ADDIS ABABA UNIVERSITY

SCHOOL OF PSYCHOLOGY
COLLEGE OF EDUCATION AND BEHAVIOURAL STUDIES

COUNSELLING PROTOCOL FOR AUTISM

PREPARED BY
Bewket Dubale------------------ EBE/0861/11
Emebet Kedir -------------------
Nahusenay Tsedalu--------------

Submitted to Workneh K.
Acknowledgement

The Kentucky Department of Education would like to extend special recognition to the
individuals who collaborated in the development of this document. The commitment of
expertise, resources, time and effort of these individuals is greatly appreciated
Abbreviation

ASD - Autism Spectrum Disorder

CDC – Center of Diseases Control and Prevention
ADDM - Autism and Developmental Disabilities Monitoring
1. Part one – introduction
The number of children identified with Autism Spectrum Disorder (ASD) has increased significantly over
recent years. The increasing prevalence of students diagnosed with Autism in public schools has created a
need for a document to assist school staff with appropriately identifying students with Autism for special
education services as well as successful implementation of the programs and services they need.

Definitions
1.1.1. What is Autism?
Autism spectrum disorder (ASD) is a developmental disability that can cause significant social,
communication and behavioral challenges. There is often nothing about how people with ASD look that
sets them apart from other people, but people with ASD may communicate, interact, behave, and learn in
ways that are different from most other people. The learning, thinking, and problem-solving abilities of
people with ASD can range from gifted to severely challenge. Some people with ASD need a lot of help
in their daily lives; others need less.

Signs and Symptoms

People with ASD often have problems with social, emotional, and communication skills. They might
repeat certain behaviors and might not want change in their daily activities. Many people with ASD also
have different ways of learning, paying attention, or reacting to things. Signs of ASD begin during early
childhood and typically last throughout a person’s life.
Children or adults with ASD might:

● Not point at objects to show interest

● Not look at objects when another person points at them

● Have trouble relating to others or not have an interest in other people at all

● Avoid eye contact and want to be alone

● Have trouble understanding other people’s feelings or talking about their own feelings

● Prefer not to be held or cuddled, or might cuddle only when they want to

● Appear to be unaware when people talk to them, but respond to other sounds

● Be very interested in people, but not know how to talk, play, or relate to them

● Repeat or echo words or phrases said to them, or repeat words or phrases in place of normal
language
● Have trouble expressing their needs using typical words or motions

● Not play “pretend” games (for example, not pretend to “feed” a doll)

● Repeat actions over and over again

 ● Have trouble adapting when a routine changes

● Have unusual reactions to the way things smell, taste, look, feel, or sound

● Lose skills they once had (for example, stop saying words they were using)

Throughout the guidance, as in the strategy, the term “autism” is used as an umbrella term for all autistic
spectrum conditions. Many autistic people also have related hidden differences such as attention deficit
hyperactivity disorder, dyspraxia, dyslexia, dyscalculia and language differences as well as associated
mental health conditions and linked differences. This guidance will refer to the following as a definition
of autism: “The term autistic spectrum condition (ASC) is used to describe the group of complex neuro
developmental symptoms, of variable severity, that are characterized by challenges in social interaction
and communication and by restricted or repetitive patterns of behavior, thought and sensory feelings” .

1.2. Purposes, Goals and Objectives

1.2.1. Purposes
● To assist individuals

● To develop the ability

● To understand them, to solve their problems, and to make appropriate adjustments to

their environment.

1.2.2. Goals and Objectives

● To improve core deficits in social communication and social interactions
● To minimize the impact of restricted behaviors
● To help children develop greater functional skills and independence.to help children
develop greater functional skills and independence.

2. PART TWO – THE PROBLEM

2.1. Autism
Throughout the guidance, as in the strategy, the term “autism” is used as an umbrella term for all autistic
spectrum conditions. Many autistic people also have related hidden differences such as attention deficit
hyperactivity disorder, dyspraxia, dyslexia, dyscalculia and language differences as well as associated
mental health conditions and linked differences.

2.2. Cause of the problem

Autism spectrum disorder has no single known cause. Given the complexity of the disorder, and
the fact that symptoms and severity vary, there are probably many causes. Both genetics and
environment may play a role.
 1. Genetics. Several different genes appear to be involved in autism spectrum disorder. For
some children, autism spectrum disorder can be associated with a genetic disorder, such
as Rett syndrome or fragile X syndrome. For other children, genetic changes (mutations)
may increase the risk of autism spectrum disorder.
2. Environmental factors. Researchers are currently exploring whether factors such as viral
infections, medications or complications during pregnancy, or air pollutants play a role in
triggering autism spectrum disorder.

2.3. Manifestations / symptoms of the problem

● Delayed language skills.

● Delayed movement skills.
● Delayed cognitive or learning skills.
● Hyperactive, impulsive, and/or inattentive behavior.
● Epilepsy or seizure disorder.
● Unusual eating and sleeping habits.
● Gastrointestinal issues (e.g., constipation)
● Unusual mood or emotional reactions.

2.4. EFFECTS AND IMPACTS OF THE PROBLEM

Impacted Skill Area: Cognitive/Academic

Students with Autism may:
● Attend to irrelevant instructional stimuli
● Share information unrelated to the topic
● Known facts/details but have difficulty with abstract reasoning
● Have difficulty applying skills in new situations
● Have difficulty producing legible text
● Have difficulty producing cohesive written narratives
● Have difficulty with organization & problem-solving skills
● Possess stronger decoding skills with weaker comprehension skills
Impacted Skill Area: Interfering Behaviors
Students with Autism may:
● Engage in a range of interfering behaviors to access attention, preferred activities, or to
escape non-preferred activities or settings
● Engage in repetitive behaviors (e.g., rocking, vocalizations, waving fingers in front of
eyes), that are automatically reinforced (i.e., they provide a reinforcing sensory
experience that can be obtained independent of others)
● Show excessive signs of stress, anxiety or fear to common events
● Not respond appropriately to dangerous situations
● Have difficulties with new tasks or novel situations
● Have difficulties with mistakes of others/self
Impacted Skill Area: Sensory Difficulties
Students with Autism may:
● Perceive common stimuli to be aversive or may seek uncommon stimuli as reinforcers
● Engage in repetitive motor movements
● Have unusual response to sound/taste/smell/light/color
● Use objects in repetitive, atypical manner
● Engage in rituals/nonfunctional routines
● Avoid areas with loud noises
● Respond negatively to passive touch
● Place inedible objects in mouth, or waves toys in front of eyes

3. PART THREE – The special population

3.1. General description of the special population

Today, we are seeing a rising increase in the occurrence of autism spectrum disorder (ASD)
in children. What once used to be a rare disorder is now commonly recognized in the medical
field as well as in the community. Not only is autism a health issue in itself, but many health
issues come along with the disorder. This paper will discuss the description of the population,
the top health issues and their relevance, and interventions and outcomes that can help reduce
these health issues in this specific population.
Description of Population: The population being discussed are children and adolescents with
autism. What once used to be considered a rare disorder is now a common diagnosis and is
well known in the community. Today we are better able to diagnose the disorder and there is
increasing awareness. Although not many, there are some risk factors for autism that have
been identified. These include gender, family history and those with other medical conditions
such as Tourette’s syndrome and epilepsy.

3.2. Global demographic distribution

 Autism spectrum disorders (ASD) are a diverse group of conditions. Characteristics

of autism may be detected in early childhood, but autism is often not diagnosed until
much later.
 About one in 160 children has an ASD.
 The abilities and needs of people with autism vary and can evolve over time. While
some people with autism can live independently, others have severe disabilities and
require life-long care and support.

3.3. Global demographic in Ethiopia

It is estimated that about 500,000 children with autism live in Ethiopia (Burton 2016).
Research and services for mental health have focused on severe mental disorder disorders so
far (Burton 2016).
3.4. Special characteristics of the population

Social-Communication and Social Interaction Challenges

 Social-emotional reciprocity
 Nonverbal communicative behaviors used for social interactions
 Developing, maintaining, and understanding relationships
Restricted, Repetitive Patterns of Behavior
 Stereotyped or repetitive motor movements, use of objects, or speech
 Insistence on sameness, routines, or ritualized patterns of behavior
 Highly restricted, fixated interests
 Hyper- or hypo- reactivity to sensory input

4. PART FOUR - ETHICAL STANDARDS

4.1. Client-focused ethical standards

Ethical principles regarding client service shall be

 We are here because of our clients
 We treat clients like family
 We always listen to our clients
 We work hard to solve any problems
 We maintain positive attitudes.
 We all impact client service.

4.2. Guidance Officer/Counsellor-focused ethical standards

 Maintaining challenging expectations for individuals with exceptionalities to develop the

highest possible learning outcomes and quality of life potential in ways that respect their
dignity, culture, language, and background
 Maintaining a high level of professional competence and integrity and exercising
professional judgment to benefit individuals with exceptionalities and their families.
 Promoting meaningful and inclusive participation of individuals with exceptionalities in
their schools and communities.
 Practicing collegially with others who are providing services to individuals with
exceptionalities.
 Developing relationships with families based on mutual respect and actively involving
families and individuals with exceptionalities in educational decision making.
 Using evidence, instructional data, research, and professional knowledge to inform
practice.
 Protecting and supporting the physical and psychological safety of individuals with
exceptionalities.
  Neither engaging in nor tolerating any practice that harms individuals with exceptionalities.
 Practicing within the professional ethics, standards, and policies of CEC; upholding laws,
regulations, and policies that influence professional practice; and advocating improvements in
the laws, regulations, and policies.
 Advocating for professional conditions and resources that will improve learning outcomes of
individuals with exceptionalities.
 Engaging in the improvement of the profession through active participation in professional
organizations.
 Participating in the growth and dissemination of professional knowledge and skills

4.3. Service-focused ethical standards

 Selflessness
The service provider should act solely in terms of the public interest.
 Integrity
They must declare and resolve any wrong interests and relationships.
 Objectivity
The service provider must act and take decisions impartially, fairly and on merit, using
the best evidence and without discrimination or bias.
 Accountability
The service provider are accountable to the special population for their decisions and
actions and must submit themselves to the scrutiny necessary to ensure this.
 Openness
The service provider should act and take decisions in an open and transparent manner.
 Honesty
Holders of public office should be truthful.

4.4. Data/Information-focused ethical standards

 Strive for honesty in all scientific communications.
 Honestly report data, results, methods and procedures, and publication status.
 Do not fabricate, falsify, or misrepresent data.
 Do not deceive colleagues, research sponsors, or the public.
5. PART FIVE - Guidance &counselling service

5.1. Guidance services for autism

5.1.1. Types of Guidance Services

5.1.2. Definitions of the different types of Guidance Services

5.1.3. Goals of the Guidance Services

5.1.4. Components of the Guidance Services

5.2. Counselling services for autism

5.2.1. Types of Counselling Services

5.2.2. Definitions of the different types of Counselling Services

5.2.3. Goals of the Counselling Services

5.2.4. Components of the Counselling Services

5.3. Strategies of guidance and counselling services

5.3.1. Strategies for Guidance services

5.3.2. Preventive Guidance Services

5.3.3. Remedial/Curative/ Guidance Services

5.3.4. Rehabilitative Guidance Services

5.4. Approaches for Counselling services

5.4.1. Client-focused approaches for Counselling services

5.4.2. Relevant-others-focused approaches for Counselling services

5.4.3. Relevant-others-focused approaches for counselling services

5.5. Care and support services

5.5.1. Care and support for the Client-population

5.5.2. Client-focused approaches for Guidance services

5.5.3. Care and support for relevant others

5.6. Record keeping

5.6.1. Recordkeeping Form for Client-initiated Service Intake

5.6.2. Recordkeeping Form for Guardian/Service-provider-initiated Service Intake

5.6.3. Recordkeeping Form for Informed Consent as per Terms and Conditions
5.6.4. Recordkeeping Form for Initial Interview

5.6.5. Recordkeeping Form for Securing Safety

5.6.6. Recordkeeping Form for Service Validation

5.6.7. Recordkeeping Form for Referral Service Request and/or Feedback

5.6.8. Recordkeeping Form for Guidance and/or Counselling Session

5.6.9. Recordkeeping Form for Case Conceptualization

5.6.10. Recordkeeping Form for Tests and Diagnosis

5.6.11. Recordkeeping Form for Prognosis, Treatment Plan

5.6.12. Recordkeeping Form for Tests and Diagnosis

5.6.13. Recordkeeping Form for Treatment and Follow-up

5.6.14. Recordkeeping Form for Service Termination

5.6.15. Recordkeeping Form for Certification of Discharge of Clients

6. PART SIX- Quality assurance monitoring and evaluation

6.1. Quality Assurance Standards

Quality services and programmes require the efforts of skilled support persons, whether they
are caregivers or autism professionals, to achieve effective implementation. As such,
capability and capacity building are essential to this process.

Structured and comprehensive autism-specific competency frameworks and training

roadmaps should be developed to further the skillsets of caregivers and autism professionals.
The training roadmaps should also incorporate a clear coaching and mentoring framework to
support learning and practice

These frameworks and roadmaps for caregivers and autism professionals will serve as a
guide for training providers in developing suitable learning programmes. These programmes
must be closely monitored and audited, ensuring that the content and approaches are
consistently up-to-date and evidence-informed, incorporating latest global research findings
and inputs from domain experts. This will ensure sound and professional levelling up of the
entire sector.

6.2. Monitoring and Supervision

 Systematic and regular collection, review and use of data to provide

management/stakeholders and staff with information on progress in program
implementation, coverage and quality
 Mentoring by trained supervisor or peer to motivate and support community workers to
build their knowledge, skills and confidence to provide good quality support to all.

6.3. Evaluation

As far as possible, future evaluations of other key elements of the autism strategy should be
required to identify and report on their impact upon autistic people.
Evaluations may be conducted in different ways, i.e.
• As a self-evaluation by the people responsible for the Implementation of the service
• As an internal evaluation, i.e. by people who, although they work in the same organization that
is implementing or all the services involved in its execution
• As an external evaluation by external, independent evaluators

7. APPENDIX