Common Situations

Below are profiles of common situations in which we have worked.
The names used in these stories have been changed to protect the individuals concerned.

Peter’s Story

• Exhibiting aggressive behaviours in both home and school environments. Both verbal and physical aggression towards parents, teachers, and at times towards other children (usually when asked to comply to a request or, when he does not get his own way).
• Safety issues - not recognising boundaries and placing himself in unsafe situations ie. intruding on neighbours property.
• Sexuality issues - inappropriate touching/hugging and masturbation.
• Parents anxious about Peters future.

About Peter

Peter
is a young adolescent male. Through my observations it appears that
Tony Attwoods diagnosis of “Odd by Active” Autism is appropriate ie: “
Spontaneous approaches to others in a naive and one-sided fashion
seeking to indulge circumscribed interests by talking at another person
or asking questions; their approaches are not made for pleasure of
exchanging information or ideas or to get to know the other person”.
ie: Peters obsession with toilet cisterns and water.

Peter has
difficulties in motor co-ordination, impaired social interaction, and
exhibits no empathy. He expresses well the possible
repercussions/consequences of his behaviours but it is difficult to
determine whether he truly understands the concepts required. (Learned
response)

Peter and Family

Peter lives with his
Mum and Dad on a small lifestyle block. The environment is a good
option for Peter. Peter has an older sister and Peter becomes somewhat
moody when his sister is away. I have observed interactions between Dad
and Peter and can state that Dad operates in a clam and consistent
manner giving clear and consistent boundaries and consequences to
Peter’s behaviours. Mum has a more active approach to Peter’s
behaviours.
Peter has regular shared respite with two families.

Peter at School

Information gathered from school visit.
Issues of Concern:

• Recognising personal space
• Property damage
• Swearing
• Obsessing over some peers
• Aggressive/intimidatory behaviours

Peter
is limited in reading and writing skills. Peter is mainstreamed in PE
and is assisted by sixth form peers in language, comprehension and
reading. School is agreeable to transition strategies.

Possible reasons for behaviour:

Onset of adolescence, increased hormone levels
Onset of self-awareness ie. that he is different.
Boredom with environment ie. School holding no new challenges for him.
Unsure if what the future holds for him.
Consequences not followed
Increase in sexual pressure and tension

Essential Lifestyle Plan

• To be treated with love, dignity and respect.
• To be treated with tolerance and understanding
• To feel safe and secure in all environments he accesses.
• One to one support in the environments that can provide it
  
• Firm kind consistent limits/boundaries coupled with appropriate consistent boundaries ie. natural consequences such as Peter paying for damages
  
• Options made available for learning both educational and life skills
  
• For learning to occur in a consistently structured routine
• Support to focus on the task at hand
• To be allocated time to vent his obsessions ie. water
• To have regular access to respite
• To regular access to peer related activities/interests
• Time to process information/requests

• To investigate avenues that give release to Peter’s creative energies eg. pottery
• To be encouraged to prepare his own lunch and to be included in general food preparation
• Ensure the life skills that Peter already possesses are encouraged across all environments he accesses eg. making his bed. This process of contributing in these environments increases Peter’s self perception of having a valued role.
• Avoidance of cluttered environmets
• Access to photo albums
• To be provided with opportunities to interact and socialise with peers within all cultural contexts ie. disabled/non disabled.
• To have access to appropriate programmes that assist with Peter’s personal development ie. self esteem, sexuality, anger management programmes.
• To continue with alternative medicines eg. naturopathy 

• Ensure staff are competent, confident and consistent in their support.
• Support workers have a positive belief and value base and are persistent and patient in their approach.
• Correct cadence and even tone. Always make requests in a positive manner. Peter picks up on emotions/moods.
• Allow Peter time to process requests and information.
• Keep requests to a maximum of 5-10 words and repeat if necessary always using the same words.
• Show unconditional positive regard for Peter at all times. When Peter becomes upset and aggressive ask Peter how one can help him rather than control him.
  
• Ensure that anything that has upset Peter is discussed and reassure Peter that it is in the past and that he can put it behind him.
• Peter must be rewarded for any approximations to the desired response
• Share any information/strategies that are effective in other environments ie. phone calls, a diary. Consistency of approach is extremely desirable and important eg. timeout
• Firm, fair consistent boundaries and consequences. Use natural consequences beofre attempting to remove privileges.
• Peter must have the opportunity to vent some of his autistic traits/tendencies at times so he is able to focus on the task at hand or be redirected back to the task at hand.
• Routine and structure are important as this lends a sense of stability and security to Peter’s perception of the world.
  

Julie’s story.pdf