Liane Holliday Willey, EdDaspienews@yahoo.com www.aspie.com

Bridging the Communication Gap:

Improving understanding between those on the spectrum their peers, parents &

professionals

Who Are We?

We are not bound by social class, gender, culture, race or geographic lines

We are capable of lovely lives

We have a neurobiological difference

People with an ASD are

Literal

Obsessed with thoughts and rituals

Have Difficulty with Perspective Taking

Perceive how others think and feel; difficulty predicting what others may do; difficulty understanding others think differently than they do.

Most comfortable living with routines

I’ll be home at noon…

Recess ✕

Affected with some kind of Sensory Integration Dysfunction

Engrossed in special interests

Why is this perseveration ok

And this one not?

Confused by non-verbal communication

You need to listen to me!

IS he angry – with me???

I am listening! You asked

for opinions?!?

I thought he liked

me…help

Challenged by midlines, spatial awareness, fine & gross motor

Left from right, catching a ball, tripping, walking into walls, body space…

VULNERABLE to predators

The Assumptions…This kid is lazy.

That teen

is just plain rude.

You are just making things up to get attention

Are you just plain stupid ?

You are not trying your hardest

Why must my

assignment

partner be so

uncooperative? That girl is so weird!

I think my neighbor is emotionally disturbed.

Assumptions are harmful!

If you know who we are, you can empathize and provide healthier

and happier supports

SupportsTeach organizational skills &/or set up an organizational plan with the ASD person

Establish an understanding with the ASD person regarding sensory integration dysfunction & needs. Understand SID can effect learning, assessment & behavior

Teach non-verbal communications, but know that more often than not, non-verbal cues will likely be misunderstood, go unnoticed or ignored

Work very hard to teach Theory of Mind (perspective taking)

https://jillkuzma.wordpress.com/perspective-taking-skills/teaching-ideas/

Supports

Teach literary terms: idioms, metaphors & similesDon’t use confusing language

Be concreteCheck for understandingAvoid hidden messages, sarcasm

Teach conversation skillsTeach euphemismsTeach the concept of propagandaEncourage Aspie to question & not fear asking- “What did you mean?”

Supports

~Be certain you have the Aspie’s attention before giving instructions or asking for information~Check to see if an outside variable is interfering with processing

Sensory integration Auditory processing disorderLack of interest in topicAnxietyDaydreaming about own interests

Supports

o Keep tasks small and avoid verbal overloado Use positive behavior management / rewardso Encourage sessions with counselor who

should primarily use cognitive behavior therapy

o Realize processing can be slow - Provide extra time for studying, completing tasks, due dates

o Try to provide copies of lecture notes

Supports

Know that constant arguing by the person with ASD is often a response to a lack of control or confusion, and not the issue at hand

Use visual maps & graphs to show how information is relatedCheck for understanding oftenDo not rely on the ASD person to relay important messages Splinter skills are common - work from strengthsChoose the ASD person’s partner carefully, when making group assignments

Supports

• Teach who what when where & why (the 5 w’s)• Encourage any kind of participation in dramatic arts• Teach Scientific Method

Observation/ResearchHypothesisPredictionExperimentationConclusion

• Use multi-media to role model good behaviors & to teach concepts (History Channel, movies, etc.)

Supports

• Begin working on relaxation techniques early and continuously

• Teach lots of personal safety techniques• Work with first line responders to help

establish relationships and understanding• Rely on objective measures (temperature,

body fluids, etc.) to help gauge medical needs

• Try writing or drawing conversations rather than speaking

Supports

Team approach is great idea. Occupational Therapy, Physical Therapy, Speech Language Therapist, Modified Cognitive Behavior Therapy, Equine Therapy, Pet Therapy, Role Modeling, Peer Helpers, Adult Led Groups, Small Social Skills Groups, Developmental Pediatrician, Yoga, Individual Sports…

The list goes on and should be individualized.

Supports

If you only bring out the best in the ASD child for other kids to enjoy and respect/admire, you will have done a lot!

Tenacious HonestEthical PragmaticDependable LoyalSmart

The Be on the Lookout List

• Self-injurious behaviors • Eating disorders • Depression• Gender ID confusion• Sexual abuse• Other co-morbid complications

Always and forever encourage, strengthen, and support measures

that build health self-esteem for everyone - the parents, the

teachers, the siblings, the friends, the family and of course, the

person who has an ASD

A Few Resources

• http://www.autismriskmanagement.com/• http://www.tonyattwood.com.au/• Paulakluth.com• Aspie.com• Jkp.com