Transcript of Presenter: Susan Hamre, MA, CCC/SLP Giant Steps, Lisle, Illinois 630-864-3803...
- Slide 1
- Presenter: Susan Hamre, MA, CCC/SLP Giant Steps, Lisle,
Illinois 630-864-3803 SHAMRE@MYGIANTSTEPS.ORG Creating An Autism
Friendly Transportation Experience 24th Annual TSD Conference March
2025, 2015 Embassy Suites Dallas-Frisco Hotel, Convention Center
& Spa
- Slide 2
- Todays Topics Discuss the basic components of Autism Spectrum
Disorder (ASD) and other individuals with Special Needs Discuss the
underlying challenges with Sensory Integration and minimal
Communication skills Learn about the tips to assist you in creating
a calm and safe bus ride for individuals with Special Needs Q and
A
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- Basic facts about Autism Spectrum Disorders No single known
cause Genetic predisposition Environmental factors Neurobiological
disorder Between 30-50% of individuals with autism have seizures.
Occurs in all racial, ethnic, and socioeconomic groups. Autism
Speaks, 2014
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- Sensory Challenges May have difficulty filtering out extraneous
sensory information/sound/lights (e.g., becomes easily
distractible, overstimulated, etc.) Might be oversensitive to
certain smells May possibly under or over react to being touched
Are likely to be sensory avoiders, seekers or both Might remove or
resist clothing May be picky eaters, avoiding or seeking certain
textures
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- Repetitive behaviors & restricted interests Repetitive
motor mannerisms self- stimulatory May seek out or avoid sensory
input Shows extreme distress at small changes to the schedule/and
or routine; difficulty with transitions May under-react or
over-react to touch rigid thinking patterns Perseverative interests
Strong attachment to or preoccupation with unusual objects
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- Social communication & interaction May not understand
personal space (gets too close, may not like others too close) May
be non-verbal but use alternative means of communication May not
understand social rules and expectation May repeat what is said to
them (echolalia) and not understand context May avoid eye contact
May speak in scripts May take what is said to them literally May
have difficulty have a conversation May not respond to verbal
directions or to their name
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- Communication Tips Provide a model or choices to help with
communication Utilize an effective communication system(e.g. PECS,
AAC device, visual board)if one exists Increase time to process
information-wait at least 5 slow seconds before repeating yourself
Limit verbal directions (use short, concise directions) for persons
with processing delays Utilize visual supports (visual/written
supports, 1 st /then, schedule, timers, cue cards) Help express
frustration appropriately and problem-solve situation.
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- Social Stories Developed by Carol Gray, Social Stories help
promote understanding of social situations and what is expected of
persons participating in that social situation A social story can
help with understanding exceptions to rules, changes, new
situations, an upcoming an upcoming trip/event, etc.
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- Tips for an Autism Friendly Transportation Environment Be
familiar with what Autism might look like Ask questions when you
need to.How can we help? Have a quiet space available away from
other students, if necessary/possible Have the Communication Cards
handy - understand their use Ask the family or educator about each
students communication system.have handy what best serves
them.pictures, written, a catered system designed for them Know
where students Brain Muffs are kept (head set to muffle loud sounds
usually in their back pack) Resist responding negatively to social
awkwardness or inappropriatenesstake nothing personally!
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- Be a model for them as to how to interact appropriately Assure
them you are here to help them be safe and have a good trip Stay
CALM at all times! Even when it is difficult to do so! Understand
that they may become agitated or experience a meltdown, when a
different route has to be taken/kids voices/crying/ bells/unusual
smells, bright lights, hearing sirens, they are touched by another,
too much talking between transportation aides, etc. Understand
students likes and dislikes Be aware of prompt dependency.try to
avoid, if possible Use basic, concrete language.no sarcasm, idioms,
etc. Use the phrase, The Rule Is with someone who may have
Aspergers (higher level autism) to help them understand a specific
point, a regulation, etc. Understand that hitting, biting, hair
pulling, spitting, kicking, throwing, etc. can occur when an
individual becomes unregulated.while attempting to keep yourself
and others safe, be sure you take none of this personally
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- Celebrate and congratulate the individuals strengthshelp
support their challenges Understand each students levels of
anxiety/triggers.along with what is the best support for them when
stressed Feel free to ask the students education staff for a cheat
sheet to give you ideas as to how to best support each student
Understand and allow for special things to be carried on to the
bus/van..these can serve as security items Use minimal
languagegestures and pictures can pave the way to a more successful
experience Learn what the individual likes (or knows a lot
about).Spider Man, the color red, Amish furniture, etc. Incorporate
it (however you can) into your conversation with them allow them to
teach you something about their favorite topic.this will make for
an easier and more engaged experience
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- Understand that if a student doesnt respond to you immediately,
it doesnt mean necessarily that they are being stubborn or
non-compliant Provide a little bit of extra time (if needed) for
the student to process what you are saying to them Be aware of your
voice volume and body language, as a loud voice or being physically
too close to a student can be misperceived or uncomfortable
Understand how to handle multiple students and their various
interactions (King of the Bus)
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- Do your best to give your attention to the student who is doing
the RIGHT thing Let the student who is struggling know what you
would like them to do, in a calm, positive manner..ie: Quiet hands,
please. Resist speaking about the student in front of them.even if
they dont use speech doesnt mean that they dont understand Create
Bus Rules that are written, if this helps a particular student.
Call Susan at 630-864-3803 with any questions
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- Your chance to ask.
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- References Autism Science Foundation.(2014). How common is
autism?. Available from:
http://autismsciencefoundation.org/what-is-autism/how-common-is-autism
Autism Speaks. (2014). Media Coverage of 1 in 88 autism prevalence
numbers. Available from:
http://www.autismspeaks.org/blog/2012/03/30/media-coverage-1-88-autism-prevalence-numbers
Autism Speaks. (2014). DSM-5 diagnostic criteria. Available from:
http://www.autismspeaks.org/what-autism/diagnosis/dsm-5-diagnostic-criteria
Autism Speaks. (2014). What is autism?. Available from:
http://www.autismspeaks.org/what- autism/faq Blumberg S., et al.
(2012). Early release of estimates from the National Health
Interview Survey. National Center for Health Statistics. Available
from: http://www.cdc.gov/nchs/nhis.htm Blumberg, S., et al. (2013).
Changes in prevalence of parent-reported autism spectrum disorder
in school- aged U.S. children: 2007 to 2011-2012. National Health
Statistics Reports. Available from:
http://www.cdc.gov/nchs/data/nhsr/nhsr065.pdf Illinois General
Assembly (2005). Public Act 094-0632. Available from:
http://www.ilga.gov/legislation/publicacts/fulltext.asp?Name=094-0632
Lantz, J. (2002). Theory of mind in autism: Development,
implications, and interventions. The Reporter, 7(3), 18-25.
Available from: http://www.iidc.indiana.edu/?pageId=424
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- Thank you for being here today. Thank you for your commitment
to individuals with special needs Feel free to call or email with
any questions if I can be of further assistance. Susan Hamre.
630-864-3803. shamre@mygiantsteps.org