MIDDLETOWN CENTRE FOR AUTISM Middletown Centre for Autism designs and delivers training programmes cognisant of the needs of Parents, Education Professionals and those who traverse these groupings. TACTILE: UNDER RESPONSIVE Provide a visual sequence to support the routine – this could include cues such as ‘check your shirt is tucked in’ and a picture of same. Tight or heavy clothing may give proprioceptive and tactile input. Practice the routine and keep the same sequence each time.

Point to remember.

POSITIVE BEHAVIOURAL STRATEGIES Positive Behavioural Strategies. Students can engage in behaviours during the school day which are perceived as negative or challenging by others. It is helpful to remember that every behaviour, regardless of form, is communicating a message. Students with autism may engage in a range of behaviours for multiple reasons, including:

Physiological

VESTIBULAR: UNDER RESPONSIVE Vestibular: Under Responsive. Print. Student fidgets, rocks or swings in chair. Student frequently leaves chair to walk/run around classroom. Student engages in fast and impulsive movements e.g. in playground. Student loses attention when seated for prolonged periods.

1.

ACCEPTING ‘NO’/ ‘STOP’ Place symbol over object. An appropriate visual symbol can be placed over the object (or picture of the object), which is not permitted at that time (e.g. computer, toy). The symbol may be ‘No’, ‘Stop’ or ‘Closed’ etc. Link to example of symbols. Use a visual schedule. Show the student the desired object or activity on his/her

schedule.

SOCIAL STORIES

VISUAL: OVER RESPONSIVE Visual: Over Responsive. Student is easily distracted by visual stimuli in the room; i.e., movement, decorations, toys, windows, doorways etc. 1. Student expresses discomfort with bright light/ fluorescent lighting. A student who is overresponsive to visual input may process lighting as much brighter. STRATEGIES FOR CHORES Strategies for Chores. Print. Below are a range of chores which a child or young person can be involved in and useful resources and strategies to assist. Setting the table. Washing dishes. Loading/ emptying the dishwasher. Laundry. Cleaning windows. Tidying their

belongings.

PROPRIOCEPTIVE

Proprioceptive. The proprioceptive system is located in our muscles and joints. It provides us with a sense of body awareness and detects/controls force and pressure. The proprioceptive system also has an important regulatory role in sensory processing as proprioceptive input can assist in controlling responses to sensory

stimuli.

SIZE OF THE PROBLEM

Size of the Problem 1 Glitch 2 Little Problem 3 Medium Problem 4 Big Problem 5 Huge Problem • Losing in a game • Saying the same answer

as

MIDDLETOWN CENTRE FOR AUTISM Middletown Centre for Autism designs and delivers training programmes cognisant of the needs of Parents, Education Professionals and those who traverse these groupings. TACTILE: UNDER RESPONSIVE Provide a visual sequence to support the routine – this could include cues such as ‘check your shirt is tucked in’ and a picture of same. Tight or heavy clothing may give proprioceptive and tactile input. Practice the routine and keep the same sequence each time.

Point to remember.

POSITIVE BEHAVIOURAL STRATEGIES Positive Behavioural Strategies. Students can engage in behaviours during the school day which are perceived as negative or challenging by others. It is helpful to remember that every behaviour, regardless of form, is communicating a message. Students with autism may engage in a range of behaviours for multiple reasons, including:

Physiological

VESTIBULAR: UNDER RESPONSIVE Vestibular: Under Responsive. Print. Student fidgets, rocks or swings in chair. Student frequently leaves chair to walk/run around classroom. Student engages in fast and impulsive movements e.g. in playground. Student loses attention when seated for prolonged periods.

1.

ACCEPTING ‘NO’/ ‘STOP’ Place symbol over object. An appropriate visual symbol can be placed over the object (or picture of the object), which is not permitted at that time (e.g. computer, toy). The symbol may be ‘No’, ‘Stop’ or ‘Closed’ etc. Link to example of symbols. Use a visual schedule. Show the student the desired object or activity on his/her

schedule.

SOCIAL STORIES

VISUAL: OVER RESPONSIVE Visual: Over Responsive. Student is easily distracted by visual stimuli in the room; i.e., movement, decorations, toys, windows, doorways etc. 1. Student expresses discomfort with bright light/ fluorescent lighting. A student who is overresponsive to visual input may process lighting as much brighter. STRATEGIES FOR CHORES Strategies for Chores. Print. Below are a range of chores which a child or young person can be involved in and useful resources and strategies to assist. Setting the table. Washing dishes. Loading/ emptying the dishwasher. Laundry. Cleaning windows. Tidying their

belongings.

PROPRIOCEPTIVE

Proprioceptive. The proprioceptive system is located in our muscles and joints. It provides us with a sense of body awareness and detects/controls force and pressure. The proprioceptive system also has an important regulatory role in sensory processing as proprioceptive input can assist in controlling responses to sensory

stimuli.

SIZE OF THE PROBLEM

Size of the Problem 1 Glitch 2 Little Problem 3 Medium Problem 4 Big Problem 5 Huge Problem • Losing in a game • Saying the same answer

as

SOCIAL MEDIA

The Centre’s 11th Research Bulletin is on the topic of Sensory Processing. It includes an interview with Occupational Therapist, Amy Laurent, in which she discusses the impact of sensory processing on learning, communication and emotional regulation in both home and school environments.

SOCIAL MEDIA

Fidgeting serves a purpose! People fidget for all sorts of reasons and everyone does it, just some to a greater extent and intensity than

others.

SOCIAL MEDIA

The checklists shared yesterday will help you to develop an understanding of a child or young person’s individual sensory needs. You will then be able to offer a range of appropriate activities to

meet these needs.

SOCIAL MEDIA

A new month, a new theme! In June the Centre will be bringing you resources on the topic of Sensory Processing and Emotional Regulation. To start this off, please take a look at the Centre’s extensive resource on Sensory Processing.

SOCIAL MEDIA

Last year Jill McCanney, one of the Centre’s Specialist Occupational Therapist, recorded a short webinar on the topic of Sensory

Processing.

STRENGTHS AND SKILLS IN STUDENTS WITH AUTISM All students, whether or not they have a diagnosis of autism have a unique set of skills, strengths and talents. When working with students with autism, it is particularly important to identify the student’s strengths. This will be the key to unlocking their potential in engagement, learning and interaction. Some students with

autism will be

SOCIAL MEDIA

In this clip from a webinar recorded last summer, Kari Dunn Buron explains the importance of incorporating calming and mindful activities into daily routines so that they eventually become a SOCIAL SKILL DIFFICULTIES IN AUTISM As previously discussed, autism is primarily a social communicative disorder, and so all individuals with autism will have some delay or deficit in developing social skills. There is a broad spectrum of social skill difficulties, and every individual will be affected in different ways. Some children may not yet be ready to socially

interact with

ATTENTION AUTISM

Attention Autism is an intervention model designed by Gina Davies, Specialist Speech and Language Therapist. It aims to develop natural and spontaneous communication through the use of visually based and highly motivating activities. Gina’s primary objective is that the sessions are fun and “offer an irresistible invitation to learn”! VISUAL: OVER RESPONSIVE Visual: Over Responsive. Student is easily distracted by visual stimuli in the room; i.e., movement, decorations, toys, windows, doorways etc. 1. Student expresses discomfort with bright light/ fluorescent lighting. A student who is overresponsive to visual input may process lighting as much brighter. MIDDLETOWN CENTRE FOR AUTISM Middletown Centre for Autism designs and delivers training programmes cognisant of the needs of Parents, Education Professionals and those who traverse these groupings. TACTILE: UNDER RESPONSIVE Provide a visual sequence to support the routine – this could include cues such as ‘check your shirt is tucked in’ and a picture of same. Tight or heavy clothing may give proprioceptive and tactile input. Practice the routine and keep the same sequence each time.

Point to remember.

POSITIVE BEHAVIOURAL STRATEGIES Positive Behavioural Strategies. Students can engage in behaviours during the school day which are perceived as negative or challenging by others. It is helpful to remember that every behaviour, regardless of form, is communicating a message. Students with autism may engage in a range of behaviours for multiple reasons, including:

Physiological

VESTIBULAR: UNDER RESPONSIVE Vestibular: Under Responsive. Print. Student fidgets, rocks or swings in chair. Student frequently leaves chair to walk/run around classroom. Student engages in fast and impulsive movements e.g. in playground. Student loses attention when seated for prolonged periods.

1.

ACCEPTING ‘NO’/ ‘STOP’ Place symbol over object. An appropriate visual symbol can be placed over the object (or picture of the object), which is not permitted at that time (e.g. computer, toy). The symbol may be ‘No’, ‘Stop’ or ‘Closed’ etc. Link to example of symbols. Use a visual schedule. Show the student the desired object or activity on his/her

schedule.

SOCIAL STORIES

VISUAL: OVER RESPONSIVE Visual: Over Responsive. Student is easily distracted by visual stimuli in the room; i.e., movement, decorations, toys, windows, doorways etc. 1. Student expresses discomfort with bright light/ fluorescent lighting. A student who is overresponsive to visual input may process lighting as much brighter. STRATEGIES FOR CHORES Strategies for Chores. Print. Below are a range of chores which a child or young person can be involved in and useful resources and strategies to assist. Setting the table. Washing dishes. Loading/ emptying the dishwasher. Laundry. Cleaning windows. Tidying their

belongings.

PROPRIOCEPTIVE

Proprioceptive. The proprioceptive system is located in our muscles and joints. It provides us with a sense of body awareness and detects/controls force and pressure. The proprioceptive system also has an important regulatory role in sensory processing as proprioceptive input can assist in controlling responses to sensory

stimuli.

SIZE OF THE PROBLEM

Size of the Problem 1 Glitch 2 Little Problem 3 Medium Problem 4 Big Problem 5 Huge Problem • Losing in a game • Saying the same answer

as

MIDDLETOWN CENTRE FOR AUTISM Middletown Centre for Autism designs and delivers training programmes cognisant of the needs of Parents, Education Professionals and those who traverse these groupings. TACTILE: UNDER RESPONSIVE Provide a visual sequence to support the routine – this could include cues such as ‘check your shirt is tucked in’ and a picture of same. Tight or heavy clothing may give proprioceptive and tactile input. Practice the routine and keep the same sequence each time.

Point to remember.

POSITIVE BEHAVIOURAL STRATEGIES Positive Behavioural Strategies. Students can engage in behaviours during the school day which are perceived as negative or challenging by others. It is helpful to remember that every behaviour, regardless of form, is communicating a message. Students with autism may engage in a range of behaviours for multiple reasons, including:

Physiological

VESTIBULAR: UNDER RESPONSIVE Vestibular: Under Responsive. Print. Student fidgets, rocks or swings in chair. Student frequently leaves chair to walk/run around classroom. Student engages in fast and impulsive movements e.g. in playground. Student loses attention when seated for prolonged periods.

1.

ACCEPTING ‘NO’/ ‘STOP’ Place symbol over object. An appropriate visual symbol can be placed over the object (or picture of the object), which is not permitted at that time (e.g. computer, toy). The symbol may be ‘No’, ‘Stop’ or ‘Closed’ etc. Link to example of symbols. Use a visual schedule. Show the student the desired object or activity on his/her

schedule.

SOCIAL STORIES

VISUAL: OVER RESPONSIVE Visual: Over Responsive. Student is easily distracted by visual stimuli in the room; i.e., movement, decorations, toys, windows, doorways etc. 1. Student expresses discomfort with bright light/ fluorescent lighting. A student who is overresponsive to visual input may process lighting as much brighter. STRATEGIES FOR CHORES Strategies for Chores. Print. Below are a range of chores which a child or young person can be involved in and useful resources and strategies to assist. Setting the table. Washing dishes. Loading/ emptying the dishwasher. Laundry. Cleaning windows. Tidying their

belongings.

PROPRIOCEPTIVE

Proprioceptive. The proprioceptive system is located in our muscles and joints. It provides us with a sense of body awareness and detects/controls force and pressure. The proprioceptive system also has an important regulatory role in sensory processing as proprioceptive input can assist in controlling responses to sensory

stimuli.

SIZE OF THE PROBLEM

Size of the Problem 1 Glitch 2 Little Problem 3 Medium Problem 4 Big Problem 5 Huge Problem • Losing in a game • Saying the same answer

as

SOCIAL MEDIA

The Centre’s 11th Research Bulletin is on the topic of Sensory Processing. It includes an interview with Occupational Therapist, Amy Laurent, in which she discusses the impact of sensory processing on learning, communication and emotional regulation in both home and school environments.

SOCIAL MEDIA

Fidgeting serves a purpose! People fidget for all sorts of reasons and everyone does it, just some to a greater extent and intensity than

others.

SOCIAL MEDIA

The checklists shared yesterday will help you to develop an understanding of a child or young person’s individual sensory needs. You will then be able to offer a range of appropriate activities to

meet these needs.

SOCIAL MEDIA

A new month, a new theme! In June the Centre will be bringing you resources on the topic of Sensory Processing and Emotional Regulation. To start this off, please take a look at the Centre’s extensive resource on Sensory Processing.

SOCIAL MEDIA

Last year Jill McCanney, one of the Centre’s Specialist Occupational Therapist, recorded a short webinar on the topic of Sensory

Processing.

STRENGTHS AND SKILLS IN STUDENTS WITH AUTISM All students, whether or not they have a diagnosis of autism have a unique set of skills, strengths and talents. When working with students with autism, it is particularly important to identify the student’s strengths. This will be the key to unlocking their potential in engagement, learning and interaction. Some students with

autism will be

SOCIAL MEDIA

In this clip from a webinar recorded last summer, Kari Dunn Buron explains the importance of incorporating calming and mindful activities into daily routines so that they eventually become a SOCIAL SKILL DIFFICULTIES IN AUTISM As previously discussed, autism is primarily a social communicative disorder, and so all individuals with autism will have some delay or deficit in developing social skills. There is a broad spectrum of social skill difficulties, and every individual will be affected in different ways. Some children may not yet be ready to socially

interact with

ATTENTION AUTISM

Attention Autism is an intervention model designed by Gina Davies, Specialist Speech and Language Therapist. It aims to develop natural and spontaneous communication through the use of visually based and highly motivating activities. Gina’s primary objective is that the sessions are fun and “offer an irresistible invitation to learn”! VISUAL: OVER RESPONSIVE Visual: Over Responsive. Student is easily distracted by visual stimuli in the room; i.e., movement, decorations, toys, windows, doorways etc. 1. Student expresses discomfort with bright light/ fluorescent lighting. A student who is overresponsive to visual input may process lighting as much brighter. MIDDLETOWN CENTRE FOR AUTISM Training. Middletown Centre for Autism designs and delivers training programmes cognisant of the needs of Parents, Education Professionals and those who traverse these groupings.

SOCIAL MEDIA

HOLD THE DATE: 23-24 APRIL 2021. MCA INTERNATIONAL CONFERENCE 2021. EVOLVING PERSPECTIVES: AUTISTIC THINKING IN A CHANGED WORLD. Middletown Centre for Autism is pleased to announce that it will be holding its international conference on 23-24 April 2021. STRENGTHS AND SKILLS IN STUDENTS WITH AUTISM All students, whether or not they have a diagnosis of autism have a unique set of skills, strengths and talents. When working with students with autism, it is particularly important to identify the student’s strengths. This will be the key to unlocking their potential in engagement, learning and interaction. Some students with

autism will be

TACTILE: UNDER RESPONSIVE 1. Student doesn’t seem to notice when someone touches him Suggested Strategies: Gain student’s attention by saying name or using a

visual cue.

AUDITORY: UNDER RESPONSIVE 1. Student appears not to hear what you say (e.g. when you call students name) A student who is underresponsive to auditory input does not register regular noises in the environment and therefore may not respond to others speaking. VISUAL: OVER RESPONSIVE ↑ Back to top. 4. Student is easily distracted by visual stimuli in the room; i.e., movement, decorations, toys, windows, doorways etc. A student who is overresponsive to visual input has difficulty filtering out the varying visual stimulation in the room and is very aware of pictures on the wall, people moving around, screensavers on computer screens, books on shelves, trees and cars

SOCIAL SKILLS

Communication is one of the core areas of difficulty for teenagers with autism. Some teenagers with autism may find social interaction difficult because they: Have no verbal language May not feel the social need to engage in conversation Have excellent vocabulary in specific topics but lack the required language for specific social situations (e.g. asking VESTIBULAR: UNDER RESPONSIVE ↑ Back to top. 2. Student frequently leaves chair to walk/run around classroom. A student who needs movement to keep the brain alert will often display impulsive and hyperactive behaviours. This student is the active learner in the classroom so when he/she feels the brain needs more movement, he/she may suddenly jump out of his seat and walk or run around the classroom. BUILDING CAPACITY WITHIN A SCHOOL SETTING To build capacity within a school environment, staff must feel confident in their ability and have a range of strategies that can be easily differentiated to ensure the practice and provision provided leads to improvements for and successful maturation of the children and young people with autism.

SIZE OF THE PROBLEM

Size of the Problem 1 Glitch 2 Little Problem 3 Medium Problem 4 Big Problem 5 Huge Problem • Losing in a game • Saying the same answer

as

MIDDLETOWN CENTRE FOR AUTISM Training. Middletown Centre for Autism designs and delivers training programmes cognisant of the needs of Parents, Education Professionals and those who traverse these groupings.

SOCIAL MEDIA

HOLD THE DATE: 23-24 APRIL 2021. MCA INTERNATIONAL CONFERENCE 2021. EVOLVING PERSPECTIVES: AUTISTIC THINKING IN A CHANGED WORLD. Middletown Centre for Autism is pleased to announce that it will be holding its international conference on 23-24 April 2021. STRENGTHS AND SKILLS IN STUDENTS WITH AUTISM All students, whether or not they have a diagnosis of autism have a unique set of skills, strengths and talents. When working with students with autism, it is particularly important to identify the student’s strengths. This will be the key to unlocking their potential in engagement, learning and interaction. Some students with

autism will be

TACTILE: UNDER RESPONSIVE 1. Student doesn’t seem to notice when someone touches him Suggested Strategies: Gain student’s attention by saying name or using a

visual cue.

AUDITORY: UNDER RESPONSIVE 1. Student appears not to hear what you say (e.g. when you call students name) A student who is underresponsive to auditory input does not register regular noises in the environment and therefore may not respond to others speaking. VISUAL: OVER RESPONSIVE ↑ Back to top. 4. Student is easily distracted by visual stimuli in the room; i.e., movement, decorations, toys, windows, doorways etc. A student who is overresponsive to visual input has difficulty filtering out the varying visual stimulation in the room and is very aware of pictures on the wall, people moving around, screensavers on computer screens, books on shelves, trees and cars

SOCIAL SKILLS

Communication is one of the core areas of difficulty for teenagers with autism. Some teenagers with autism may find social interaction difficult because they: Have no verbal language May not feel the social need to engage in conversation Have excellent vocabulary in specific topics but lack the required language for specific social situations (e.g. asking VESTIBULAR: UNDER RESPONSIVE ↑ Back to top. 2. Student frequently leaves chair to walk/run around classroom. A student who needs movement to keep the brain alert will often display impulsive and hyperactive behaviours. This student is the active learner in the classroom so when he/she feels the brain needs more movement, he/she may suddenly jump out of his seat and walk or run around the classroom. BUILDING CAPACITY WITHIN A SCHOOL SETTING To build capacity within a school environment, staff must feel confident in their ability and have a range of strategies that can be easily differentiated to ensure the practice and provision provided leads to improvements for and successful maturation of the children and young people with autism.

SIZE OF THE PROBLEM

Size of the Problem 1 Glitch 2 Little Problem 3 Medium Problem 4 Big Problem 5 Huge Problem • Losing in a game • Saying the same answer

as

SOCIAL MEDIA

Why Fidget? 02/06/2021. Fidgeting serves a purpose! People fidget for all sorts of reasons and everyone does it, just some to a greater extent and intensity than others.

SOCIAL MEDIA

A new month, a new theme! In June the Centre will be bringing you resources on the topic of Sensory Processing and Emotional Regulation. To start this off, please take a look at the Centre’s extensive resource on Sensory Processing.

SOCIAL MEDIA

Summer holidays have already begun for many young people, and they are on the way for others! While many will be happy to have a break from school, free time can create uncertainty and anxiety.

SOCIAL MEDIA

Last year Jill McCanney, one of the Centre’s Specialist Occupational Therapist, recorded a short webinar on the topic of Sensory

Processing.

SOCIAL MEDIA

In this clip from a webinar recorded last summer, Kari Dunn Buron explains the importance of incorporating calming and mindful activities into daily routines so that they eventually become a

ATTENTION AUTISM

Attention Autism is an intervention model designed by Gina Davies, Specialist Speech and Language Therapist. It aims to develop natural and spontaneous communication through the use of visually based and highly motivating activities. Gina’s primary objective is that the sessions are fun and “offer an irresistible invitation to learn”!

CASE STUDIES

B. is a fourteen year old girl and attends an autism unit within a mainstream school. She has a diagnosis of Asperger’s syndrome and experiences high levels of anxiety and repetitive negative thoughts, which have impacted on her self-esteem.

SOCIAL SKILLS

Communication is one of the core areas of difficulty for teenagers with autism. Some teenagers with autism may find social interaction difficult because they: Have no verbal language May not feel the social need to engage in conversation Have excellent vocabulary in specific topics but lack the required language for specific social situations (e.g. asking DIFFICULTIES IN FLEXIBLE THINKING Many students with autism develop rigid ways of thinking and lack flexibility in their thoughts and perceptions. This affects their ability to problem solve. It also means that they often find it difficult to cope with change and unpredictability, leading to a drive for routine and sameness. Any change can be a huge source of VISUAL: OVER RESPONSIVE ↑ Back to top. 4. Student is easily distracted by visual stimuli in the room; i.e., movement, decorations, toys, windows, doorways etc. A student who is overresponsive to visual input has difficulty filtering out the varying visual stimulation in the room and is very aware of pictures on the wall, people moving around, screensavers on computer screens, books on shelves, trees and cars MIDDLETOWN CENTRE FOR AUTISM Training. Middletown Centre for Autism designs and delivers training programmes cognisant of the needs of Parents, Education Professionals and those who traverse these groupings. SIGN IN - MIDDLETOWN CENTRE FOR AUTISMMIDDLETOWN HIGH SCHOOL OHIOMIDDLETOWN OHIO SCHOOL CLOSINGSMIDDLETOWN OHIO SCHOOL DISTRICTMIDDLETOWN OHIO SCHOOL SCHEDULEMIDDLETOWN SCHOOLS OHIOAUTISM

EVALUATION CT

Sign up for our newsletter. Role:

CASE STUDIES

B. is a fourteen year old girl and attends an autism unit within a mainstream school. She has a diagnosis of Asperger’s syndrome and experiences high levels of anxiety and repetitive negative thoughts, which have impacted on her self-esteem. MIDDLETOWN CENTRE FOR AUTISM Middletown Webinars Middletown Centre Webinar Series March - April 2020 In order to provide support during the suspensi MIDDLETOWN CENTRE FOR AUTISMWHEELER CLINIC MIDDLETOWN CTMADISON HIGH SCHOOL MIDDLETOWN OHIOMIDDLETOWN HIGH SCHOOL OHIOMIDDLETOWN OHIO SCHOOL CLOSINGSMIDDLETOWN OHIO SCHOOL DISTRICTMIDDLETOWN OHIO SCHOOL

SCHEDULE

Life Skills Resource. The Life Skills Resource is Middletown Centre for Autism’s fifth online resource. It is designed to support children and young people with autism, their parents, family members and carers, as well as professionals. TACTILE: ACTIVITIES ALL AGES Specific Activities: The following strategies are suitable for most students, particularly those with sensory difficulties. Each strategy can be adapted to complement the students’ curriculum and individualised education plan. Remember, these are just a few examples of sensory strategies that can be incorporated into various classroom lessons and activities. TACTILE: UNDER RESPONSIVE 1. Student doesn’t seem to notice when someone touches him Suggested Strategies: Gain student’s attention by saying name or using a

visual cue.

VESTIBULAR: UNDER RESPONSIVE ↑ Back to top. 2. Student frequently leaves chair to walk/run around classroom. A student who needs movement to keep the brain alert will often display impulsive and hyperactive behaviours. This student is the active learner in the classroom so when he/she feels the brain needs more movement, he/she may suddenly jump out of his seat and walk or run around the classroom. AUDITORY: UNDER RESPONSIVE 1. Student appears not to hear what you say (e.g. when you call students name) A student who is underresponsive to auditory input does not register regular noises in the environment and therefore may not respond to others speaking.

MANAGING MONEY

An increasing area of focus within the curriculum (managing money NA). Managing money can be one of the most difficult concepts for teenagers with autism to understand and yet essential for future independence. Activities to increase money awareness Coin matching and sorting (This is an example of a task to sort/match/categorise coins. Coins are

places

MIDDLETOWN CENTRE FOR AUTISM Training. Middletown Centre for Autism designs and delivers training programmes cognisant of the needs of Parents, Education Professionals and those who traverse these groupings. SIGN IN - MIDDLETOWN CENTRE FOR AUTISMMIDDLETOWN HIGH SCHOOL OHIOMIDDLETOWN OHIO SCHOOL CLOSINGSMIDDLETOWN OHIO SCHOOL DISTRICTMIDDLETOWN OHIO SCHOOL SCHEDULEMIDDLETOWN SCHOOLS OHIOAUTISM

EVALUATION CT

Sign up for our newsletter. Role:

CASE STUDIES

B. is a fourteen year old girl and attends an autism unit within a mainstream school. She has a diagnosis of Asperger’s syndrome and experiences high levels of anxiety and repetitive negative thoughts, which have impacted on her self-esteem. MIDDLETOWN CENTRE FOR AUTISM Middletown Webinars Middletown Centre Webinar Series March - April 2020 In order to provide support during the suspensi MIDDLETOWN CENTRE FOR AUTISMWHEELER CLINIC MIDDLETOWN CTMADISON HIGH SCHOOL MIDDLETOWN OHIOMIDDLETOWN HIGH SCHOOL OHIOMIDDLETOWN OHIO SCHOOL CLOSINGSMIDDLETOWN OHIO SCHOOL DISTRICTMIDDLETOWN OHIO SCHOOL

SCHEDULE

Life Skills Resource. The Life Skills Resource is Middletown Centre for Autism’s fifth online resource. It is designed to support children and young people with autism, their parents, family members and carers, as well as professionals. TACTILE: ACTIVITIES ALL AGES Specific Activities: The following strategies are suitable for most students, particularly those with sensory difficulties. Each strategy can be adapted to complement the students’ curriculum and individualised education plan. Remember, these are just a few examples of sensory strategies that can be incorporated into various classroom lessons and activities. TACTILE: UNDER RESPONSIVE 1. Student doesn’t seem to notice when someone touches him Suggested Strategies: Gain student’s attention by saying name or using a

visual cue.

VESTIBULAR: UNDER RESPONSIVE ↑ Back to top. 2. Student frequently leaves chair to walk/run around classroom. A student who needs movement to keep the brain alert will often display impulsive and hyperactive behaviours. This student is the active learner in the classroom so when he/she feels the brain needs more movement, he/she may suddenly jump out of his seat and walk or run around the classroom. AUDITORY: UNDER RESPONSIVE 1. Student appears not to hear what you say (e.g. when you call students name) A student who is underresponsive to auditory input does not register regular noises in the environment and therefore may not respond to others speaking.

MANAGING MONEY

An increasing area of focus within the curriculum (managing money NA). Managing money can be one of the most difficult concepts for teenagers with autism to understand and yet essential for future independence. Activities to increase money awareness Coin matching and sorting (This is an example of a task to sort/match/categorise coins. Coins are

places

SIGN IN - MIDDLETOWN CENTRE FOR AUTISM Sign up for our newsletter. Role:

SOCIAL MEDIA

Why Fidget? 02/06/2021. Fidgeting serves a purpose! People fidget for all sorts of reasons and everyone does it, just some to a greater extent and intensity than others.

SOCIAL MEDIA

In this clip from a webinar recorded last summer, Kari Dunn Buron explains the importance of incorporating calming and mindful activities into daily routines so that they eventually become a

SOCIAL MEDIA

Summer holidays have already begun for many young people, and they are on the way for others! While many will be happy to have a break from school, free time can create uncertainty and anxiety. STRENGTHS AND SKILLS IN STUDENTS WITH AUTISM All students, whether or not they have a diagnosis of autism have a unique set of skills, strengths and talents. When working with students with autism, it is particularly important to identify the student’s strengths. This will be the key to unlocking their potential in engagement, learning and interaction. Some students with

autism will be

MIDDLETOWN CENTRE FOR AUTISM Middletown Webinars Middletown Centre Webinar Series March - April 2020 In order to provide support during the suspensi MIDDLETOWN CENTRE FOR AUTISM Life Skills Resource. The Life Skills Resource is Middletown Centre for Autism’s fifth online resource. It is designed to support children and young people with autism, their parents, family members and carers, as well as professionals. ACCEPTING ‘NO’/ ‘STOP’ There will be times throughout the school day when a student cannot have access to an object or activity. Examples may include not being allowed to use the computer at certain times, not having access to a favourite toy while working. This can be difficult for the student to accept and he/she may respond with RESOURCES - BEST PRACTICE: SENSORY Resources - Best Practice: Sensory test

ONLINE FRIENDSHIPS

Some teenagers with autism find interacting face to face with others difficult. These teenagers may find that developing friendship skills using SAFE online forums and blogs helpful until they build up the confidence to try these skills out in real life! When online, children and young people can learn new things, get help with homework, express Main navigation Main content Tel: 0044 (0)28 3751 5750

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Middletown Centre for Autism designs and delivers training programmes cognisant of the needs of Parents, Education Professionals and those who traverse these groupings. TRAINING FOR PARENTS

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HERE IS A LIST OF ALL OUR MAIN CURRENT EVENTS HAPPENING WITHIN MIDDLETOWN CENTRE FOR AUTISM BOARD OF DIRECTORS 2021-2024

07/04/2021

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CONFERENCE REGISTRATION IS NOW OPEN!

22/02/2021

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CHANGE RESOURCE

10/08/2020

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