3 As Autism Awareness in April

3 AsAutism Awareness AprilEducation Department Seminar Presented by Sumbul Raza Session(2009-2011)Current Position Principal: Allied School System.Resource Person & Teacher Instructor : Angles International College Faisalabad.(2012-till date)Research Officer Department of Education for Pre-Step-project(2012-13)Life time board member : Mehran Institute of Special Education & Rehabilitation Center(Kara .M.Cantt)

April is all about Autism Awareness

2ANALYTICAL STUDY ON THE CAUSES OF AGGRESSION IN AUTISTIC ADOLESCENTINTRODUCTION Statement of the problem The study was aimed at exploring the causes of aggression in an autistic adolescent.Significance of the study

Significance of the study The study will be helpful in finding out the basic factors which cause aggression.Situations =Events that affects the autistic adolescent behavior. Insight = Aggression and Autism. Helpful for future researchers in the field of Autism.Research study > great significance for the society despite of its limitation.Help in the identification:Population needsDevelopment of techniques to minimize aggressive behavior in autistic adolescents.Autism the word is derived from the Greek word autos, which means self. The term referred individuals who were cut off from their environments.

Aggression means hostile behavior; attack, offensive in psychology as well as othersocialandbehavioral sciences. Aggression (also called combativeness) refers to behavior between members of the samespeciesthat is intended to cause pain or harm.

THIS IS THE WAY I AM

Autism & Me

METHODParticipant Participant of the study was an autistic female adolescent belonging to special people populationFemale Autistic Adolescent

Method..contd Procedure Research Design: to explore the aggressive moods of the autistic adolescent and to uncover there causes. A study of human behavior and is designed into Ethnographic research (Qualitative). *Ethnographic research studies the human behavior in its natural context which involves observation of the behavior in physical setting. These observations were administered in a local school setting and in the home environment of the female autistic adolescent.

This study was a non-experimental study and for this purpose a non standardized test was developed in form of observational chart. The observations were designed to be done in two ways i.e. participatory and non participatory. Participatory observation: was to be done in home settings for whole day and outdoor trips with family members. Non-participatory observation was to be done in school settings i.e. during classroom, activities, therapies, interaction with peers and teacher Difficulty in understanding Abstract Concept/Phenomena

MethodContdFirst phase pilot testing:was administered on the participant and her sibling brother at home. In pre testing test events were recorded with their, causes, type of behavior and the frequency of aggression, Aggression Frequency Observational Chart.

Second phase: Permission/ Non-Participatory Duration almost extended to 37 days as the school. In the end the administration was thanked for the cooperation.

RESULTSFrequency ResultsTable 1

DATE NON- PARTICIPATORYFREQUENCYDATEPARTICIPATORYFREQUENCY7th AprilCLASS157thAprilHOME108th Aprilclass68thAprilhome811th Aprilclass129thAprilhome1014th Aprilclass2010th Aprilhome615th Aprilclass911thAprilhome1016th Aprilclass919th Arilhome819TH Aprilclass1020th Aprilhome1519th Aprilclass730th Aprilhome1026th AprilSpeech therapy room107th April to 13MayWake up time7,8 10thMayclass102nd MayNew home203rd Maydo94th Maydo9 5TH Maydo06thMaydo87THMaydo88th Maydo5Table 2Aggression Observational High Frequency Table Participatory &Non -Participatory Events

Non-participatory high frequency eventsFrequencyBehaviorParticipatoryhigh frequency eventsFrequencyBehaviorPresences of observer in the school20,7Yelling and shoutingShifting20,9,9,0,8,8,5Frustrated/confusedFrequent episodes of tantrums for 7 days(gradually faded away)Bangles and nail paint15,6,12Verbal,Irritated and shouting for 3 daysBangles and nail paint10,8,10,6,10Aggressive, verbal and spoiled mood for 5 daysLunch time was change due to an activity10aggressiveHome assignment time was changed , wanted to travel on same route every time she used to sit in the car15Verbal, shouting and used abusiveLanguageWake up time9Irritated and verbal for all 37 daysMenstruation10IrritatedMenstruation12Irritated and crankyTreated disrespectfully10FrustratedSelf talking as is unable to convey her feelings and emotions.10irritatedUnable tocommunicate her message10Frustrated and confusedOnset of Tantrums in pictorial presentation

Graphical Presentation of ResultsAggression Observational High Frequency Participatory Data (home Transport)& Non -Participatory EventsSchool

DISCUSSIONEvents do play a major part in triggering aggression in autistic adolescents.

Through the calculations it is quite clear i.e. the more the occurrence of the events the higher the frequency of the aggressive episodes.

An attempt is made to focus on the mood swings in autistic adolescent. The mood swings and events that trigger aggression. DISCUSSION Autism and tantrums are closely related. Aside from the fact that autism is a contributor to the behavior, there is definitely nothing wrong with autistic children displaying tantrums. Despite this acceptable medical fact, parents and guardians often regard tantrums as a top problem in young autistic patients.Children may act irrationally usually with heightened fear, anxiety, panic, and rage. These actuations also involve distracting manners, like pushing other children away, opposing contact with others, uncontrollable crying, and screaming. Although quietly unavoidable, these distracting behaviors are particularly common among autistic children.CONCLUSION Through close analysis on the causes of aggression in Autistic Adolescents, it was concluded; Events do play a major role in triggering aggressive behaviors. As aggression is one of the symptoms of autism; but exceeds uncontrollably due to disturbing circumstances faced by adolescent consistently especially when the autistic adolescent has speech difficulties and communication problem.RECOMMENDATIONThere should be a structured time table as much as possible and a daily scheduled program for an Autistic Adolescent.

Primary importance should be given to the treatment of behavior modification techniques as to improve their verbal and non verbal communication ability which in turn will improve reciprocal social interaction, and the restricted repertoire of activities and interest.

The environment of home and the learning place should be disturbance free no loop hole should be there to trigger aggression in autistic individual.

With reading and data gathered during observation some personal experiences of high function autistic adolescent mother and Physio-therapist also agreed that hydro-therapy also play role to minimize aggression in some autistic individuals. Bathing fades away tantrums episodes.

There should be consistency in the therapy and training programs of the autistic adolescents to reduce irritability.

A joint effort between school and home can minimize aggression in the autistic adolescent.

Joint Venture can do Miracles

One to one base learning

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