20. Social
interaction Other:Language
ASD LD ADHD
• Unable to read
nonverbal cues-
appropriate
• X Understanding
emotional cues
• X Sustain
• Isolation
• X friends
• X poor peer
relations
• ↑verbal
• Own
interests
• Literal
• Voice
(tone,
pitch,
volume)
‘Corky’:-
• Fascination unusual topics
• Exhibit awkward body
language.
• Bothered by : noise,
light/taste etc.
• Poor coordination; general
• X team sport
• X changes in routine
• Poor
physical/motor/clumsy/con
trol: handwriting
• Superior rote memory
Average ↑IQ GIFTED
SOME FEATURES: ADHD/ANXIETY/DEPRESSION
SAVANT QUALITIES-Referred to as HF-Autism
21.
22.
23.
24.
25.
26.
27.
28. Recognize and praise your child's positive behaviors. Be as specific as possible,
such as, "I really liked the way you helped pick up your toys tonight."
Model the behavior you want your child to have. Demonstrating appropriate
interactions can help your child improve social skills.
Pick your battles and avoid power struggles. Almost everything can turn into a
power struggle, if you let it.
Set limits by giving clear and effective instructions and enforcing consistent
reasonable consequences. Discuss setting these limits during times when you're not
confronting each other.
Set up a routine by developing a consistent daily schedule for your child. Asking
your child to help develop that routine may be beneficial.
Build in time together by developing a consistent weekly schedule that involves
you and your child spending time together.
Work together with or others in your household to ensure consistent and
appropriate discipline procedures. Also enlist support from teachers, coaches and
other adults.
Assign a household chore that's essential and that won't get done unless the child
does it. Initially, it's important to set your child up for success with tasks that are
relatively easy to achieve and gradually blend in more important and challenging
expectations. Give clear, easy-to-follow instructions.
Be prepared for challenges early on. At first, your child probably won't be
cooperative or appreciate your changed response to his or her behavior. Expect
behavior to temporarily worsen in the face of new expectations. Remaining
consistent in the face of increasingly challenging behavior is the key to success at
this early stage.
With perseverance and consistency, the initial hard work often pays off with
improved behavior and relationships.
29.
30.
31. Reaction stemming
from fear- can’t
always define
nature
Reaction to certain
event
Symptoms: ↑heat
sweaty palms
churning stomach Stronger to: fight,
flight, freeze
Changing our perception on view of behaviour:
• challenging behaviour vs stress the support needs
32. S - STRUCTURE (get to know child, +, HX
describe behaviour/meltdown/shutdown)
P -Positive +no judgement + + language and ABC
E - Empathy- understand person, double empathy,
sensory processing assessment, self aware
L - Low arousal- non confrontational, meet
sens.needs, environment, allow self calming, busy
L -Links - involve child, family support -
consistent, child centred
43. SOME BASIC STRATEGIES FOR THE CLASSROOM
Visual aids
• better able to understand material presented visually.
• teachers create “visual schedules” for their autistic students.
• allows students to concretely see what is going on throughout the day, so
they know what to prepare for and what activity they will be doing next.
• Some autistic children have trouble going from one activity to the next, so
this visual schedule can help to reduce stress.
Structure and routine
• Students with Autism Spectrum Disorders usually do not cope with chaotic
unpredictable environments.
• Teachers provide support by providing the child with timetables and the
steps for activities.
Working in pairs
• Research has shown that working in pairs may be beneficial in teaching
autistic children.
• Students have problems with language and communication, but with
socialization as well.
• facilitating peer interaction, teachers can help these students make friends,
which in turn can help them cope with problems. This help them to become
more integrated into the mainstream environment of the classroom.
44. Teacher's aide to help autistic students
• useful to the student. The aide is able to give more elaborate directions that the teacher may
not have time to explain to the autistic child and can help the child to stay at aequivalent level
to the rest of the class through the special one-on-one instruction.
• However, some argue that students with one-on-one aides may become overly dependent on
the help, thus leading to difficulty with independence later on.
• There are many different techniques that teachers can use to assist their students. A teacher
needs to become familiar with the child’s disorder to know what will work best with that
particular child.
• Every child is going to be different and teachers have to be able to adjust with every one of
them.
Reducing anxiety in the classroom
• high levels of anxiety and stress, particularly in social environments like school.
• if a student exhibits aggressive or explosive behavior, it is important for educational
teams to recognize the impact of stress and anxiety.
• Preparing students for new situations, such as through writing social stories, can
lower anxiety.
• Teaching social and emotional concepts using systematic teaching approaches such
as The Incredible 5-Point Scale or other cognitive behavioral strategies can increase a
student’s ability to control excessive behavioral reactions.
56. MODULE – 5
Q1. Each person is different. An individual might have all or only some of the
described behaviors to have a diagnosis of Asperger’s Syndrome. One of
such behavior is:-
a.) Difficulty judging personal space, motor clumsiness.
b.) Selflessness.
c.) Talking to self.
d.) Showing low intelligence level.
Q2. Your child may be late in learning to use a fork or spoon, ride a bike, or
catch a ball. He or she may have an awkward walk. Handwriting is often poor.
He/she may have:-
a.) Personality Disorder.
b.) AD/HD
c.) Autism Spectrum Disorder.
d.) Asperger’s.
Q3. A new diagnosis called Social Communication Disorder has:-
a.) Many Therapies
b.) Specific treatments
c.) Fruitful programmes.
d.) No insurance coverage.
57. Q4. Too many moms and dads do not have the necessary tools to deal with
Oppositional Defiant
Disorder (ODD). They normally react /respond when their youngster starts
showing defiance by:-
a.) Feeling sympathetic
b.) Negotiating
c.) Fearing something will happen to the kid.
d.) Ignoring.
Q5. An additional category under the heading of restricted and/or
repetitive patterns of behavior,
interests and activities is that of stereotyped and repetitive motor
mannerisms. There are a number of mannerisms in which the child
with Asperger’s Syndrome may engage. Choose the right mannerism
from the following:-
a.) Biting nails.
b.) Staring at something for a long time.
c.) Spinning or jumping
d.) Throwing things.
58. Q6. In light of the child with Asperger’s Syndrome difficulties with
flexibility, it is helpful for those dealing with him or her to be:-
a.) Patient
b.) Creative and flexible in their interventions.
c.) Distracting them.
d.) Rewarding them.
Q7. Asperger patients have unusual sensitivity to light, sound, and touch.
They also have difficulty in sleeping and ________________
a.) Recognizing emotions.
b.) Fluently speaking.
c.) Deep thinking.
d.) Following routine.
Q8. Treatment for patients with Asperger syndrome is mostly therapies
and medications. Therapies aim to correct:-
e.) Aggressiveness
f.) Speech problems.
g.) Behavioral problems.
h.) All of the above.
59. Q9. Some kids with Asperger’s bite because they are unhappy, anxious or
jealous. Sometimes biting may result from:-
a.) Not being able to express them.
b.) Excessive or harsh discipline or exposure to physical violence.
c.) Sleeplessness.
d.) Medication side effect.
Q10. If a youngster hits a playmate, immediately separate the kids. Then
try to:-
a.) Make him sit down and drink water.
b.) Explain that its improper way of reacting.
c.) Comfort him/her and show him/her empathy.
d.) Engage him/her with something to do.
Module 4
When a child is using unusual repetitive hand and finger movements,
then he/she may have:-
a.) Hearing Impairment
b.) Visual Impairment
c.) Autism Spectrum Disorder
d.) Locomotor disability
