“Help! My Grandchild has Autism!”
“How can I help?”
Cherryl Warnica, BS(CD), MCD, CCCSpeech Language Pathologist, Reg CASLPO #2470
Welcome
o Who I am and Why this workshop o Introduce yourself and your connection
with a child with Autism. o What do you hope to get from today?
Agenda/Plan
Autism-explanation and overview
Real Life: what can you do
Please feel free to ask questions throughout
Autism Overview
o historical factso prevalence in societyo definition of ASD
Historical Views of Autism
o non-verbal, o self-injurious,
o solitary, o blaming parent for poor
attachment
New Views on Autism
o Genetic componento hard-wired (they come this way)o brains process information differentlyo early intervention a key
Prevalence
o 1:100 (higher ratio of boys than girls)o more probable to have multiple children
in family tree (cousins, uncles, grandparents)
Clinical Diagnosis
o Red flagso Play: o Language:o Social:
Definition of ASD
o Impairment in three areaso sensory
o social/emotional (play)o language
In a CBC article in May 2013
o Neurological condition that affects the way the brain functions
o Difficulties with communication and social interaction
o Unusual patterns of behaviour, activities and interests
o Similar behavioural, social and communication characteristics may occur
o Can vary widely in the effect on day-to-day lives
Play
o You were right: Play is a child’s work: it’s also a precursor of language and literacy
o important for fine motor development as well as social and funo different levels of play
o red flags in play
Language
Communication
gesture, words, interaction
coherence
Language-understanding and expresssion
Sensory
VisionHearingSmellTasteTouchMovement (vestibular)Body Awareness (proprioception)
Communication
Intention &Reciprocity
Engagement
Regulation (Calm & Alert Shared
Attention)
(Milton and Ethel Harris Research Initiative)
Self Regulation-a calm and alert, ready to learn state.
o The goal is to achieve self regulation. o someone might be over-responsive
(avoids movement, messy play, eye contact, fussy about clothes) and someone might be under-responsive (low energy, doesn’t notice messy face, dirty diaper OR “on the go”, difficult to calm)
The Over Responsive Child might:
o Avoid movement (swings, car rides, sliding)o Avoid eye contacto Avoid messy play, touching food, resist
textures in play or clothingo Not like to be touched or huggedo Be sensitive to noise or lightso Not like groomingo Be difficult to console or comfort
The Under-Responsive Child with “low arousal” (think Eoyore) might:
o tire easily or be very lethargico move slowlyo not notice when twisted clothes or dirty
hands and face
The Under-Responsive Childwho is a “sensory seeker” (think Tigger) might
o have high activity level “on the go”o touch everythingo smell & mouth objectso be difficult to calm
Activities that might help Alert, Calm and Organize
o Alerting:swinging, spinning, bouncingriding wheeled toyscold water play/messy playplaying musical instrumentschase games
Calming Activities:
o slow rocking or linear swingingo deep pressureo warm bathso quiet tight spaceso chewing chewy foods
Organizing Activities
o pushing heavy thingso pulling heavy itemso lifting o carrying (backpacks etc)o jumping, bouncing, rolling, crawling
What can I do to help?
awareness of sensory overloads
child’s sensory system is different: what bothers them does not bother you and vice versa
regulation pyramid
Communication
Intention &Reciprocity
Engagement
Regulation (Calm & Alert Shared
Attention)
What Can I do to Help
o Before Communication is Engagement—
o Hanen strategies such as Observe, wait, listen. Include the child’s interests and Imitate or copy the child’s actions, sounds/words.
Engagement is a Foundation skill
o using Hanen strategies such as People Games (chase, two people action songs, airplane)
o basically games without toys that are repetitive, predictable and often can include movement
The best predictors or communication outcomes are
o the child’s ability to tune into language
o respond to joint attentiono imitateo gestureso play skills
Intention & Reciprocity lead to communication
o child indicates ‘more’o shared experienceo model language “say it as he would if he
could”o watch for cueso offer choiceso give ‘bit by bit’
What can I do to help?
Building Language:
be specific with directions, short, clear concise
give them time to process
show them what you want
read stories, look at books
expand on what they say
What can I do to help?
strengthening play:
Hanen strategies: different levels
intrude
add-on
Expand
What do I do to help?
Be aware of your comments:
just do it this way
screen time restrictions—latest research
schedules already in place
use of visuals; gestures, timers, 1st/then
Examples of your children
What can I do help?
Information on feeding
bathing
grooming/dressing
routines
visuals
Final thoughts:
be supportive—listen, love
ask for information
throw out preconceptions
be willing to learn as parents learn
Be good to yourselves
Questions
Resources
o Hanen.org (More Than Words, Talkability)
o www.firstwords.fsu.edu (videoglossary)o Building Bridge through Sensory
Integration by Yack, Sutton & Acquilla