Dr Tony Attwood

DR TONY ATTWOOD Understanding Autism Spectrum Disorders FREE Online Course In this course you will learn: ü The 7 Parts of the Criteria for Diagnosis of ASD ü What ASD Diagnosis means for Learning ü Profile and Characterisitics of Girls with ASD

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TOP TIPS

10 ESSENTIAL TIPS FOR UNDERSTANDING AUTISM SPECTRUM DISORDER (ASD)

1. Students with an ASD don’t have to look at you all the time.

 Reason: They find looking and listening at the same time hard to do.

2. Give them time to answer any of your questions.

 Reason: They have slower processing time. Sometimes it can take them up to a minute to formulate the answer in the correct sequence.

3. If they feel pressured they will answer with stock standard answers.

 Reason: They know it will get them out of trouble quickly. This may include: “I don’t know”, “yes”, “maybe” and often this isn’t their true answer!

4. They often don’t “generalise” information between people and places.

 Reason: Homework for teacher ‘x’ is in the yellow basket but for teacher ‘y’ it’s to be placed in the green basket.

5. They find organisation of their school equipment very difficult.

 Reason: They are best with one folder with everything inside. Limit the number of pencils, pens etc.

6. Limit their choices and be very specific with choices.

 Reason: They find choices overwhelming and are often concerned with making wrong choice due to their difficulty with problem solving.

7. Be as clear, concise and concrete as possible.

 Reason: People with an ASD have difficulty with abstract thinking.

8. Avoid verbal overload.

 Reason: They are visual learners and verbal information takes them longer to process and retain.

9. Avoid verbal arguments by redirecting them to what they should be doing. Eg “Start your work”.

 Reason: They often enjoy verbal arguments.

10. People with an ASD need positive feedback to know they are on the right track.

 Reason: Because of their fear of failure and they want to be Mr Perfect.

Recommended Resources (available online at www.suelarkey.com.au):

The Ultimate Guide to The Essential Guide to Teacher Assistants Big School and Home Secondary School Red Book of Ideas By Sue Larkey and By Sue Larkey and By Sue Larkey and Anna Tullemans Anna Tullemans Anna Tullemans

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Lesson 1 DSM5 Diagnos,c Criteria for Au,sm

Content Includes • What is ASD • DSM- 5 • Girls & Women with ASD

Approx 35 min Lesson

Criterion A: Criterion B:

Persistent deficits in social communica1on and social interac1on across contexts, manifested by all • Restricted, repe11ve pa>erns of behaviour, interests, or ac1vi1es three of the following: as manifested by at least two of the following: • Deficits in social-‐emoConal reciprocity • Stereotyped or repeCCve motor movements, use of objects or speech • Deficits in non-‐verbal communicaCve behaviours • Insistence on sameness, inflexible adherence to rouCnes or ritualized used for social interacCon pa

Diagnosis of Girls and Women Profile of Abili,es in Girls with ASD Level 1 (Asperger’s • Observe and try to understand before Syndrome) they make the first step • The invisible end of the spectrum • Reading ficCon (or watching soap operas) (Ruth Baker) helps learn about inner thoughts and feelings • Fly under the radar of a diagnosis • Coping and camouflaging mechanisms of observaCon and imitaCng

Girls with ASD are often undiagnosed, because original diagnostic criteria have a boy bias. The criteria were created by actually examining mainly boys, and the girls can be very different. I think we all know ‘neuro-typical’ boys and girls are very different in their social, communication and behaviour. There are many characteristics that are very similar to boys with ASD but I thought I would list the main differences to girls with ASD.

Ten Ways Girls with ASD differ to Boys with ASD 1. Their special interests are usually animals, music, art, 6. They have unusual sensory processing, like the boys, literature. however bigger fluctuations often going from one extreme to the other. 2. They often have a very good imagination which includes imaginary friends, games, being animals or 7. They get anxious like boys, however their anxiety is taking on persona of other girls. rarely physical or disruptive. In fact many have great copying mechanisms at school however the family 3. They often see speech therapists for their speech and see a very different child at home where the anxiety may be diagnosed with specific language disorders can explode. however there is something different about this girl no one can quite put their finger on. 8. Often their difficulties with social skills are called ‘shy’, ‘quiet’, ‘solitary’. 4. They often play with older children or much younger children. This play is sometimes unusual for example 9. They often like to organize and arrange objects. I ‘Mums and Dads’ but she will want to play the same watched one little girl spend hours seemingly playing role and game every time. She usually wants to be the “My Little Ponies” however on closer examination she pet or baby, whereas most girls want to be the Mum was just arranging and re-arranging the horses over or Dad. and over. 5. They often have hyperlexia – the ability to read but 10. The main difference is there are MANY more comprehension does not always match their reading undiagnosed girls/women than boys/men. Currently skills. They are often the class book worm or write we only diagnose 1 girl to 7 boys. In the future it is stories but they write the same story over and over thought by many psychologists the ratio could be changing a few characters. Many have a special more like 5 to 7 as we become more interest in literature. aware of this group.

VIDEO CLIP AVAILABLE

RECOMMENDED RESOURCES

Aspergirls The Complete From Anxiety to By Rudy Simone Guide to Aspergers Meltdown Syndrome By Deborah By Tony Lipsky Attwood

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Proﬁle of Abili,es in Girls The Mask • Decode social situaCons in doll play and talking with imaginary friends • Emily masks in public and will • Apologize and appease meltdown the second she is out of the situa6on. • Chameleon • Dr Jekyll and Mr Hyde.

Proﬁle of Abili,es in Girls Imita,on

• Less disrupCve and so less likely to be noCced. • ObservaCon and absorpCon of the speech, • We think that if we are very, very good, people will mannerisms and character, even persona of someone like us and all will be well who is socially successful. • Learn that if you are good, you are leT alone. • Becoming an expert mimic (successful strategy that is popular with peers). • Special interests more likely to be unusual in terms of the intensity rather than the focus. • Using speech and drama lessons. • Imaginary friends.

Imita,on Imita,on • Learning how to act in real social situaCons. • I am an excep6onal mimic and have used this to • I have done such a great job at pretending to be survive. I was previously diagnosed with Mul6ple normal that nobody really believes I have Asperger’s. Personality Disorder. • I try to be who they want me to be.

Thank you for watching this video If you are already enrolled in the 5 Lesson Online Course then: CERTIFICATES You now need to complete this Lesson Quiz to unlock next lesson You’ll ﬁnd the this Lesson Quiz under the Lesson Video (may need to scroll down the page). are only issued It has this bu> for Once you have selected your answers to this Quiz Click the bu

Dr Tony A>wood: Au1sm Spectrum Disorder – A diﬀerent way of thinking, learning and managing emo1ons.

In this ﬁve module online course you will learn: ü CogniCve AbiliCes: A diﬀerent way of thinking and learning ü Managing Challenging Behaviour Managing Feelings: CogniCve Behaviour Therapy and its role in providing greater strategies to manage emoCons and behaviour ü The EmoConal Tool Box, what it is and how to use ü Special Interests: Origins and construcCve strategies ü Strategies to Improve Social Understanding and Friendship Accredita1on – 5 hours www.suelarkey.com.au

NOTES ______

Course 1 Course 2 Course 3 (NEW) Dr Tony Attwood Sue Larkey – Teacher Sue Larkey – Teacher Psychologist For All Ages & Stages For All Ages & Stages Autism Spectrum Disorder – A different way of thinking, Understanding Autism Spectrum Children < 6 Years Old learning and managing Disorder: Teaching Strategies and emotions. Behaviour Support Strategies to Teach Children Who Learn and Engage Differently in ü course complement each other with very little overlap. Early Childhood ü Recommendations: •AllFull comprehensive understanding of an ASD do both: Course 1 Course 2 (10 hours ) • & total For Teaching Staff working with Children under 6 years old - The Early Childhood Course Dr Tony Attwood Sue Larkey Sue Larkey

Free Webinar – Free Webinar – Free Webinar –

What is ASD and how to use No Overlap Increasing Engagement and Strategies to Teach Children this knowledge to succeed. participation Who Learn and Engage Differently in Early Childhood Available: see Available: see Available: see www.elearning.suelarkey.com.au www.elearning.suelarkey.com.au www.elearning.suelarkey.com.au In this 40 min online course you will In this 45 minute online course you In this 45 minute online course you learn: will learn: will learn: ü The seven parts of the Criteria ü Key Strategies to Increase ü The Different Learning Styles for diagnosis of ASD and what Engagement and Participation. ü How to Adapt Your Program this means for teachers, ü Increased Understanding of ü 5 Key Ways to Make parents and professionals How Children/Students with Learning Fun Profile and characteristics of ASD Learn. ü ü Strategies to Increase Girls with an ASD Engagement & Participation

Course 1 Course 2 Course Available on demand (10 weeks) Available on demand (10 weeks) Available on demand (10 weeks) Dr Tony Attwood: Autism Sue Larkey - Understanding Early Childhood Course3 – Spectrum Disorder – A different Autism Spectrum Disorder: Developing Early Childhood way of thinking, learning and Teaching Strategies and

No Overlap Approaches for Children with managing emotions. Behaviour Support Additional Needs

In this five our online course you No Overlap In this five hour online course you In this five hour online course you will learn will learn: will learn: ü Cognitive Abilities: A different ü Key Strategies from Pre-school ü How to use Different Ways of way of thinking and learning to Secondary. Teaching ü Managing Challenging ü Teaching Strategies for School ü Teaching Strategies for School Behaviour and Home. and Home. ü Managing Feelings: Cognitive ü What is ASD, ADHD, ODD, ü How to help children develop Behaviour Therapy and its role SPD. communication (verbal & non in providing greater strategies ü Promoting Understanding with verbal) to manage emotions and Peers. ü Steps to Develop an Individual behaviour ü Strategies for Social Skills and Programme ü The Emotional Tool Box, what Playgrounds. ü Behaviour Management it is and how to use ü How to Increase Engagement Strategies & Positive Support ü Special Interests: Origins and and Learning Outcomes. ü How to create an Individual constructive strategies ü Behaviour Support Strategies: Sensory Programme ü Strategies to Improve Social Anxiety, Sensory and ü Tantrums v Meltdowns & more Understanding and Friendship Tantrums. Accreditation – 5 hours Accreditation – 5 hours Accreditation – 5 hours

To register or for more information go online to www.elearning.suelarkey.com.au or email Eliza - [email protected] 5 hours of Teacher Training. Certificate issued at successful conclusion of the course Recommended Resources by group

Early Years 0-5 Primary School Age Secondary School Age Parents & Families Staff Library/PD

Practical Maths The Ultimate Guide to The Ultimate Guide to School The Ultimate Guide to The Ultimate Guide to Programmes School and Home and Home School and Home School and Home Practical Communication Teacher Assistants Big Teacher Assistants Big Red Tips for Toileting Teacher Assistants Big Programmes Red Book of Ideas Book of Ideas Red Book of Ideas From Anxiety to Practical Sensory Teacher Assistants Big Teacher Assistants Big Blue Meltdown Teacher Assistants Big Programmes Blue Book of Ideas Book of Ideas Blue Book of Ideas Aspergirls Early Years Book: Making it a Success The Essential Guide to Asperkids Foundations for ALL Successful Secondary Ten Things Every Child Learning Developing Social Skills School with Autism Wishes You Aspergirls Knew Teach Me to Play CD Practical Maths Cookbooks Ten Things Every Child Programmes Aspergers Syndrome: A with Autism Wishes You Tips for Toileting Helping Kids and Teens with Guide for Parents and Knew Practical Communication ADHD in School Professionals Cookbooks Programmes Aspergers Syndrome: A Asperkids The Complete Guide to Guide for Parents and Pics for Pecs CD Practical Sensory Aspergers Syndrome Professionals Programmes Aspergirls Starting Sensory Therapy Making Sense of Sex The Complete Guide to Tips for Toileting Ten Things Every Child with Aspergers Syndrome Songames for Sensory Autism Wishes You Knew Can I Tell You About Processing Cookbooks Asperger Syndrome? Different Not Less Aspergers Syndrome: A Visual Maths Addition Set Guide for Parents and Can I Tell You About The Way I See It Professionals Autism? How Do I Teach This Kid Temple Grandin DVD to Read? Talking to Children The Complete Guide to Apps for Autism Aspergers Syndrome Kids in the Syndrome about ASD Visual Learning Different Not Less Mix Exploring Feelings: Anxiety The Red Beast Helping Kids and Teens The Way I See It with ADHD in School Exploring Feelings: Anger The Panicosaurus Thinking in Pictures Aspergirls Making Sense of Sex The Disappointment Behavior Solutions for Behaviour Dragon Ten Things Every Child Exploring Friendships, the Home and with Autism Wishes You Puberty and Relationships Community From Anxiety to Inside Aspergers Knew Meltdown Syndrome Looking Out The Aspie Teen’s Survival Been There. Done That. Aspergers Syndrome: A Guide Try This! No More Meltdowns All Cats have Asperger Guide for Parents and Syndrome Professionals The Asperkid’s Secret Book Parenting without Panic Behavior Solutions for of Social Rules the Inclusive Classroom All Dogs have ADHD Socially Speaking Parenting a Teen or The Social Skills Picture Young Adult with More Behavior Solutions Kevin Thinks Socially Speaking Game Book: For High School and Asperger Syndrome In and Beyond the Whoever You Are Beyond Classroom How to Stop your Words Pretending to be Normal from Bumping People with Autism It’s OK Temple Grandin DVD - Updated Version Behaving Badly Why Do I Have To? My Friend with Autism Freaks, Geeks and Asperger The Autism Spectrum What Did You Say? What Syndrome Can I Tell You About and Depression Do You Mean? Asperger Syndrome? Asperger Syndrome and Apps for Autism Can I Tell You About Anxiety Autism? Starving the Gremlin The Kids' Guide to Series Jasper and the Magpie Staying Awesome and The Conversation Train In Control ADHD Homework The Autism Discussion Challenges Transformed! Page on Anxiety, Behavior, School, and Autism and Reading Parenting Strategies Comprehension The Autism Discussion Building Sensory Friendly Page on the Core Classrooms Challenges of Autism www.suelarkey.com RESOURCES: Recommended teaching resources ------The Ultimate Guide Teacher Teacher to School and Assistants Big Red Assistants Big Home Book of Ideas Blue Book of Ideas By Sue Larkey & Anna By Sue Larkey & Anna By Sue Larkey & Anna Tullemans Tullemans Tullemans

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For more information, to request a free catalogue or order online go to www.suelarkey.com.au RESOURCES: Recommended teaching resources ------The Panicosaurus The Red Beast Disappointment By K I Al-Ghani By K I Al-Ghani Dragon By K I Al-Ghani CODE B39 $33.95 CODE B38 $33.95 CODE B41 $33.95 The Panicosaurus All Cats Have All Dogs Have By K I Al-Ghani Asperger ADHD Syndrome By Kathy Hoopmann CODE B39 $33.95 By Kathy Hoopmann CODE B14 $25.95 CODE B10 $25.95 My Friend with Inside Asperger’s All Birds Have Autism Looking Out Anxiety By Beverly Bishop By Kathy Hoopmann By Kathy Hoopmann

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More Sensory Resources Available Online Spinning Tops Water Balls Smiley Face Stress Ball CODE ST05 $1 CODE ST14 $6 CODE ST10 $4 CODE ST23 $4 Education Events PTY Limited Sue Larkey Order Form - 2019 ABN: 70 124 402 277 PO Box 20, Artarmon, NSW 1570 School and home resources for children with Fax: 1300 656 408 Autism Spectrum Disorders or other developmental disabilities Email: [email protected] www.suelarkey.com.au

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