Understanding Autism

• “If a man does not keep pace with his companions, perhaps it is because he hears a different drummer. Let him step to the music he hears, however measured or far away”.

Henry David Thoreau1854

Professor Jacqueline Roberts

Autism Centre of Excellence

Autism Centre of Excellence Griffith University

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Key themes

• Holistic• Strengths as well as needs

based• Difference which will only

sometimes be disabling• Behaviour of concern,

interfering behaviour• ASD, ASC, autism• Person centered language• An autistic perspective

JIM SINCLAIR

(C) Jacqueline Roberts Griffith University ACE

The Challenge

“Do you think you could find a room just for me with no windows and an opening under the door big enough to pass food through and reading information. That would be great as I wouldn’t have to deal with anyone and I could also read all day which I like doing. I can learn by myself”.

Student R. (2004). NSW DEC High School , Year 11

(C) Jacqueline Roberts Griffith University ACE

High rates of problems at school

(C) Jacqueline Roberts Griffith University ACE

Why do students with ASD find school such a challenge?

• Difficulty relating to others, poor functional communication• Very different ways of communicating and motivation to

communicate. • Lack of understanding of

hidden curriculum• Obsessive insistence on

environmental sameness, powerful interests

• Difficulty following and mastering an unmodified school curriculum

(C) Jacqueline Roberts Griffith University ACE

Memory

RB/RI

Social Communicatio

nLanguage

ER/ER

Sensory & Motor

Auditory & Visual

processing

TOM Executive

functioning

Detail focusImitation

Comorbid conditions

Cha

ract

eris

tics

of Aut

ism

Impacting at School

Tim Sharp: Barbie Queue

Why do we need to find a better way for students with autism?

• Outcomes typically poor compared to other disability groups

• Under-achieve relative to cognitive abilities

• More likely to be targets of bullying• High rates of co-morbid mental health

problems• High rates of absenteeism,

suspension, exclusion, home schooling

• Teachers report highest stress levels associated with autism © J. Roberts ACE

Good practice in autism education• Individualised, student centred,

student voice• Multidisciplinary• Strengths based• Flexible, life span approach, adaptive

behaviour• Functional approach to

behaviour/PBS• Ecological management, 2 way

adaptation

© J. Roberts, ACE

(C) Jacqueline Roberts Griffith University ACE

More Good Practice

• Hidden curriculum, specific strengths and needs• Systematic instruction, structure, routine, visuals• Collaborative, family involvement/family support• Academic curriculum adaptations and adjustments• Data based evaluation and review

Schools that work for Students with Autism

How will we achieve these goals?*Inclusive positive school climate/leadership*Professional development (understanding of autism, empirically based intervention, data based decision making) for all staff*School organisation and environmental management, flexibility*Peer support and information*Curriculum, adaptation, adjustment, flexibility*Collaboration and family involvement, holistic approach*Family advocacy and support

© J. Roberts, ACE

(C) Jacqueline Roberts Griffith University ACE

Capacity Building:Autism friendly school

• Autism Dyad+ Individual Plan

communicationsocial

Repetitive behaviour restricted interest

Sensory

Motor

Cognitive

© J. Roberts, ACE

STUDENT

SCHOOL

SYSTEMRE

SPO

NSE

TO IN

TERV

ENTI

ON

SYSTEMS LEVELMentoring and support for school leaders

Reduced class sizeAvailability of relevant PD

Adequate teacher planning timeAvailability of appropriately trained support personnel

Collaborative multi disciplinary problem solving relationships

Successful Schools for Students with Autism SSSA

SSSSWSSSAhat the research suggests we need

Leadership vision and capacityWhole school ownership, positive climateFlexibilityFunctional approach to behaviour/PBSSystematic instruction, structure, routine, visuals

Multi disciplinaryCollaborative, family involvement/family supportEcological management, 2 way adaptation

SCHOOL LEVEL

© J. Roberts, 2013

What the research suggests we needIndividualised Program, collaborative, multidisciplinaryCoordinatedHolisticAutism specificStrengths based approachHidden curriculum, Academic curriculum adaptations and adjustments

Systematic instruction, structure, routine, visualsGeneralisation strategiesTransition supportData based evaluation and review

© J. Roberts, 2013

STUDENT LEVEL

Jim Sinclair 1993

• “Autism” is a way of being, It is pervasive, it colours every experience, every sensation, perception, thought, emotion and encounter, every aspect of existence. It is not possible to separate the autism from the person- and if it were possible, the person you had left would not be the person you started with”.

(C) Jacqueline Roberts Griffith University ACE

ASD & school: square pegs in round holes

‘For some people school is like fitting a square peg in a round hole. For me at the moment the hole (school) has changed its shape slightly to accommodate me and the square peg (me) has tried to soften its edges. So a better description would be a rounded square trying to fit itself into a circle with sticky out bits.’ (Luke Jackson, 2003)

Painting of Laserbeak man by Tim Sharpe

Graduate Certificate in Autism StudiesMaster of Autism Studies

Master Research

Autism Centre of Excellence ace@griffith.edu.au

Graduate Certificate in Autism Studies – 40 CP

1. 7180: What is Autism Spectrum Disorder? – 10 CP (sem 1&2). FIRST

2. 7181: Engaging with Learning and ASD – 10 CP (sem. 1 & 2)

3. 7184: Communication for Individuals with ASD – 10 CP (sem. 1&2)

4. 7185: Social/Emotional Learning, Restrictive/Repetitive Behaviour and ASD– 10 CP (sem. 1 & 2)

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Master of Auti sm Studies (commencing 2015 coursework) – 120 CP

First must complete the Graduate Certificate (40 CP)1. What is Autism Spectrum Disorder? – 10 CP2. Engaging with Learning and ASD – 10 CP3. Communication for Individuals with ASD – 10 CP4. Social/Emotional Learning, Restrictive/Repetitive Behaviour and ASD– 10 CP

Masters of Autism Studies (80 CP)5. Transitions for Individuals with ASD – 10 CP6. Positive Communities of Practice – 10 CP7. Evidence-Based Practices and ASD– 10 CP8. Special Topics and ASD – 10 CP9. Understanding Research -10cp10. Introduction to Research Methods -10cp11. Independent research study 40cp

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Master of Education and Professional Studies Research(Commencing 2015 research) – 120 CP

First must complete Graduate Certificate (40 CP):1. What is Autism Spectrum Disorder? – 10 CP2. Engaging with Learning and ASD – 10 CP3. Communication for Individuals with ASD – 10 CP4. Social/Emotional Learning, Restrictive/Repetitive Behaviour and

ASD– 10 CP

Then complete Master of Education and Professional Research (Autism Studies) 80 CP

5. 2 research courses (20 CP)6. 60 CP thesis

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Research at ACE

• CRC• SSSA• Parent program• EBP in schools and preschools• Communication and Autism• HDR Topics from girls to ipads, anxiety to

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