Editorial Team
... Read More
By clicking “Accept All Cookies”, you agree to the storing of cookies on your device to enhance site navigation, analyze site usage, and assist in our marketing efforts. Cookie Policy.
Written By: Editorial Team | Updated : October 8, 2014 10:20 AM IST
Scientists have found a new and novel way to teach adolescents with autism. According to a study, a two-week theatre camp can significantly improve social perception, social cognition and home living skills in people with the disorder.
The camp, called SENSE Theatre, had children from 8 to 17 years, who were grouped with well functioning peers who served as models for social behavior. Children were made to role-play and improvise, and ultimately their efforts culminated in a public performance of the play.
The study was published in the journal Autism Research and was led by Blythe Corbett, Ph. D., associate professor of Psychiatry and Vanderbilt Kennedy Center who said that the treatment for autism could be based in an unconventional setting.
What is autism?
Autism is a developmental disorder which is usually detected early in life. It is an incurable complex neurobiological condition that impacts communication, behaviour and social relationships and affects 1% people. It has become the fastest growing global disorder. In this condition, cognition skills are hampered because of altered nerve cells although it is not understood exactly why this happens. Autistic kids have trouble with basic everyday tasks and have hampered social development. (Read more..)
Here are some things your student with autism wishes you knew:
1.Behaviouris communication. All behaviour occurs for a reason. It tells you, even when my words can't, how I perceive what is happening around me. Negative behaviour interferes with my learning process. But merely interrupting these behaviours is not enough; teach me to exchange these behaviours with proper alternatives so that real learning can flow.
Start by believing this: I truly do want to learn to interact appropriately. No child wants the negative feedback we get from 'bad' behaviour. Negative behaviour usually means I am overwhelmed by disordered sensory systems, cannot communicate my wants or needs or don't understand what is expected of me. Look beyond the behaviour to find the source of my resistance. Keep notes as to what happened immediately before thebehaviour: people involved, time of day, activities, settings. Over time, a pattern may emerge.
2. Never assume anything. Without factual backup, an assumption is only a guess. I may not know or understand the rules. I may have heard the instructions but not understood them. Maybe I knew it yesterday but can't retrieve it today. Ask yourself:
Are you sure I really know how to do what is being asked of me? If I suddenly need to run to the bathroom every time I'm asked to do a math sheet, maybe I don't know how or fear my effort will not be good enough. Stick with me through enough repetitions of the task to where I feel competent. I may need more practice to master tasks than other kids.
Are you sure I actually know the rules? Do I understand the reason for the rule (safety, economy, health)? Am I breaking the rule because there is an underlying cause? Maybe I pinched a snack out of my lunch bag early because I was worried about finishing my science project, didn't eat breakfast and am now famished.
3. Look for sensory issues first. A lot of my resistant behaviours come from sensory discomfort. One example is fluorescent lighting, which has been shown over and over again to be a major problem for children like me. The hum it produces is very disturbing to my hypersensitive hearing, and the pulsing nature of the light can distort my visual perception, making objects in the room appear to be in constant movement. An incandescent lamp on my desk will reduce the flickering, as will the new, natural light tubes. Or maybe I need to sit closer to you; I don't understand what you are saying because there are too many noises 'in between' that lawnmower outside the window, Jasmine whispering to Tanya, chairs scraping, pencil sharpener grinding.
Ask the school occupational therapist for sensory-friendly ideas for the classroom. It's actually good for all kids, not just me. (Read: Ten things your student with autism wishes you knew)
