AUTISTIC BEHAVIOUR &

AUTISM
Presented by-
SHIVANGI MEHRA
(MPO,MAPC,BPO)
Ph.D. Scholar –Psychology
ASSISTANT PROFESSOR
ISIC-IRS, New Delhi
HOW TO HANDLE AUTISTIC KIDS IN
CLINIC SETTING?
AUTISM
 Classic autism, is a neurodevelopmental disorder characterized
by challenges with social communication, and by restricted and
repetitive behaviors.
 It is now considered part of the wider autism spectrum.
 Parents often notice signs of autism during the first three years
of their child's life.
 These signs often develop gradually, though some autistic
children experience regression in their communication and
social skills after reaching developmental milestones at a
normal pace.
WHAT IS AUTISM?
Neuro developmental disorder characterized by
challenges with social communication
Restricted and repetitive behavior patterns
1/3rd of autistic people do not develop natural speech to
meet daily communication needs
Many autistic kids show Sensory Behavior and
Meltdown which are usually mistaken as normal
behavioral issues.
COMMON CAUSES
Genetic disorder
Low birth weight
Late birth cry
Metabolic imbalance
Exposure to heavy metals
Having an immediate family member who is autistic
TYPE OF AUTISM
Borderline
Mild
Moderate
Severe

Assessed according CARS scale

 Childhood Autism Rating Scale.
 The CARS consists of clinician ratings on 15 scales based on
observation of the child during a diagnostic interview session.
Screening
About half of parents of children with ASD notice their
child's unusual behaviors by age 18 months, and about
four-fifths notice by age 24 months.
The screening includes:
• No response to name (or eye-to-eye gaze) by 6 months.
• No babbling by 12 months.
• No gesturing (pointing, waving, etc.) by 12 months.
• No single words by 16 months.
• No two-word (spontaneous, not just echolalic) phrases by
24 months.
• Loss of any language or social skills, at any age.
SENSORY MELTDOWN OR
TANTRUM?
SENSORY MELTDOWN – It happens when the child
is overwhelmed in the environment. It usually occurs due
to sensory overload.
TANTRUM - It happens when the child is trying to get
something. It always has a purpose.
COMMON SENSORY BEHAVIOR
THAT AN AUTISTIC KID CAN SHOW
Increase movement (can’t stay still)
Jumping
Spinning (object or self)
Crashing on things
Hand flapping
Rocking
Eye Cornering
Making unusual sounds etc

Behaviors are usually due to Hyper or Hypo Sensitivity towards a

stimuli
INCLUSIVE EDUCATION
As the name suggested, it means education that includes
everyone
Mostly children with Borderline Mild or Moderate
differently-abled kids are included in inclusive education.
 WHY IT IS IMPORTANT?
To create awareness
Reduce stigma
Increase social
acceptance
Improve social
functioning
BASIC STRATEGIES
 Involve parents
 Provide structure in form of schedule (written schedule)
 Make visual cards (provide picture cards or written instructions i.e. PLAY
TIME, SIT TIME, )
 Give slow short and clear instructions using few words only
 Give extra time to process information (SIT-DOWN)
 Try to avoid Idioms and sarcasms as much as possible, use direct language.
 Make eye contact (come to their eye level and give clear instructions as they
have difficulty in following generalize instructions due to auditory
sensitivity)
 Be aware of sensory issues (avoid sensory overloading as it may lead to
extreme reaction, be aware of potential triggers and try to avoid as far as
possible).
 SPECIFIC TIPS AND
ACCOMODATION
ACCORDING TO THE
PROBLEM IDENTIFIED
CHILD WHO CAN’T SIT STILL (1/2)
Give movement breaks – show the BREAK TIME flash
card and let him take a round of the class or send him out
to drink water and then show the BREAK TIME OVER
flash card (other examples; wall push-ups, chair push-
ups, stair climbing etc)
Use fidgets - give child a fidget toy to hold during class to
keep their hand busy and they can stay still
Give them chewing gum, chew tube, crunchy or chewy
food to eat – this can provide oral input and help them to
improve their attention and regulation.
CHILD WHO CAN’T SIT STILL (2/2)
Play dough or resistive putty – let them play with the
dough as this can help them to stay engaged.
If possible, tie a Theraband to chair – this can help them
to move their legs while staying on chair.
CHILD WHO KEEPS ON TOUCHING
THINGS
Make visual card of NO TOUCHING –
show the card to the child, read the card
loudly and then tell the child to read the
card
Reward system – give smiley/happy face
or clapping as a reward to the child.
Appreciate them with clear words in front
of the class
Give them fidgets to keep their hands
busy.
CHILD WHO HAS MESSY HABITS
Tell parents to request the teachers to give break in-
between periods (to clear their desk).
Show the time-table.
Separate books on one side of the desk.
Tell parents to put big colorful stickers of subject names
on their copy.
CHILD WHO IS A MESSY EATER
Tell parents to give less messy meals
Focus on finger food
Provide extra napkins to the child
Assign a hygiene buddy
Reward system
CHILD WHO DOES NOT FOLLOW
INSTRUCTION
Couple your words with actions like stand-up and show the
action
Give clear and short instruction
Break instructions into steps i.e. 1st Get your bag 2nd Take
out your maths copy
If child is not listening to the instruction then call their name
specifically, write instruction on board with their name and
tell child to read it or read it out loudly for the child
Give instruction in a positive way i.e. say Put it on the table
rather than saying Don’t throw it.
CHILD WHO HAS DIFFICULTY IN
BLACK BOARD COPYING
Use large print
Focus on PRINT writing
Position the child near board (try to make the child sit on
their dominant side)
Give extra time
Try to reduce the writing tasks as much as possible
Provide alternatives
 IF ADDITIONAL HELP IS
REQUIRED, TAKE SUPPORT
FROM SHADOW TEACHER OR
LET THE PARENTS SHADOW
THEIR CHILD
THANK YOU 