AUTISM CYMRUAUTISM CYMRU

NEWI 5th July 2007Secondary School Forum

Member

NEWI 5th July 2007Secondary School Forum

Member

ADOLESCENCEADOLESCENCE

Ways forward for young Ways forward for young people with a diagnosis of people with a diagnosis of

Asperger’s SyndromeAsperger’s Syndrome

Adolescence: what is it all Adolescence: what is it all about in 2007?about in 2007?

An Age OldOld Problem

The creation myths of ancient Greece The creation myths of ancient Greece were based on strife.were based on strife.

The first Greek godThe first Greek god

‘‘CHAOS’ was overCHAOS’ was over

Thrown by his wife andThrown by his wife and

Offspring ‘EREBUS’Offspring ‘EREBUS’

Erebus then married his motherErebus then married his mother

and they in turn were overthrownand they in turn were overthrown

By their own offspring.By their own offspring.

This continued until ‘URANUS’This continued until ‘URANUS’

and ‘GAIA’ thought, and ‘GAIA’ thought, ‘We’ve had ‘We’ve had enough of this!’ enough of this!’ And were And were determined determined not to be victims not to be victims themselves. So they chained their themselves. So they chained their

own enormous offspring the own enormous offspring the ‘TITANS’ to the bottom of the deep dark ‘TITANS’ to the bottom of the deep dark abyss.abyss.

What does it show?What does it show?

The first known ‘PREVENTATIVE’

approach to

DISRUPTIVE BEHAVIOUR

The first known ‘PREVENTATIVE’

approach to

DISRUPTIVE BEHAVIOUR

Today!Today!

• Young people today !!!!Young people today !!!!

• I don’t feel safe !!!I don’t feel safe !!!

• They don’t talk They don’t talk properly !!!properly !!!

GROWTH

GROWTH

So, we all agree that adolescence is a state of change that we all have to go

through.

So, we all agree that adolescence is a state of change that we all have to go

through.

ISSUES AND VIEWSISSUES AND VIEWS

• CROWDS• VIDEOS• HARRY POTTER• FLOWERS

• CROWDS• VIDEOS• HARRY POTTER• FLOWERS

Here are some of the views of the issues as experienced by adolescents in our unit.

REALITYREALITY

Rejection by peer group.

Differences are therefore

A FACT OF LIFE

Rejection by peer group.

Differences are therefore

A FACT OF LIFE

SO WHAT CAN WE DO TO HELP?

SO WHAT CAN WE DO TO HELP?

A SHARED DISABILITYA SHARED DISABILITY

WE CAN TRY and

UNDERSTAND

WE CAN TRY and

UNDERSTAND

SCHOOL BASED SOLUTIONS

SCHOOL BASED SOLUTIONS

•Close liaison with parents.

•Close liaison with professionals

•Explicit standards.

•Explicit behaviour policy.

•Explicit reward policy which includes rewarding non academic success.

•Genuine praise for real improvement.

•Expressing confidence in the pupil.

•Showing you have noticed them.

•Little and often.

•Close liaison with parents.

•Close liaison with professionals

•Explicit standards.

•Explicit behaviour policy.

•Explicit reward policy which includes rewarding non academic success.

•Genuine praise for real improvement.

•Expressing confidence in the pupil.

•Showing you have noticed them.

•Little and often.

•Keep updated lists of the pupils.

•Gather useful information to guide you.

•Co-ordinate information from other professionals.

•Raise profile of Asperger’s and update.

•Co-ordinate activities with parents.

•Ensure Asperger’s is not confused with other disabilities.

•Keep updated lists of the pupils.

•Gather useful information to guide you.

•Co-ordinate information from other professionals.

•Raise profile of Asperger’s and update.

•Co-ordinate activities with parents.

•Ensure Asperger’s is not confused with other disabilities.

•CONSISTENCY – of expectation, actions, rewards and punishment.

•Traditional closed plan rather than open plan.

•Strong discipline is not the answer to Asperger’s.

•Teachers who are problem solving centred.

•Availability of I.T. in a variety of lessons – Autistic pupils respond well to computerised instruction, animation, colour and graphics.

•CONSISTENCY – of expectation, actions, rewards and punishment.

•Traditional closed plan rather than open plan.

•Strong discipline is not the answer to Asperger’s.

•Teachers who are problem solving centred.

•Availability of I.T. in a variety of lessons – Autistic pupils respond well to computerised instruction, animation, colour and graphics.

MANAGE your own STRESS

MANAGE your own STRESS

PROFESSOR BARKLEY’S PRINCIPLE-CENTRED

PARENTING

PROFESSOR BARKLEY’S PRINCIPLE-CENTRED

PARENTING•Immediate rewards and consequences.

•More frequent rewards and consequences.

•More powerful consequences.

•Frequent changes of rewards.

•Act immediately – avoid discussions.

•Use positive before negatives.

•Plan to anticipate and reduce or prevent problems.

•Keep reminding yourself that he has a disability.

•Immediate rewards and consequences.

•More frequent rewards and consequences.

•More powerful consequences.

•Frequent changes of rewards.

•Act immediately – avoid discussions.

•Use positive before negatives.

•Plan to anticipate and reduce or prevent problems.

•Keep reminding yourself that he has a disability.

•Check your priorities for the child.

•Don’t personalise the child’s problems.

•Forgive him.

•Forgive yourself.

•Forgive others.

•Manage your own stress.

•Check your priorities for the child.

•Don’t personalise the child’s problems.

•Forgive him.

•Forgive yourself.

•Forgive others.

•Manage your own stress.

YogaReligionFriendsTime for yourself

YogaReligionFriendsTime for yourself

‘If we treat a man as if he were what we

expect him to be, then he has some chance of

becoming so……’

Goethe

(a German poet and thinker)

‘If we treat a man as if he were what we

expect him to be, then he has some chance of

becoming so……’

Goethe

(a German poet and thinker)

THE END OF THE PRESENTATION

email : communicationsunit2003@yahoo.co.uk

THE END OF THE PRESENTATION

email : communicationsunit2003@yahoo.co.uk