When My Autism Gets Too Big 1u50v

When My Autism Gets TOO BIG! Kari Dunn Buron

www.5pointscale.com

Main Points of Today’s Talk • Autism is a difference in social thinking and emotional regulation • When teaching social thinking and emotional regulation skills, our teaching methods should reflect how a person learn most efficiently. • A problem with social thinking can cause social anxiety. • Social Anxiety can lead to explosive behavior! • Relationship building and relaxation are logical goals for a person with ASD.

Both Leo Kanner and Hans Asperger cited social difficulties as the #1 deficit of ASD

How can these two guys be on the same spectrum? • • • • •

Joey IQ 130 Fluent in 2 languages Masters from Harvard Violinist

• • • • •

Eddie IQ 30 Nonverbal Group home ed work

I think the fundamental aspect of autism – the feature that you must have to be considered autistic – is either an absence or an impairment of the social instinct. Lorna Wing - 2009

Dr. Ami Klin (Yale): Autism is first and foremost, a social disorder.

A new area of science: Social Cognitive Neuroscience

Social Cognition affects: • • • • •

How a person understands other people How a person manipulates other people How a person repairs social interactions The level of comfort one has in social settings Challenging behavior and issues of emotional regulation that can result from social confusion and social anxiety

Theory of Mind We are not just able to do this, we are driven to do it.

14 month olds show t attention – not just looking at a face but also paying attention to what another person is interested in.

Geraldine Dawson – 1st Birthday 4 Behaviors noted: eye pointing shows objects turns to name

Social learning happens so early, it is like breathing.

From birth, babies begin to study and understand people.

Children with autism seem to study and understand things.

If someone smiles at you, what are you likely to do?

It has been well established that relationship building is at the core of all human interaction, and that experiences with positive interactions are needed to develop positive interactions.

What are the goals? • • • • • • •

Increase social motivation Increase positive social memories Increase social approaches Increase happy gestures and facial expressions Increase human reward Increase tolerance for others Increase interpersonal success

So what specific skills are associated with Social Cognition?

Reading Eyes – Simon Baron Cohen • 36 set of eyes • Overall females scored higher than males but males scored higher than AS. • Study included adults only • Quiz

Face processing provides the foundation for developing Theory of Mind (TOM)

Understanding Competence • If you are good at social skills then you are probably very socially competent • We avoid things we do not feel competent in • Behavior problems (escape) can be signs of feeling incompetent • We know that the use of repetition and predictability is a good way to increase feelings of competence

2010-2011 topics:

Handling Disappointment Personal Space Self-talk Having a Conversation Transitions Handling Change Having a Sticky Thought Full Body Listening Basic Manners

Why Develop a Magazine? • The Social Times s social skill curriculum. • Used monthly, it is a predictable and systematic way to discuss social issues. • The magazine addresses specific skills that appear to being lacking in autism. • The magazine adds fun and hopefully increases motivation for students. • The goal of the Social Times is to increase active participation.

The Teacher Webpage • Tips for teachers (to expand on the topics)handout • Answers to puzzles or quizzes • Example quiz on Main Event topic • 5 minute power point on how this topic affects students with ASD - handout • Tip sheet for mainstream teachers • Letter to parents *research information regarding the main event

Mary Ann Winter-Messiers University of Oregon (researched special interests)

There is a strong positive relationship between special interests and pro-social skills.

Simon Baron Cohen The Empathizing-Systemizing Theory • The drive to create systems for increased understanding. • Theory: people with ASD have Hypersystemizing and Hypo-empathizing. • Systems are rule governed and predictable. • This is a strength based theory

Systems seen across the spectrum • Sensory: food issues, tapping services • Motoric: spinning, patterns • Collecting: stickers, lists • Numerical: calendars, math • Motion: watching washing machines spin • Spatial: routes, drawing • Environmental: lining up

• Social: saying first half of sentence and wait for someone to finish it • Natural systems: repetitive questions • Mechanical: VCR • Vocal: echoing • Actions: watching same video over and over • Music: same tune over and over

Strength in systemizing

Relative weakness in emotionalizing

Use a system to teach social emotional concepts

Threatening words

Angry words

Hurtful words

Just fine words

Sweet words

The 5-Point Scale addresses problems of social understanding and emotional regulation

Using a Scale Breaking a concept into 5 parts

Create a simple story or worksheet to introduce A systematic method of teaching Make it small to aide in generalization

Typical Questions • Is a 5 always bad? A 5 can be either good or bad – it is usually the biggest illustration of the concept. • What age or cognitive level does a student have to be? No rules. If you talk to your child or student, you can use a scale or some kind of visual system.

Using the Check in Scale at Camp  Before morning activity  Before relaxation at noon  Before evening activity  Initially just have campers check in to get used to the routine  Staff check in too  Use numbers to describe what you are seeing in an objective way.

5 = No question. Against the Law! 4 = Could be against the law if someone is afraid. Will get you fired and people will be angry. 3 = Unexpected behavior. People don’t know what to think 2 = OK – other people are feeling OK about you. 1 = Great! This might even make someone happy.

Social Behavior Scale • • • • •

5 = Physically hurtful/ threatening 4 = Scary behavior 3 = Odd behavior 2 = Reasonable behavior 1 = Very informal social behavior

Teaching Nonverbal Social Communication • • • • • • •

Video modeling: self evaluation Video review: critical observation Attention to rhythm (different cultures) Evaluation personal distance Public speaking / debate team Acting / Improv Use of Animated movies to analyze facial expressions and body language

Anxiety’s affect on the body • • • • • • •

Breathing fast Butterflies in tummy Tense muscles Dizzy Need to pee Crying Sweating

• • • • • • •

Stomachache Shaky Headache Hot Fidgetiness Heart Rate up Blushing/flushing

Emotional Regulation Skills • The ability to separate your emotional responses to a problem from the thinking you must perform to resolve the problem. • This is actually more thought than emotion. • Chronic irritability and social anxiety complicates the problem.

Sometimes I worry way to much, like when I think I am going to recess and it gets cancelled.

When My Worries Get Too Big! Buron, 2004

This might make me scream, or even hit someone. This is a 5. Now my autism is TOO BIG.

Calming Sequences and Rapid Relaxation ideas

Buron, Manns, Schultz and Thomas

A very simple calming sequence

• • • • • • •

Stop Close eyes 3 slow deep breaths Think of your happy place Open eyes 3 slow deep breaths Find a teacher

Rapid Relaxation • • • •

Deep breath Tense body and hold tight for 5-count Breath out slowly Self-talk: “I am in control.”

Helping Your Anxious Child. Rapee, Wignall, Spence,Cobham and Lyneham

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Meet Sam Think about: -how soon he talks in numbers -how willing he is to engage with me -how quickly he catches on to the system

Find a quiet Place (Nick Dubin’s thoughts) This is when to do relaxing activities you have learned

Possible causes of stress • • • • • • • •

Social interaction Social problems/ faux pas Perfectionism Transitions/changes Unpredictability Sensory issues Meeting people/being around people Social fears

CSI Worry Worksheet What is happening?

The menu changed at the last minute!

What am I thinking?

I will hate the food! I will go hungry! worry rating: 4+

What is the evidence?

What is the truth and nothing but the truth?

Last time the cook gave me a choice of peanut butter if I didn’t like the lunch selection. I have never gone hungry at school. If I don’t like the lunch, I can have peanut butter. worry rating: 3

Oxytocin Hormone

Well being Social Memory

Creative Curriculum

Yoga: Social Memory Anxiety Motivation Kari Dunn Buron 9/05

www.taichiforautism.com (Mary Christianson) • As the body becomes more elastic and flexible, the mind becomes more relaxed and resilient. • Improves focus • Releases tension • It is meditation in motion

Thinking through the curve • What does his best day look like? (1) • What does a complete loss of control look like? (5) • As a team (whole family and people), you need to generate ideas about what defines a 2, 3 and 4 • Your plan will focus on increasing at a 2 and refocusing or redirecting at a 3 and backing off and silence at a 4

Melanie and Maureen

Video self modeling Positive outcomes only Based on Tom Buggey’s work

The Plan • • • • • • • •

Use pocket activity to assess stressors Clarify major issue Make individual scales Practice yoga poses and rapid relaxation Create photo books Pick one issue and create a story board Video Watch video 2 times a day; Do yoga 2 times a day; Review scale and Rapid Relaxation 2 times a day

Visual processing through a fill in the blank format

Why is this important? Stress and anxiety can play a significant role in triggering unwanted social behavior and yet direct teaching of relaxation is rarely seen on the IEP, behavior plans or as a part of social learning curriculum.