Autism Cymru Education Conference

Wrexham5 July 2007

‘It’s nothing that a good smack wouldn’t cure!’

What do we need to consider about the parents or carers?

• Be sensitive to the parents’ or carers’ feelings.

• Be prepared for a variety of reactions.

• Give the parents or carers time to talk.

• Always give encouragement and (truthful) positive feedback.

• Explain all programmes and strategies that will be used in the setting, including any programmes suggested by outside agents (e.g. S&L therapist; EP).

• Always give the parents or carers credit for any support or good work carried out at home.

• Be a mutual support group.

• Give the parents or carers contact details of relevant societies, associations etc.

• Ask the parents or carers anything* you want to know (i.e. not the child)

• Explain positive approaches for home follow-up.

• Develop Play Plans with the parents or carers for use at home.

• At reviews make sure the parents’ or carers’ views are expressed

• Do they need translation/alternative communication facilities?

Watch out for the child who

• makes inappropriate remarks or speaks at inappropriate times

• laughs excessively loudly or for too long

• has poor conversational skills

• displays ritualistic or obsessive behaviours or habits

Watch out for the child who

• has problems communicating through speech and/or other forms of language

• displays inappropriate verbal and/or non-verbal interactions with others

• finds difficulty in responding normally to social situations

• withdraws from social situations

Watch out for the child who

• displays passive behaviours and a lack of initiative or curiosity

• seems oblivious of the presence of others and their needs or emotions

• uses unusual intonation, bizarre language and/or ritualistic phrases such as advertisement jingles or slogans

Some practicalities for us as practitioners

At institutional level

• Make sure all staff have an understanding of the difficulties and the implications for the child, their family and their daily living.

• Make sure that the child is treated with respect by both staff and children.

At institutional level

• Be aware of any possibilities of bullying, particularly in unsupervised situations.

• Make sure your setting’s SEN policy is fully inclusive and addresses ASDs. (Keep reviewing it!)

• Make sure you keep meticulous records – this is very important.

At an individual level

• Check whether the child’s hearing is sound (no pun intended!).

• Assess both the child’s receptive and expressive language skills, if you can.

In the setting

• Always speak to the child in a positive way*.

• Make sure you face the child when speaking.

In the setting

• Make sure your facial expression is always relaxed and warm.

• Attract the child’s attention by gently touching their shoulder * and saying their name before giving instructions, information etc.

• Don’t turn away your face until you’ve finished speaking.

In the setting

• Give instructions in small ‘bite size’ amounts, if necessary one step at a time.

• Use their interests to plan their targets.

• Use games and play-based activities to achieve targets.

In the setting

• Watch for any personality clashes* – change the routine to avoid difficult situations, if necessary.

• Discover the child’s preferred learning

style and stick to it.

In the setting

• Learn to use equipment, communication systems or other special facilities that the child may have.

• Have a timeline or pictorial timetable on display.

• Keep to the daily routine as much as possible.

In the setting

• Keep furniture and designated areas in the same place*.

• Keep the layout of apparatus the same*.

• Have a quiet area always available.

In the setting

• Have a ‘bland’ and non-stimulating work area for the child who is overwhelmed with ‘busy’ displays, bright colours etc.

• Use dolls, puppets and visual aids as part of story time, circle time or group discussions.

• Make labels, cards etc. with tactile materials.

Enjoy working with the child – both of you should be having fun as you learn!

Always remember: the child is not here for the professional – the professional is here for the child.