2. While we are trying to teach our children all about
life, our children teach us what life is all about.
-Angela Schwindt
3.
4. If a child is to keep his inborn sense of wonder, he
needs the companionship of at least one adult who can
share it, rediscovering with him the joy, excitement
and mystery of the world we live in.
- Rachel Carson
5. To empower parents to advocate, support, guide and
best of all grow with and for their child.
To provide information and understanding about
development, education, and therapeutic options.
To have the resources, support and courage to move
ahead in the best direction for their child.
6. Although I have a roadmap, there may be some fun
sightseeing detours. Please ask questions – guide my
teaching.
7. Week 1 and 2 = Training
Week 3 = Home Visits
Week 4 and 5 = Individualized Site Visits
Week 6 = Wrap Up Training
8. Complex neurobiological disorder
Part of a group of disorders known as autism spectrum
disorders (ASD)
Occurs in all racial, ethnic, and social groups
Impairs a person’s ability to communicate and relate to
others
Associated with rigid routines and repetitive
behaviors, such as obsessively arranging objects or
following very specific routines
Symptoms can range from very mild to quite severe
Taken from:
Autism Speaks
autismspeaks.org
9. 1 in 150 children is diagnosed with autism
1 in 94 boys is on the autism spectrum
67 children are diagnosed per day
A new case is diagnosed almost every 20 minutes
More children will be diagnosed with autism this year than with AIDS, diabetes
& cancer combined
Autism is the fastest-growing serious developmental disability in the U.S.
Autism costs the nation over $35 billion per year, a figure expected to
significantly increase in the next decade
Autism receives less than 5% of the research funding of many less prevalent
childhood diseases
Boys are four times more likely than girls to have autism
There is no medical detection or cure for autism
Taken from:
Autism Speaks
autismspeaks.org
10. Sensory Integration Disorder
Pervasive Development Disorder – Not Otherwise
Specified (PDD-NOS)
Asperger’s Disorder
Language and Communication Disorders
Seizure Disorders
Fragile X Syndrome
Developmental Delay
11. “If you’ve met one child with autism, you’ve met one
child with autism.”
Your child is unique, interesting, wonderful, and one
of a kind!
This is why you must become the expert on your child
– to then guide us experts in our brief time supporting
your journey
12. The Branches =
Other, More
Specific Individual
Skills
The Trunk =
Basic Developmental
Milestones
The Roots =
Individual, Biological
Differences
13. Sensory and Motor Processing
Motor Planning/Control
Specific Health or Physical Challenges
Inherent Likes/Dislikes – Motivations
14. 1. Regulation and Shared Attention
2. Engaging and Relating
3. Two Way Communication
4. Complex Communication, Problem Solving, Sense of
Self
5. Symbols, Words & Ideas
6. Emotional Thinking
15. Think about:
Sensory Perceptions
Compulsion/Inattentiveness
Hyperfocus
Distractibility
Organized Nervous System and Body
Motivation (following the child’s lead)
Sense of Safety
16. Think about:
“Gleam in the eye”
Meet the child where he/she is at
Rhythm
Emotional Back and Forth
Enjoyment/Motivation
Are YOU having fun yet?
17. Think about:
Opening and closing circles of communication
Purpose and intention
Gestures and Non Verbal Communication
Affect
Child’s cues
Treat everything as purposeful
18. Think about:
Power
Choice
Gestural Language Base
Endurance
Persistence
Motivation
Peers
Problem Solving
Expansion
19. Think about:
Becoming abstract
Power of ideas
Theory of mind
Flexibility
Pretend Play
Imagination
Creativity vs. Rigidity
20. Think about:
Building Bridges
Peer Relationships
Social Repair
Social Cues
Emotional Regulation
The Role of Affect
Theory of Mind
Themes and Subjects – Staying on Topic
21. Academic Development
Complex Speech and Language Growth
Complex and Creative Ideas
Social Nuances
Theory of Mind
22. Motor Challenges
Sensory Processing Challenges
Ability to Engage in Back and Forth Interactions
Speech, Language and Communication
Attention
Peer Play/Social Skills
Pretend Play
Academic Development
23. Step 1 : Observe
What’s going on in your child’s mind?
What was your child trying to do?
What was he/she thinking?
Is this behavior typical for your child?
What does this experience tell you about your child more generally?
Does it tell you something about your child’s personality more
generally?
What were YOU feeling while you watched?
Did anything surprise you, concern you, make you curious or happy?
What did this tell you about your child’s strengths?
24. Step 2: Learn
What is common about behaviors?
What is different?
What can they mean?
What services might be able to help or contribute?
What information do I need to seek out?
What can I do in daily life to support?
25. Step 3: Celebrate
What was better today than yesterday?
Where are the strengths?
How does my child make me laugh?
How did I support my child in this moment?
What did I enjoy doing today that I can do again
tomorrow?
What do I do for my child that no one else can?
What should I write down to always remember?
26. BE with the child...
Sensory Motor Play
Theme & Variation
Taffy Pulling (Extend and Expand)
Salient Language
Rhythm & Music
Sense of Humor, Suspense, Surprise
One and Two step commands
Making them work for it
Rewarding and Reinforcing
Playful Obstruction
Making Random Behavior Purposeful
Affect
Vocal Tone
Observation
27. Following your child’s lead
Affect!
Extending and Expanding the Drama
Observe
Persist in your Pursuit
Treat Everything as Intentional
Position in Front of Child
Don’t interrupt or change interaction if it’s working
Insist on a response
Avoid turning situation into a “learning experience”
Sensory-Motor Play
Cause and Effect
Process over Product
28. “Listen to the mustn'ts, child. Listen to the don'ts. Listen
to the shouldn'ts, the impossibles, the won'ts. Listen to
the never haves, then listen close to me... Anything can
happen, child. Anything can be.”
- Shel silverstein
