Challenges preventing Independence & Supporting Information & Strategies
| Challenges Preventing Independence | Supporting Information and Strategies |
|---|---|
Poor executive functioning skills can:  • Restrict the ability to remain attentive • To initiate tasks • To organise and plan Make decisions • Problem solving • Time Management • Difficulties generalising and transferring learnt skills to another environment or situation. • Students may miss the central principles of an activity, instead focusing on the specific details. As a result of these developmental weaknesses they may find it difficult to function independently. | How executive functioning difficulties can impact the development of life skills. When teaching skills ALWAYS PREPARE THE YOUNG PERSON by… 1. Priming 2. Preparation & 3. Predictability For additional information on Priming: click here. How? USE VISUALS and TASK ANALYSIS Why? Visuals can help reassure and allow for the development of understanding about what is expected from the young person so they know in advance what is going to happen. To read more about visuals: click here. Visuals and task analysis “If we teach children and young people to break down tasks they will learn how to do this for themselves” Brenda Myles Using a Timetable/Visual Schedule Working independently – organisation and prioritising Supporting decision making – Use pictorial activity schedules (link to supporting decision making through the use of a choice board), video modelling (link to video modelling section) , work systems and social stories to help with: what to do with mistakes on homework, telling my teacher about a problem can help those with autism to become increasingly independent whilst reducing the need for adult prompting. Problem Solving – Not every problem can be avoided. If an unexpected problem arises we need to teach the young person how to handle a given situation. Teaching a new skill should only be taught when the young person is in a CALM and ALERT STATE of MIND. Strategies recommended by Brenda Myles Brenda Myles Keynote presentation Self-care Strategies Critical Mass |
Communication difficulties may prevent the young person asking for help, to ask questions, to seek clarification and/or express their preferences and to form friendships. The results of not being able to ask for help include: • Acting out as a means of gaining attention • Falling behind in schoolwork • Not understanding schoolwork • Heightened levels of frustration resulting in socially inappropriate behaviours. • Not having their needs met • Difficulties managing their emotions leading to possible withdrawal and anxiety | Empowerment. Teaching Self Advocacy Skills. Educating Peers can help them to understand autism which is key to peer acceptance. This can lead to a reduction in bullying. To further address social skill difficulties amongst children and young people with autism Peer Implemented Interventions can be beneficial, please click on the links below to find out more information on: Social Skills Peer Implemented Interventions The 5 point scale can be used visually and orally and adopted to support a child or young person with autism across many aspects of their lives, from helping them to recognise how they feel. “My Help Scale” For Additional information on the 5 Point Scale please click here. To find out more about using the 5 Point scale to determine the level of environmental support needed / self-rating using the scale please: click here. Recommended reading: “When My worries Got too Big” and Anxiety Management. To help alleviate anxiety associated with social communication difficulties the Cognitive Picture Rehearsal, an instructional strategy can be used. This strategy involves repeated practices of a sequence of behaviours to teach socially appropriate behaviours. The strategy used pictures and accompanied script. For further information: click here. Managing Emotions – Understanding emotions can be difficult for children and young people with autism. Increasing a person’s ability to understand and regulate their emotions is not only an important life skill but important for quality of life. When My worries get too Big. How to teach Emotional Regulation with autism using cognitive reappraisal/ ’Rethink your thinks’ – Teaching Emotional language and using cognitive behaviour teaching. How can you best teach children and young people cognitive reappraisal strategy: KARI DUN BURON INTERVIEW. Click here to listen to Dr Patsy Daly respond to the question – How can children and young people with autism be taught to share emotions and feelings to improve emotional resilience? PATSY DALY INTERVIEW. Teaching feelings to those with complex needs: PATSY DALY INTERVIEW. For additional information on Emotional Regulation: click here. |
Cognitive inflexibility i.e. resistance to change or the need for sameness may prove problematic particularly when an adult attempt to reduce or remove prompts/supports provided during the teaching of skills. This may impact on the child or young person: Being able to independently transition from: • One activity to another and therefore difficulties participating in class • home to school, going home from school • moving from one class to another. • Starting a new school | Only Teach changes when the young person is in a CALM AND ALERT STATE OF MIND. If a routine has changed or something has caused the young person to be upset this is the time to set time aside to talk about the situation and discuss alternative options/solutions to a given situation. PLANNING with the child/young person can be reassuring helping them communicate their anxieties and equipping them with the resilience and independence skills should something similar happened in the future. – Link out to cognitive re-appraisal. Link out to Brenda Myles teaching changes to the daily routine. Find out more about Wellbeing. Supporting those with difficulties participating in class – use the CAPS model. This is a comprehensive system that allows educational professionals to understand how and when to implement an instructional programme for students with autism. It further allows for the sharing of information on student goals and best practice, and therefore also supports the development of positive relationships between home and school and other support agencies. See CAPS model. To find out more about the core differences in autism please click here To find out more about Teenage issues and transitioning strategies please click here For strategies to support with transitioning visit the Wellbeing section on transitioning and Predictability. Teaching about change and transitions |
Co-occurring conditions This may include a learning difficultly, e.g. dyslexia, dyscalculia, dysgraphia, dyspraxia, Attention Deficit Hyperactive Disorder (ADHD), mental health e.g. anxiety, Hearing or visual impairment sensory processing, etc) These co-occurring conditions may impede the young person’s ability to: Socially communicate Process and understand instructions fully impacting the successful completion of tasks Participate fully in physical education lessons. Complete assignments/tasks within a given time. To plan | INDIVIDUALISE TEACHING APPROACHES- Our teaching approaches for each child and young person with autism should consider all their strengths, difficulties and interests. For example, GIVE RECOGNITION to the need that those with autism may process information in a different manner and may also have a diagnosis of a co-occurring condition which requires them to have additional time to process and understand and/or physically to be able to complete an activity/task. Operating on Autism Time. RECOGNISE THE POTENTIAL OF INDIVIDUALS WITH AUTISM Brenda Myles Simple Strategies that Work. Best Practice Resource For additional information on co-occurring conditions, click here. To help alleviate anxiety associated with social communication difficulties the Cognitive Picture Rehearsal (CPR), an instructional strategy can be used. This strategy involves repeated practices of a sequence of behaviours to teach socially appropriate behaviours. The strategy used pictures and accompanied script. For further information – For further information on CPR, click here. |
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