Understanding autism & effective communication by Dr Emma Goodall Dr Emma Goodall ©2013

Understanding autism & effective communication by Dr Emma Goodall Dr Emma Goodall 2013 http://healthypossibilities.net

Before we start: Verbal skills do not equate to cognitive skills Verbal skills can fluctuate from none to fluid/fluent in the same person depending on context and other factors Many non-verbal autistic adults have demonstrated that they can not only read but type meaningful conversations, narratives and novels. Dr Emma Goodall 2013 http://healthypossibilities.net

Thinking, speaking, doing and being differently Dr Emma Goodall 2013 http://healthypossibilities.net

Interaction with the world: People with autism/Asperger's understand and interact with the world differently than other people. Dont forget how they interact with the world is normal for them. This is because they hear, see, taste, smell, touch and feel differently to NTs. Recent research has indicated that autistic peoples senses (including sensing emotion) is more acute that NTs. Dr Emma Goodall 2013 http://healthypossibilities.net

Goodall 2013 http://healthypossibilities.net http://ubermari0.deviantart.com/art/Spectral-Spiral-60321596

Gender GIRLS Use media and observed situations to watch and take on board expected behaviours enabling them to seem socially skilled by using sets of rules Prefer to instigate and control situations rather than join in, but are able to join in BOYS Do not seem to learn from media and observed situations, need explicit teaching for social skills Can be sidelined repeatedly due to lack of understanding of unwritten rules Dr Emma Goodall 2013 http://healthypossibilities.net

Logic and literal understandings The autistic brain is hyperlogical and language is initially understood literally with idioms being learnt one by one. This means that autistic children and adults interpret your questions logically, which can be problematic when it comes to ascertaining understanding because.. Dr Emma Goodall 2013 http://healthypossibilities.net

Many autistics do not want to do pointless things as it is a waste of brain processing power. Which means answering your question about what happens in a story you have both just read, or a task you have just observed them doing is not going to happen because logically it is pointless . Dr Emma Goodall 2013 http://healthypossibilities.net

Put this into the autistic context. agggh NOISE ENVIRONMENT EMOTIONs OTHERS Dr Emma Goodall 2013 http://healthypossibilities.net AGGGGHH

This type of sensory input leads to: Sensory sensitivities & difficulty filtering/prioritising sensory inputs Fixations Overload and meltdown (looks like fight or flight) Dr Emma Goodall 2013 http://healthypossibilities.net

Sensory sensitivities Dr Emma Goodall 2013 http://healthypossibilities.net Autistic people can be overly sensitive to sensory input or that they actively seek specific sensory inputs or a mixture of the two. This leads to avoiding and seeking behaviours, as some sensory experiences are painful and others calming or enjoyable. Tasting (including texture) Touch (including pressure) Noise (type and volume) Smell (type and intensity) Sight (objects, level of light & intensity of light, visual textures) Vestibular sensory experiences (movement) Emotional sensitivity Issues can present as: Sudden yelling and screaming or noticeable distress may be due to a sensory sensitivity check light/noise/pressure/touch/taste/texture levels. Withdrawal or physical removal. Agitation. Covering ears/eyes. Running away. Rocking.

Fixations These can be thoughts, things or activities and they can be helpful, useful or problematic or a combination! Fixations on activities or things can diminish or change over time, whereas fixated thoughts tend to stay the same unless proven wrong. Fixations on routines are rarely about the need for routine rather they are a need for control over an intense world. Where the need for routine has become so entrenched that the child with autism has a meltdown whenever the routine is changed, this causes lots of difficulties. In this case signal changes well in advance both verbally and visually. Explain why the change is happening and what will happen next. Control/understanding is more important for some people than a need for routine. Routine is merely an easy in! If at all possible prevent this from occurring by varying things within the day from early infancy. Dr Emma Goodall 2013 http://healthypossibilities.net

Unfortunately when someone autistic decides that another person (ie teacher) does not like them they rarely if ever change this thought no matter what. So this needs to be prevented at all costs (or you need to change classrooms or even schools). Prevent with that first meeting being set up so the new teacher is calm, warm, respectful and considerate and hopefully mentions your childs special interest, which should be used to introduce new topics and skills. This need for control is linked to the autistic desire to complete tasks and to do this perfectly! Unfortunately school does not tend to allow this behaviour or value it, whereas university and workplaces value these traits highly. To challenge perfection first you have to decide if it is always ok to not be perfect it is no good wanting perfect handwriting today and ok tomorrow, set the boundaries by time or other clear defined status (write one page, write for half an hour, wash all the dishes once only), do not point out errors but thank person for doing what they were asked, model learning through trial and error. Routines and interests can act as self regulation and create an understandable world. They can be viewed as problematic by others who require flexibility (what is logic about flexibility it is really only poor planning). They can be used to acquire new skills and/or knowledge in a stress free manner. They can be used to create bonds and trust. Dont forget what is routine for one person is not for another and is not required for another. Dr Emma Goodall 2013 http://healthypossibilities.net

Meltdowns Dr Emma Goodall 2013 http://healthypossibilities.net

Meltdowns vs Tantrums (life long) Uncontrollable Caused by overload and triggered by straw that broke the camels back Requires time, space and sensory regulation to resolve Controllable Caused by not getting own way Requires firm management and clear behavioural boundaries, dont forget at 16 there are legal implications for hurting others Dr Emma Goodall 2013 http://healthypossibilities.net

To manage meltdowns: Better to prevent the brain is not capable of defusing easily or quickly once meltdown is in progress (no matter how the meltdown manifests). Prevention is through sensory management, clear communication, facilitation of clear and accepted routines or self-control of environment and time to enjoy special interests. After the event give the person time and space to self-regulate themselves (movement is very useful for this for most people, some need silence, others a specific type of noise) Dr Emma Goodall 2013 http://healthypossibilities.net

Language and Communication Very literal understanding of spoken and written language and minimal understanding of body language. They can also be slower processors of language or find it hard to process multi-part instructions, especially if there are other sensory inputs. Girls/women compensate better than boys (Attwood, 2011) They can appear to have perfect communication when this is not the case. You should always ensure you have the attention of a person with autism before talking to them. Use clear language *SAY WHAT YOU MEAN & MEAN WHAT YOU SAY Written lists and/or visual schedules are useful tools. Most communication is social in nature and thus problematic for those with little understanding of or use for social norms! Tact often expected but needs to be specifically taught (when is tact a lie?) Social niceties make children, young people and adults more accepted, can be easily taught/learnt but often arent Dr Emma Goodall 2013 http://healthypossibilities.net

Shared meanings, shared by whom? Dr Emma Goodall 2013 http://healthypossibilities.net

Common issues John doesnt respond when I say his name. Sarah doesnt answer social greetings appropriately When I ask questions Tahu doesnt say anything John may not understand that you saying his name means you want his attention say what you mean Sarah may not know that you want her to say hello back to you. Tahu may need more time to process your question before responding. Allow 30 seconds for a response, then rephrase question more clearly Dr Emma Goodall 2013 http://healthypossibilities.net

Strategies for effective communication Minimize other external sensory input Gain student/persons attention Speak in short precise sentences and/or share visuals Be specific Write down what you are saying & leave for student/person to reference, or leave visuals with student/person Dr Emma Goodall 2013 http://healthypossibilities.net

Minimize other external sensory input Environment (ie classroom) needs to be physically still (mostly) Environment needs to be quiet (voices and other noises) If lights are flickering they need to be turned off There should be minimal physical contact between the people in the environment

Gain student/adultss attention Stand close to student/adult Touch student/adult gently on their arm/shoulder (unless they dislike being touched) Say student/adults name quietly and calmly Say listen now Student/adult does not need to look at you to listen

Speak in short precise sentences Using a calm, relatively quiet voice Speak in one phrase sentences Open up your books (wait for compliance) Write todays date Think about genre Read your worksheet Answer the worksheet questions in your book Put your hand up if you have a question

Be specific Say exactly what you mean & mean exactly what you say In five minutes really? Do not use double negatives Focus on essential details Write a few sentences how many is a few? Think about do you want those thoughts presented on paper in any way? If so say so

Write down what you are saying People with language difficulties (many but not all of those on the autistic spectrum) struggle to hold language in their working memory and to process it fast enough to comply quickly. Written prompts mean their energies can be focused on complying and not holding the words in their head whilst trying to process the information. Some people can also struggle to hold written information from the board in their head whilst re- orientating to look at their work (if they have dyspraxia).

The impact of you as teacher One word or sentence from you can affect an autistic child/young adult for years because of their tendency to fixated thoughts. Children and young adults will comply to make you happy if they think you like them. Conversely if they think you dont like them they wont do anything for you. Dr Emma Goodall 2013 http://healthypossibilities.net

Single step instructions Alex come here Jo sit down Lisa stop writing Tahu open up your book Tahu write the date Tahu look at this picture Tahu write two sentences about this picture

Why comply? The problem for parents /teachers of the logical child a request to do something the child perceives as pointless/boring or stupid is not tempered by a social awareness or interest in the societal expectation that children do what adults request of them. Justifying and explaining your rationale or requests, if you use clear logical explanations will get you a long way. However, it is hugely helpful to work on the idea that some things just have to be done regardless as this will help the child succeed at school i.e. please & thank you, turn taking Dr Emma Goodall 2013 http://healthypossibilities.net

The importance of friends People with autism think logically, they like to plan and structure pretty much everything. Unfortunately social skills are not logical (tact is in fact lying etc) and so social situations are anxiety provoking but conversely people with autism usually do want to have friends and time to share their interests with others. However, friends are a minimum - people who share interests/time together because they want to. Other definitions include social/emotional expectations such as being there when your friend needs support. People with autism may or may not place importance on these social expectations. They may however place expectations on things like having phone calls returned. If a person with autism does not feel liked or respected by the other person they are unlikely to interact positively (or at all in many cases). Some people with autism are super sensitive to emotions of others or places. Dr Emma Goodall 2013 http://healthypossibilities.net

The teen autistic view: I am logical, you are not, ergo you must be an idiot I dress for the weather and practicality, you do not, ergo you must be odd I am me, my normality is me, ergo I am normal. You however are not me, are different and therefore it is you that is different. Dr Emma Goodall 2013 http://healthypossibilities.net

MEET IN THE MIDDLE: In order to do this you need to look at problem solving differently: Look at the issue from both points of view yours & the autistic students Why is there an issue? What desired outcomes do you want? What outcomes are acceptable to the child/person with autism? How do you get to those outcomes? Dr Emma Goodall 2013 http://healthypossibilities.net

Collaborative problem solving Teacher view: H is unable to sit quietly in class I want H to sit still and be quiet because this is how it should be Decide on desired outcomes effects if H is quiet and still will he work? Autistic view: I work best when I am moving around The rest of the class make noise, why cant I move around? Acceptable to sit and work when writing, to move around to think Dr Emma Goodall 2013 http://healthypossibilities.net Solution - Use a sit n go cushion, allow movement breaks, ensure rest of class not talking incessantly

More info at: http://healthypossibilities.net or have a look at the following book: Understanding and Facilitating the Achievement of Autistic Potential by Dr Emma Goodall on sale via AMAZON (worldwide)http://healthypossibilities.net Dr Emma Goodall 2013 http://healthypossibilities.net

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Understanding autism & effective communication by Dr Emma Goodall Dr Emma Goodall ©2013