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Autism, Developmental, & Psychological Disabilities
DIRECTOR - Larry Lipsitz, M.Ed.443-895-4223 301-639-1553
www.intensivepositivetraining.com
POSITIVE METHODS CAN
CHANGE BEHAVIORS
“The Kids who Beat Autism” by Ruth Padawer
July 31, 2014
The Kids Who Beat Autism - NYTimes.com
2 out of 8 received intensive behavioral therapy.
Nonverbal I.Q. of less than 70 at age 2 all remained “autistic.”
Among those with a nonverbal I.Q. of at least 70, 25% became symptom free.
By design only included individuals with I.Q. scores above 70.
Twice as likely to have had behavioral therapy. Began therapy at a younger age. Received more hours of behavior therapy per
week.
25% did NOT get behavioral therapy but recovered.
“I’ve been studying autistic kids for 40 years… but I can’t even predict who will have high-functioning autism and who will be low-functioning. There’s so much we still don’t understand.”
Autistic children with better motor skills, better receptive language skills and more willingness to imitate others tend to progress more swiftly, even if they don’t stop being autistic.
Children who make striking improvements early on, especially in the first year of treatment do better overall.
Parental involvement acting as a child’s advocate, pushing for services, working with the child at home increases the chances for success.
Access to more financial resources.
OTHER VARIABLES: Clinically the person no longer has
ASD. The “cured” person usually does NOT
have an Intellectual Disability. Providers have a greater awareness of
Autism Spectrum Disorder. Symptoms for all individuals become
less severe as they age.
“Scientists suspect that what is called autism
may actually be an array of distinctconditions that have different genetic andenvironmental etiologies but happen toproduce similar symptoms. If true, it
couldhelp explain why some children progress
somuch while others don’t.”
Every baby born has ASD Most, through normal growth develop out
of it without the need for “special” interventions
Neuro-typical vs. A-typical development There are many positive, functional traits Teach the Autistic you to act Neuro-typical BILL GATES IS ON THE SPECTRUM
SO HOW MUCH AUTISM DO YOU HAVE?DO YOU SEE THAT AS GOOD OR BAD?!!!!!
FEATURE FILMS ARE THE RESULT OF YEARS OF
SCIENTIFIC STUDY WIHT THE EXPERIENCE OF
YEARS?
ATYPICAL COMMUNICATION
OVER/UNDER REACTIVE TO SENSORY INPUT
SOCIAL CLUELESSNESS
Attempts to indicate needs without using speech
Atypical Communication Development
Limited speech/overtalkingMay not be able to start a conversation
No real fear of danger No apparent sensitivity to pain Sustained odd play/May not understand
pretend play Resists change in routine; does not like
transitions Marked physical over-activity and/or
extreme passivity Extreme distress for no discernible reason Uneven fine/gross motor skills Inappropriate attachment to objects
Individuals with ASD are often totally unaware of social norms.
They are not always choosing to engage in a “bad” behavior, instead of the appropriate behavior.
The reality is they are not even thinking about how it effects others.
Social awareness has to be taught, often through modeling and repetitive practice.
Dr. Seuss is a runner. He runs when he wakes up. He runs out of class. He runs up and he runs down. He runs in the streetHe runs under your feet. He runs here, he runs there, heruns everywhere.
STOP TRAINING
THE NEUROLOGICAL SYSTEM IS STUCK
STOP PROMPTING KEEPS THEM FOCUSED ON WHAT YOU WANT THEM TO STOP THINKING ABOUT
START PROMPTING CAN DISTRACT THE PERSON AND CAUSE THEM TO THINK ABOUT SOMETHING ELSE
TELL THEM WHAT TO DO POLITELY
“NO! NO!” Redirection BAD !
Redirection with a moral BADDER !!
Redirection w/Processing BADDEST !!!
Kurt loves bathrooms. He even drawspictures of them. Lately Kurt has been
goinginto the bathroom and leaving it a mess.Once staff found out about the mess theydemanded that Kurt go back and cleaneverything up. Kurt immediately completedthe request and did an excellent job ofcleaning, better than most of the staff.However, staff is now complaining that Kurtis messing up the bathroom frequently.
Terry has a fear of bathrooms. This can be a problem while in the community. One of the antecedents is that Terry starts to “dance around” like he has to go to the bathroom. Taking him to the nearest bathroom does not always work. Sometimes he will go in quietly. Usually he will become very loud, start cursing, and stomping his feet. If this happens staff often have to struggle with Terry and actually have to go with him into the bathroom. They need to make sure everything is “checked” and that the light is on. Only then will Terry go to the bathroom. After the incident Terry continues on with the outing as if nothing has happened.
At a certain developmental point individuals with ASD learn best by being allowed to watch and model other individuals
When introducing new material usually the less verbal explanation the better.
Providers should make an attempt to allow the person with ASD to visually see the steps that need to be taken to complete the skill.
Usually the more opportunity to see the skill the better.
Allow plenty of processing time, before directly working with the individual with ASD on the skill
People learn best by observing someone engaging in the appropriate behavior, instead of having a discussion of how he should not be angry about whatever he is angry about.
The more stressed someone becomes the harder it will become for him to process verbal information.
The more stressed neuro-typical people become the more they want to “talk” it through until everyone understands.
So instead of “stressing” just change the script and then model the script.
Whenever Larry becomes angry he always reacts by going into a full rage that has included cursing, hitting, kicking, biting, and throwing up. Once he loses it completely, it is impossible to talk to him logically.
Larry is NOT moody. He only knows how to display “angry” one way so:Teach other ways to show “angry” using Scripts.Continue to expand Scripts so Larry learns many different levels of “angry.”Rehearse the different Scripts in altered situations so that the skill can be generalized.Allow Larry to watch video tapes of people displaying different emotions.Use other visual systems.
ASD LAWSASD LAWS1. Individuals with ASD have 1. Individuals with ASD have LAWS that they follow. Some LAWS that they follow. Some LAWS are created by the LAWS are created by the individual to solve a problem no individual to solve a problem no one else is aware of or that no one one else is aware of or that no one else has been able to solve to that else has been able to solve to that individual’s standards. Other individual’s standards. Other LAWS areLAWS are part of the person’s pre-part of the person’s pre-disposition, something the disposition, something the individual was born with.individual was born with.
ASD LAWSASD LAWS2. When a person with 2. When a person with ASD establishes a ASD establishes a LAW, they assume that LAW, they assume that EVERY one else is EVERY one else is aware of it and will aware of it and will allow the LAW to be allow the LAW to be followed.followed.
ASD LAWSASD LAWS3. When attempting to 3. When attempting to change the LAW a “typical” change the LAW a “typical” person must understand the person must understand the “autistic logic” of the person “autistic logic” of the person with ASD. By using “autistic with ASD. By using “autistic logic” the provider needs to logic” the provider needs to replace the original LAW replace the original LAW with a more appropriate with a more appropriate LAW.LAW.
Charlie, twenty-three, had been out of work for several months. On this day his hopes were high because he was on his way to apply for a job which seemed just right for him. As Charlie rode the elevator to his interview a stranger said pleasantly, “Nice day, isn’t it?” ( ) Just then, Charlie happened to see his reflection in a mirror by the elevator buttons. His hair was sticking up in a peculiar way and he had no comb with him. He turned to the friendly stranger and asked, “Do you have a comb I could borrow for a minute, please?” ( )
** Uta Frith, Autism and Asperger Syndrome
Amanda is really excited because she just Amanda is really excited because she just talked to her mother who said she will be talked to her mother who said she will be coming for a visit Saturday. Saturday coming for a visit Saturday. Saturday finally came and mom did not show up. finally came and mom did not show up. By noon, Amanda started pacing, a few By noon, Amanda started pacing, a few hours later mom was still not present. hours later mom was still not present. Amanda started to have a major melt-Amanda started to have a major melt-down that lasted the rest of the day. Mom down that lasted the rest of the day. Mom never did show up!! never did show up!!
Visual reminder and organizer. Reduces potential environmental disruptions. PECS NOW/NEXT Boards Provides structure, routine, and ritual. Instead of the individual becoming stressed when
the routine is messed up, following the SCHEDULE is the routine.
Can be used to redirect the individual and prepare that person for transition.
Can be used to teach and/or remember the steps needed to complete a skill.
Avoids verbal prompt dependency, while promoting independence.
After working in the same room for 10 years staff decided to move David to a “quieter” location when he received the diagnosis of ASD. David started kicking people, both staff and others in his new spot. Providers decided he needed to be sent to Time-Out. David’s kicking behavior increased and he started saying, “like that!” after he kicked
someone.
Nick’s mother died suddenly so he had to be movedinto a residential program with no transition. Hisfamily reports that he loves to be hugged and with
7siblings he was hugged all the time. The problem
is:
Sometimes the hug will end with him scratching the person.
Sometimes the hug is too hard.
SystemSystem LocationLocation FunctionFunction
Tactile (touch)Tactile (touch)
Skin-density of cell Skin-density of cell distribution varies distribution varies
throughout the body. throughout the body. Areas of greatest density Areas of greatest density
include mouth, hands, and include mouth, hands, and genitals. genitals.
Provides information about Provides information about the environment and the environment and
object qualities (touch, object qualities (touch, pressure, texture, hard, pressure, texture, hard,
soft, sharp, dull, heat, cold, soft, sharp, dull, heat, cold, pain). pain).
Olfactory (smell)Olfactory (smell)
Chemical receptors in the Chemical receptors in the nasal structure-closely nasal structure-closely
associated with the associated with the gustatory system.gustatory system.
Provides information about Provides information about different types of smell different types of smell (musty, acrid, putrid, (musty, acrid, putrid,
flowery, pungent)flowery, pungent)
Vestibular (balance)Vestibular (balance)
Inner ear-stimulated by Inner ear-stimulated by head movements and head movements and
input from other input from other senses,especially visualsenses,especially visual
Provides information about Provides information about where our body is in space, where our body is in space, and whether or not we, or and whether or not we, or
our surroundings are our surroundings are moving. Tells about speed moving. Tells about speed
and direction of and direction of movement. movement.
ProprioceptionProprioception
(body awareness) (body awareness)
Muscles and joints- Muscles and joints- activated by muscle activated by muscle
contractions and contractions and movement.movement.
Provides information about Provides information about where a certain body part where a certain body part is and how it is moving. is and how it is moving.
Visual (sight)Visual (sight) Retina of the eye-Retina of the eye-stimulated by light.stimulated by light.
Provides information about Provides information about objects and persons. Helps objects and persons. Helps
us define boundaries as us define boundaries as we move through time and we move through time and
space. space.
Auditory (hearing)Auditory (hearing) Inner ear-stimulated Inner ear-stimulated by air/sound waves.by air/sound waves.
Provides information Provides information about sounds in the about sounds in the environment (loud, environment (loud, soft, high, low, near, soft, high, low, near, far)far)
Gustatory (taste)Gustatory (taste) Chemical receptors Chemical receptors in the tongue-closely in the tongue-closely entwined with the entwined with the olfactory (smell) olfactory (smell) system.system.
Provides information Provides information about different types of about different types of taste (sweet sour, taste (sweet sour, bitter, salty, spicy).bitter, salty, spicy).
SystemSystem LocationLocation FunctionFunction
*Dunn, etc., Asperger Syndrome and Sensory Processing: A Conceptual Model and Guidance for Intervention Planning, FOCUS ON AUTISM AND OTHER DEVELOPMENTAL DISABILITIES, Fall 2002, Volume 17, Number 3
HYPERThe sense is too open or too sensitized and
therefore the brain reacts as if there is too much stimulation for the brain to handle.
The sense is not open enough and, as a result, too little of the stimulation gets in and the brain is deprived.
The sense creates its own stimulus because of its own faulty operation. As a result, the message from the outside world is garbled, or in extreme cases is overcome by the noise in the system.
