  • sta tuto ry g uida nc e fo r lo c a l c o unc ils, g o ve rnme nt de pa rtme nts a nd

he a lth b o die s o n imple me nting the a dult a utism stra te g y.

  • T

he Ha mpshire Autism Pa rtne rship Bo a rd (HAPB)

  • Autism Stra te g y fo r Adults
  • Autism Stra te g y fo r Childre n & Yo ung Pe o ple
  • Ha mpshire Autism Vo ic e (HAV)

Autism Ambassador scheme

THINK AUTISM – the smallest change can make the biggest difference

  • Ra ising a wa re ne ss o f a utism to he lp pe o ple o n the a utistic spe c trum

to live a s inde pe nde ntly a s po ssib le in the ir lo c a l c o mmunitie s, a c c e ss se rvic e s the y re q uire in the ir live s, re c e ive g o o d c usto me r c a re a nd inc re a se o ppo rtunitie s fo r e mplo yme nt.

  • L

a unc he d in Ma y 2015.

  • Co uld yo u b e a n Amb a ssa do r?
  • Visit www.a sc a mb a ssa do r.o rg .uk

Local Autism Directory (LAD)

https:/ / www.a utismha mpshire .o rg .uk/ lo c a l-a utism-dire c to ry

  • A o ne -sto p-sho p o f info rma tio n a c ro ss Ha mpshire a nd the Isle o f Wig ht.
  • Co nne c ts the a utism c o mmunity, pro fe ssio na ls, e mplo ye rs a nd se rvic e

pro vide rs, e na b ling the m a c c e ss a utism info rma tio n in o ne pla c e .

  • Pro vide s info rma tio n a b o ut lo c a l issue s inc luding suppo rt g ro ups,

a c tivitie s, sc ho o ls, e mplo yme nt, ho using , a nd de ve lo pme nts a c ro ss the re g io n.

  • Cle a r a nd simply writte n a utism re se a rc h a rtic le s to

sta y up to da te with ne w a ppro a c he s a nd he lpful info rma tio n.

Autism Alert Card and App

Ava ila b le fro m Autism Ha mpshire

https:/ / www.a utismha mpshire .o rg .uk/ se rvic e -d e ve lo pme nt/ a utism-a le rt-c a rd

Autism Education Trust

www.autismeducationtrust.org.uk

Local support groups

Vo lunta ry g ro ups a c ro ss the c o unty to suppo rt c hildre n, yo ung pe o ple a nd a dults, a nd the ir fa milie s:

  • Na tio na l Autistic So c ie ty b ra nc he s in So uth Ha mpshire

a nd Isle o f Wig ht.

  • I

nde pe nde nt suppo rt g ro ups a c ro ss the c o unty, inc luding in Ando ve r, Ba sing sto ke , E a stle ig h, F a re ha m, Ne w F

  • re st,

Pe te rsfie ld, Po rtsmo uth, So utha mpto n, T

  • tto n, Winc he ste r.
  • On-line F

a c e b o o k g ro ups a nd fo rums.

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SLIDE 7

7

“I know that I will never be neuro-typical. I will always have Asperger’s Syndrome. If I am to have a sense of pride and dignity, of high self-esteem, then I need to accept me as being who I am, value my sense of difference and work with my talents, attributes and

  • disposition. I also need others to do the same!”

We nn L a wso n

shants@nas.org.uk www.shantsnas.org.uk www.facebook.com/nassouthhampshirebranch