Slide 1

Presenter: Susan Hamre, MA, CCC/SLP Giant Steps, Lisle, Illinois 630-864-3803 SHAMRE@MYGIANTSTEPS.ORG Creating An Autism Friendly Transportation Experience 24th Annual TSD Conference March 2025, 2015 Embassy Suites Dallas-Frisco Hotel, Convention Center & Spa

Slide 2

Todays Topics Discuss the basic components of Autism Spectrum Disorder (ASD) and other individuals with Special Needs Discuss the underlying challenges with Sensory Integration and minimal Communication skills Learn about the tips to assist you in creating a calm and safe bus ride for individuals with Special Needs Q and A

Slide 3

Basic facts about Autism Spectrum Disorders No single known cause Genetic predisposition Environmental factors Neurobiological disorder Between 30-50% of individuals with autism have seizures. Occurs in all racial, ethnic, and socioeconomic groups. Autism Speaks, 2014

Slide 4

Sensory Challenges May have difficulty filtering out extraneous sensory information/sound/lights (e.g., becomes easily distractible, overstimulated, etc.) Might be oversensitive to certain smells May possibly under or over react to being touched Are likely to be sensory avoiders, seekers or both Might remove or resist clothing May be picky eaters, avoiding or seeking certain textures

Slide 5

Repetitive behaviors & restricted interests Repetitive motor mannerisms self- stimulatory May seek out or avoid sensory input Shows extreme distress at small changes to the schedule/and or routine; difficulty with transitions May under-react or over-react to touch rigid thinking patterns Perseverative interests Strong attachment to or preoccupation with unusual objects

Slide 6

Social communication & interaction May not understand personal space (gets too close, may not like others too close) May be non-verbal but use alternative means of communication May not understand social rules and expectation May repeat what is said to them (echolalia) and not understand context May avoid eye contact May speak in scripts May take what is said to them literally May have difficulty have a conversation May not respond to verbal directions or to their name

Slide 7

Communication Tips Provide a model or choices to help with communication Utilize an effective communication system(e.g. PECS, AAC device, visual board)if one exists Increase time to process information-wait at least 5 slow seconds before repeating yourself Limit verbal directions (use short, concise directions) for persons with processing delays Utilize visual supports (visual/written supports, 1 st /then, schedule, timers, cue cards) Help express frustration appropriately and problem-solve situation.

Slide 8

Social Stories Developed by Carol Gray, Social Stories help promote understanding of social situations and what is expected of persons participating in that social situation A social story can help with understanding exceptions to rules, changes, new situations, an upcoming an upcoming trip/event, etc.

Slide 9

Tips for an Autism Friendly Transportation Environment Be familiar with what Autism might look like Ask questions when you need to.How can we help? Have a quiet space available away from other students, if necessary/possible Have the Communication Cards handy - understand their use Ask the family or educator about each students communication system.have handy what best serves them.pictures, written, a catered system designed for them Know where students Brain Muffs are kept (head set to muffle loud sounds usually in their back pack) Resist responding negatively to social awkwardness or inappropriatenesstake nothing personally!

Slide 10

Be a model for them as to how to interact appropriately Assure them you are here to help them be safe and have a good trip Stay CALM at all times! Even when it is difficult to do so! Understand that they may become agitated or experience a meltdown, when a different route has to be taken/kids voices/crying/ bells/unusual smells, bright lights, hearing sirens, they are touched by another, too much talking between transportation aides, etc. Understand students likes and dislikes Be aware of prompt dependency.try to avoid, if possible Use basic, concrete language.no sarcasm, idioms, etc. Use the phrase, The Rule Is with someone who may have Aspergers (higher level autism) to help them understand a specific point, a regulation, etc. Understand that hitting, biting, hair pulling, spitting, kicking, throwing, etc. can occur when an individual becomes unregulated.while attempting to keep yourself and others safe, be sure you take none of this personally

Slide 11

Celebrate and congratulate the individuals strengthshelp support their challenges Understand each students levels of anxiety/triggers.along with what is the best support for them when stressed Feel free to ask the students education staff for a cheat sheet to give you ideas as to how to best support each student Understand and allow for special things to be carried on to the bus/van..these can serve as security items Use minimal languagegestures and pictures can pave the way to a more successful experience Learn what the individual likes (or knows a lot about).Spider Man, the color red, Amish furniture, etc. Incorporate it (however you can) into your conversation with them allow them to teach you something about their favorite topic.this will make for an easier and more engaged experience

Slide 12

Understand that if a student doesnt respond to you immediately, it doesnt mean necessarily that they are being stubborn or non-compliant Provide a little bit of extra time (if needed) for the student to process what you are saying to them Be aware of your voice volume and body language, as a loud voice or being physically too close to a student can be misperceived or uncomfortable Understand how to handle multiple students and their various interactions (King of the Bus)

Slide 13

Do your best to give your attention to the student who is doing the RIGHT thing Let the student who is struggling know what you would like them to do, in a calm, positive manner..ie: Quiet hands, please. Resist speaking about the student in front of them.even if they dont use speech doesnt mean that they dont understand Create Bus Rules that are written, if this helps a particular student. Call Susan at 630-864-3803 with any questions

Slide 14

Your chance to ask.

Slide 15

References Autism Science Foundation.(2014). How common is autism?. Available from: http://autismsciencefoundation.org/what-is-autism/how-common-is-autism Autism Speaks. (2014). Media Coverage of 1 in 88 autism prevalence numbers. Available from: http://www.autismspeaks.org/blog/2012/03/30/media-coverage-1-88-autism-prevalence-numbers Autism Speaks. (2014). DSM-5 diagnostic criteria. Available from: http://www.autismspeaks.org/what-autism/diagnosis/dsm-5-diagnostic-criteria Autism Speaks. (2014). What is autism?. Available from: http://www.autismspeaks.org/what- autism/faq Blumberg S., et al. (2012). Early release of estimates from the National Health Interview Survey. National Center for Health Statistics. Available from: http://www.cdc.gov/nchs/nhis.htm Blumberg, S., et al. (2013). Changes in prevalence of parent-reported autism spectrum disorder in school- aged U.S. children: 2007 to 2011-2012. National Health Statistics Reports. Available from: http://www.cdc.gov/nchs/data/nhsr/nhsr065.pdf Illinois General Assembly (2005). Public Act 094-0632. Available from: http://www.ilga.gov/legislation/publicacts/fulltext.asp?Name=094-0632 Lantz, J. (2002). Theory of mind in autism: Development, implications, and interventions. The Reporter, 7(3), 18-25. Available from: http://www.iidc.indiana.edu/?pageId=424

Slide 16

Thank you for being here today. Thank you for your commitment to individuals with special needs Feel free to call or email with any questions if I can be of further assistance. Susan Hamre. 630-864-3803. shamre@mygiantsteps.org