{"id":1366,"date":"2022-12-01T22:08:07","date_gmt":"2022-12-01T22:08:07","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/gc\/knightswoodprimary\/?page_id=1366"},"modified":"2022-12-01T22:08:07","modified_gmt":"2022-12-01T22:08:07","slug":"autism-spectrum-disorder-asd","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/gc\/knightswoodprimary\/autism-spectrum-disorder-asd\/","title":{"rendered":"Autism Spectrum Disorder (ASD)"},"content":{"rendered":"
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Autistic Spectrum Disorder (ASD)<\/span><\/h1>\n<\/header>\n
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Autistic Spectrum Disorder (ASD) refers to a range of developmental conditions that affect how an individual perceives the world and interacts with others.<\/p>\n

If your child has ASD they may have difficulty making sense of the world. ASD will affect each child differently.<\/p>\n

Your child may find it difficult to deal with changes to routines and may become obsessed with certain objects, actions or activities.<\/p>\n

Your child may not be able to express themselves with language and may use alternative ways of communication (sign language, pictures).<\/p>\n

Your child may also experience sensory difficulties (they may be highly sensitive to touch, sound or smells).<\/p>\n

The three main areas of difficulty are known as the triad of impairments. These are difficulties in:<\/p>\n

\u2611\ufe0f\u00a0 social communication<\/p>\n

\u2611\ufe0f\u00a0 social interaction<\/p>\n

\u2611\ufe0f\u00a0 social imagination and flexible thinking.<\/p>\n

(Definition from Education Scotland website)<\/em><\/p>\n

Ways to support a child with ASD:<\/u><\/p>\n

\u2611\ufe0f Use simple language.
\n\u2611\ufe0f Be literal (for example, don\u2019t use idioms such as \u2018it\u2019s raining cats
\nand dogs\u2019).
\n\u2611\ufe0f Give clear, step by step instructions, in order of occurrence, with
\nlanguage as simplified as possible.
\n\u2611\ufe0f If you need to repeat an instruction, try to give 10 seconds
\nprocessing time before repetition in same words
\n\u2611\ufe0f\u00a0 Have your child repeat instructions in own words \/ to others
\n\u2611\ufe0f\u00a0 Keep routines consistent. Many children with autism benefit
\nfrom structure and routine. Make a pictorial\/visual timetable or
\ntask list. You could decide together how to build your daily
\ntimetable, with time for snacks and play included.
\n\u2611\ufe0f\u00a0 Give plenty of warning about any change. This includes when you
\nwould like to end or change activities. Give 5 minute warning
\nbefore requesting change to occur.
\n\u2611\ufe0f\u00a0 Use visual cues (pictures or objects) to help communication and
\nunderstanding.
\n\u2611\ufe0f\u00a0 Use think time \u2013 encourage your child to think for 30seconds to
\nconsider their answer before responding
\n\u2611\ufe0f\u00a0 Identify triggers (the things which seem to cause outbursts \/
\nstrong reactions) and work out solutions.
\n\u2611\ufe0f\u00a0 use the same game or strategy for multiple ideas \u2013 Use of
\nrepetitive learning structures helps to prevent overloading
\nworking memory and creating lost learning.
\n\u2611\ufe0f\u00a0 Try to include Brain breaks \u2013 every 30-45 minutes, or whenever
\nchildren\u2019s attention starts to wane, take a short break. GoNoodle
\nis a great resource for this, with many short activities.
\n\u2611\ufe0f\u00a0 Make use of mind maps, diagrams, frames, tables to organise
\ninformation.
\n\u2611\ufe0f\u00a0 Children with ASD can benefit from Multisensory Learning:<\/p>\n