The Autism Project - Session 1

2/5/25

The Autism Project
RTLB 
South Hornby Primary School

The Autism Project Website

- thinking

- sensorimotor

- communicaiton

- social learning

- emotional learning

interwoven with relationships and visuals

what cultures are ok with eye contact and which ones are not?

Takiwatanga - In his, her, their self in one space and time - Māori term for Autism.

Evidence-base

www.autismnz.org.nz

www.altogetherautsim.org.nz

TKI autism and learning. www.inclusive.tki.org.nz/guides/autism-and-learning/

Aotearoa NZ Autism Guidelines 2nd or 3rd Eds.

NZ Curriculum

Incredible Years Autism - Carolyn Webster Stratton 2021

Tips for Autism.

<insert scan of terminology>

Go with what the family wants their child called e.g. Mavis who has Autism.  If not follow terminology guidelines.

What is Autism?

<add in>

Restricted means they'll restrict themselves because of a sensory reason, haven't finished their previous tasks etc.

Repetitive means continuous repeating 

DSM 5 - Diagnostic and Statistical Manual.  Reference book on mental health and brain-related conditions and disorders.

Included examples, signs, and symptoms of these conditions.

Individual must meet 6 or more out of the 12 criteria.

According to the DSM-5, the features of ‘autism spectrum disorder’ include: 

• criterion A: persistent deficits in reciprocal social communication and social interaction
• criterion B: restricted, repetitive patterns of behaviour, interests or activities
• criterion C: symptoms must be present in the early developmental period
• criterion D: symptoms cause clinically significant impairment in social, occupational, or other important areas of functioning
• criterion E: these disturbances are not better explained by intellectual disability or global developmental delay.

The DSM-5 is not published publicly online as this is a purchase-only manual principally designed for clinicians.

Diagnostic pathway in NZ is initiated by parents.

Teachers role do not suggest to parents their children have Autism.  If it does it comes from a senior leadership position.

Have professional conversations with SENCO or RTLB liason.

Common Characteristics

-obsessions

-black and white thinking

• blank stare
• social cues misinterpretation
• quick to anger/disregulation
• co-occurence with trauma
• need for routine
• water sensory need
• needing weight/pressure
• repetitive verbalisations
• personal space boundaries
• flapping/stimming
• need for reassurance
• vestibular/swining
• proprioception
• follow your own logic/stubbornness
• differences in language abilities
• attachments-objects/people
• difficulty with transitions

Out of our thinking the others occur.  The children are trying to fit into a system and want to create order.

Circling can be a calming for them.

There are distince differences between girls and boys and their traits.

<add scan of As-teachers...we observe!>

NZ Curriculum

Plan for ALL students to experience all the statements in the sequence for their year level. (NZC p24)

Thinking

<add notes from whiteboard>

Strategies

• Get into your child's spotlight (get into their world).

        - find out what they like

        - come down to their level

        - gentle intrusion/child led

        - face to face activity

        - visual prompts and pictures e.g. visual timetable

        - modelling and repetition.  If they are not talking in conversation you might repeat what              they say.  "I like my dog Ruffles."  "Your dog Ruffles?"  "Yeah Ruffles likes to go in the              bath."  "Ruffles likes to go in the bath?"

          Sitting on the mat with them etc to model.