Autism Spectrum Disorder (ASD)

Flashcards covering key ASD characteristics, assessments, and occupational therapy intervention vocabulary.

ASD Main concerns

• Rigity: fixed routines, repetitive behaviors and need for familiarity and routine.

• Sensory Challenges: hyper o hyporeactivity to stimuli

• Motor skills: poor balance,gait, posture, coordination, motor planning and difficulty imitating others.

Performance Issues: ADLs

ADLs related to sensory issues:

• Hate Baths

• Dressing

• Diaper change

• Wants food w/certain textures

Performance issues: Play

• Play may appear atypical

• Unusual visual exploration

• Preoccupation w/object features

• Limited creativity and flexibility

• Play is repetitive

• Difficulty understanding verbal/non-verbal social cues

Performance issues: Education/School

• May require accommodation

• General education classes or special education

Performance issues: Social Participation

One of the main issues related to ADS!

• Poor imitation skills

• Social participation

• Sharing similar interest w/ peers

• Limited creativity or pretend play

• Social Isolation that may results in mental health issues or trouble finding a job

MNEMONIC for ASD Interventions

“ FAST”. “EMIH”

F: Focus E: Engagement

A: Alone M: Model socialization

S: Same I: Ideation (creativity)

T: Transitions H: Heads-up

ASD Evaluation

We may need to adapt standardized assessments according the child needs. If we do we need to document that.

SPECIFIC MODELS: DIR/FLOORTIME

Developmental, individual difference, relationship base model.

• Strategies:

• Playful blocking

• Using child preferences increase engagement

• Using one’s own playfulness to improve interactions

SPECIFIC MODELS: CO-OP APPROACH

“Go-plan-do-check”

Go: What do you want to do?

Plan: How am I going to do it?

Do: perform

Check: Evaluate performance

SPECIFIC MODELS: AYRES SENSORY INTEGRATION

INTERVENTION: ENGAGEMENT

Problem: Hyper-focus on task, uninterested in play

Intervention: Strategies to capture attention or involved child

INTERVENTION: BEHAVIOURAL

Problem: Insistence of sameness and difficulty transitioning resulting in tantrums

Intervention:

• Give the child advanced notice

• Build tolerance to unexpected changes (more advance)

INTERVENTION: COMFORT

Problem: Distress about demands of the daily living

Interventions:

• Sensory strategies to reduce discomfort

• Grading task to find the right challenge

  • Reduce eye contact

  • Alter proximity to child

INTERVENTION: IDEATION OF PLAY

Problem: Child fixates on on object, has repetitive behaviors

Intervention:

• Promping and help them generate ideas:

  • Use realistic props to promote imagination

  • Take turn to imitate each other

  • Create a game out of unusual material

INTERVENTION: PRAXIS

Problem: Difficulty planning and execute unfamiliar tasks.

Intervention:

• Increasing attention to movement or body

  • Obstacle course

  • Alternate preferred sensory activities w/ challenging ones

  • Building blocks

INTERVENTION: SOCIALIZATION

Problem: Child doesn’t engage socially w/ peers

Intervention:

• Strategies to increase play skills

  • Video modeling

  • Imitate the child

  • Choices

  • Preferred sensory toys or preseverative interest

  • Play groups

INTERVENTION ON OCCUPATION: SLEEP

Problem: Difficulty falling a sleep or staying asleeep

Intervention:

• Calming sensory techniques

• Proprioception and limiting arousal:

  • Chewing gum

  • Eye mask and soft bedding

INTERVENTION ON OCCUPATION: SLEEP BEHAVIOURAL

Problem: Seeking attention from parents

• Intervention: Once in bed, ignore until the morning

Problem: Difficulty self-soothing

• Intervention: Ignore the behaviors for certain amount of time before checking

INTERVENTION ON OCCUPATION: LIMITED DIET

Problem: Bothered by sensory aspects of food

Intervention:

• Sensory approach:

  • Alter sensory choices based on their sensory approach

• Behavioral approach:

  • Food chaining w/ preferred food

  • Gradual exposure

  • Rewarding positive behaviours

  • Visual support for transitions

INTERVENTION SAFETY FOR ESCAPISM

Financial means:

• Window/ door alarms

• GPS tracking

• Yard fencing

Limited resources:

• More difficult locking ( bells + Velcro)

• Special harness

INTERVENTION COPING AND SELF-EFFICANCY

Problem: Parents of children w/ADS are often stress and overwhelmed

Intervention:

• Help parents understand ADS and find community resources

SCHOOL SETTING: TECHNOLOGICAL SUPPORT

• Communication System

• Computer games

• Voice recognition software

• Speech-generating devices

SCHOOL SETTING: ACADEMIC SUPPORT

• Visual. Auditory or kinesthetic support

• Simplifying content

• Breaking info into smaller chunks

SCHOOL SETTING: SOCIAL SUPPORT

• Social skills groups

• Peer modeling

• Integrated/ structured play

• Scales for emotional-regulation

• Ot facilitates games that integrates child

• Social Stories

SCHOOL SETTING: VISUAL SUPPORT

• Checklist

• Picture schedule

• Choice boards

• Timer