High Functioning Autism spectrum disorder

[Audio] High Functioning Autism spectrum disorder Integration project Ghadir Kazzaz.

[Audio] High functioning autism briefly explained High-functioning autism is a term used to describe individuals on the autism spectrum who do not have intellectual or language disabilities. It's not an official medical diagnosis, and autism itself is a neurodevelopmental disorder characterized by repetitive behavior patterns, restricted interests, and challenges in communication and social interactions. People with high-functioning autism may have difficulties in social interactions, including trouble understanding social cues and forming relationships, as well as exhibiting repetitive behaviors. Autism is a spectrum disorder, with varying degrees of severity. There are three levels of autism severity based on the level of support an individual requires. High-functioning autism falls under the first level, where symptoms are the least severe, but still include challenges like maintaining eye contact and/or having non typical social interactions. Diagnosing high-functioning autism involves assessing a person's developmental history and behavior by trained clinicians. Children can be diagnosed as early as age 2, but often diagnoses occur later in childhood or adulthood. Support and services, such as therapy and accommodations at school or work, can benefit individuals with high-functioning autism. It's essential to recognize that autism is a spectrum, and each person's experience is unique, making diagnosis and tailored support crucial for their well-being..

[Audio] Ecole le savoir For the past four months, I was doing my internship at Ecole Secondaire Le Savoir, a high school that caters to students ranging from secondary 1 to 5. In my role, I primarily work with students at the secondary 1 level, who are typically around the ages of 12 to 13. This school maintains a standard admission policy, exclusively admitting students who have demonstrated strong academic performance and exhibit no significant academic difficulties. During my time at the school, I had a meeting with the school principal and some of the secondary 1 teachers to discuss the possibility of participating in classroom observations. It came to my attention that within one of the classrooms, there are four students diagnosed with high-functioning autism disorder. The teachers informed me that these students possess special needs and often disrupt the classroom environment due to challenges related to their social skills. As a result, I was granted access to this classroom and started my observations, which have continued for a period of three weeks. Throughout this time, I have noted that while each of the four students exhibited distinct struggles, there were common challenges that they shared..

[Audio] Clients names and age Alex Sara 13 year old boy, secondary 1 12 year old girl, secondary 1 Jeff Mark 13 year old boy, secondary 1 13 year old boy, secondary 1.

[Audio] Methods used during observations Frequency Count Narrative Observation Anecdotal recods Counting how many times a student participates during class period Students interactions with peers during class, including their conversations and activities. Recording focused on student’s strengths and weaknesses, body language, and eye contact..

[Audio] Observed challenges/Areas of development Lack of proper conversation skills (students start conversation about something completely off-topic) Lack of basic interactions skills (walking away mid-sentence) Limited eye contact Avoidance of social interactions, (engage only in solitary activities) Difficulty interpreting non-verbal social cues Exhibiting difficulty working with peers.

[Audio] Client’s common needs 1. To enhance fundamental social skills. 2. To understand non-verbal communication and improving peer interactions.

[Audio] Longterm Goal By the end of the 4 month period Mark, Jeff, Sara, and Alex will be able to engage in a two-way conversation while using context-related facial expressions and recognizing their meaning by associating it with the proper emotion..

[Audio] Case Study After three weeks of observation, and parents’ and teachers’ input, it was determined that four out of thirty students require specialized attention for their social challenges. Subsequently, a discussion with the principal resulted in the decision to conduct workshops 3x/week, each lasting one hour during lunch and recess over the four-month internship, focusing on enhancing the students' social abilities. In collaboration with the principal, I created a social skills group. I used a variety of methods within this group to meet their needs and foster the necessary skills for their successful social integration. Moving forward, the plan is to incorporate activities such as role-playing exercises, social stories, and guided peer interaction to build their conversational abilities, non-verbal cue interpretation, and confidence while engaging with peers. These sessions will also be supplemented with feedback sessions to monitor progress and adapt our approach as needed. The ultimate goal is to empower these students with the confidence and competence to interact effectively within their social environments..

[Audio] Navigating the student’s common risk factors Social Isolation due to the student’s difficulties in forming social relationships. Communication Challenges: The students' struggles with communication and social cues pose a risk of misunderstanding and misinterpreting their peers, potentially leading to conflicts or feelings of frustration. Limited Peer Relationships: Difficulty in building and maintaining peer relationships may limit their opportunities for social growth and inclusion, potentially affecting their self-esteem and sense of belonging..

[Audio] Navigating the student’s common protective factors Supportive Teachers and staff who understand the unique needs of high-functioning autistic students are a significant protective factor for those teens. Inclusive School that promotes diversity and acceptance. Explicit SCC services which implies implementing explicit training programs tailored to the students' needs. Parental Involvement which ensures continuity of support between home and school. And finally student cooperation!.

[Audio] Common Environmental factors All 4 students attend same school have family support have a parent involved..

[Audio] Social issues To gain a deeper insight into the social challenges faced by Alex, Sara, Jeff, and Mark, we can examine their difficulties through the perspectives of various developmental theories. By considering Maslow's Hierarchy, Erikson's Stages, Bronfenbrenner's Theory, and Piaget's Development Theory, we can better understand their unique needs and tailor effective methods to help them overcome these challenges..

[Audio] Maslow’s Hierarchy of needs Maslow's Hierarchy of Needs suggests that individuals must satisfy lower-level needs before they can address higher-level needs. In the case of Alex, Sara, Jeff, and Mark, their basic physiological and safety needs are met through a caring family and supportive school environment. Their academic success suggests that they have achieved a certain level of esteem needs. However, their social struggles indicate a significant gap in fulfilling their belongingness and love needs, which are crucial for psychological health and further personal development..

[Audio] Erikson’s developmental stages Erikson's Developmental Stages emphasize the importance of forming relationships during various stages of a person's life. For school-aged children, particularly in middle childhood and adolescence, the development of friendships is a critical step in achieving the stage of "Industry vs. Inferiority" and later "Identity vs. Role Confusion." Forming these friendships is not just about social integration; it is about understanding oneself in relation to others, developing a sense of competence, and building a coherent identity. The lack of social skills in Alex, Sara, Jeff, and Mark may lead to feelings of inferiority and confusion about their roles and identities..

[Audio] Bronfenbrenner’s Ecological Systems Theory Bronfenbrenner's Ecological Systems Theory provides a framework for understanding how different environmental systems impact an individual's development. In this context, the microsystem (immediate environment) of the 4 teenagers is supportive, yet their mesosystem (interactions between different parts of their microsystem) is lacking due to their social struggles. This can have ripple effects in their exosystem and macrosystem, influencing their broader social interactions and cultural understandings..

[Audio] Piaget’s cognitive Development Theory Piaget's Cognitive Development Theory sheds light on how children construct knowledge and develop cognitively. Social interactions are key in this process as they offer opportunities for children to challenge their perspectives and develop advanced cognitive functions. The lack of these interactions may impede certain aspects of cognitive development in Alex, Sara, Jeff, and Mark. For that reason, the sooner these challenges are addressed the less impact it will have..

[Audio] Teaching those missing skills I placed a strong emphasis on social skills training for my four clients, concentrating on key competencies such as eye contact, conversation skills, the interpretation of non-verbal cues and positive social interactions. in the upcoming overview, I will provide details about the activities and workshops we conducted to address these areas. Role-playing and social stories were also used as an effective teaching method, allowing those teens to practice and understand social situations in a safe environment. Additionally, cognitive-behavioral therapy approaches were also used to help understand and manage their feelings and reactions in social contexts. Incorporating these strategies into a supportive and understanding environment, both at home and in school, is crucial. I have suggested through meetings with the parents to involve those teens in extracurricular activities where they can practice these skills in real-life situations, under guidance. I also explained that early intervention is key to helping them develop these skills, prevent potential negative outcomes, and support their overall psychological and cognitive development. Luckily the teens’ parents were very responsive to my recommendations..

[Audio] Workshop Activities 1, 1 hour same activity will be performed 3 times during this week.

[Audio] Activity: Faces & Feelings Description of the Activity: Faces & Feelings is an interactive activity designed to help students in identifying and interpreting various facial expressions, linking them to the associated emotions. The activity will encourage observation, recognition, and replication of different facial expressions, improving the students' abilities to understand emotions and nonverbal cues in social contexts. Activity Location: School's art studio during lunchtime Duration: 1 hour Number of Participants: 4 including SCC Age of Participants: Alex - 13, Jeff - 13, Sara - 12, Mark – 13.

[Audio] Materials Needed: Laminated photos depicting a range of facial expressions Individual mirrors for each student Dry-erase markers Cards labeled with different emotions Blank poster boards for each student Assorted magazines and newspapers with images of people Scissors and glue sticks Objectives for the 4 Students: To improve recognition and interpretation of facial expressions. To foster empathy by understanding the emotions conveyed through facial expressions. To enhance non-verbal communication by accurately reading social cues..

[Audio] Procedure: SCC will begin with a discussion about emotions and how facial expressions convey them. SCC shows the laminated photos, discussing which emotion each represents. Students pick an emotion card and search for a matching facial expression in the magazines/newspapers, then cut out and paste it onto their poster board. Using mirrors, students practice mimicking the expressions from the laminated photos, observing the changes in their own faces. On a dry-erase board, SCC will write down an emotion and have students draw the facial expression they associate with it. Play a matching game where students pair laminated photos with the corresponding emotion cards. Finish with a reflection session, discussing how recognizing these emotions can aid their social interactions..

[Audio] SCC observations for activity 1 SCC Observation during the Faces & Feelings activity: Alex was very hesitant at the beginning but improved in matching emotions with expressions. Sara was detail-oriented but shy, she became more involved as the activity progressed. Jeff showed excitement and did well in the matching game, he learned quickly when corrected. Mark was quiet and thoughtful, growing more expressive about his feelings throughout the session. All students made progress in understanding facial expressions!.

[Audio] Workshop Activity 2, performed 3x/week.. Workshop Activity 2, performed 3x/week..

[Audio] Activity: Role-Play for Basic Interactions Objective: To practice and improve basic interaction skills. Description: This activity involves students pairing up and practicing common greetings. They will concentrate on making eye contact, employing the correct tone of voice, and responding appropriately to these greetings. Activity Location: School's art studio during lunchtime Duration: 1 hour Number of Participants: 4 (Alex, Jeff, Sara, and Mark) and SCC Age of Participants: Alex - 13, Jeff - 13, Sara - 12, Mark – 13 Materials Needed: Name tags for role identification Social scenario cards A list of common greetings and responses.

[Audio] Objectives for the 4 Students' Needs: To enhance students ability to initiate and respond to greetings. To develop eye contact as a non-verbal communication skill. To use appropriate vocal tone in social interactions. Procedure: SCC will start with a brief discussion on the importance of greetings in daily interactions. SCC will demonstrate a few examples of common greetings with correct eye contact and tone. SCC will have students pair up; each pair practices the greetings, taking turns to initiate and respond. We will be using social scenario cards to provide context for the greetings, enhancing realism. SCC will Provide immediate positive reinforcement and gentle corrections as needed. SCC will Encourage peer feedback after each interaction to build self-awareness and social understanding. Students will be Rotating partners regularly to give students the experience of interacting with different individuals. We will be concluding with a group reflection on the importance of greetings and the skills they practiced..

[Audio] SCC observations for activity 2 SCC Observation during the Role play activity: Alex and Sara were initially resistant and largely unresponsive, requiring encouragement to engage with the group. Jeff was immediately active but needed help grasping the nuances of the stories. Mark participated with prompting, showing a cautious understanding of the material. ..

[Audio] Workshop Activity 3, performed 3x/week.. Workshop Activity 3, performed 3x/week..

[Audio] Activity: Exploring Social Stories Objective: To increase comprehension of social cues and appropriate behaviors through listening to and discussing social stories. Description: In this activity, the Special Care Counselor (SCC) will read aloud pre-selected social stories that illustrate various social scenarios. Students will listen and engage in discussions about the characters' interactions, focusing on understanding and empathizing with different perspectives and feelings associated with story. Activity Location: School's art studio during lunchtime Duration: 1 hour Number of Participants: 4 (Alex, Jeff, Sara, and Mark) Age of Participants: Alex - 13, Jeff - 13, Sara - 12, Mark – 13 Materials Needed: A selection of social stories covering a variety of scenarios Visual aids related to the stories (e.g., emotion charts or pictures) Discussion prompts related to the stories.

[Audio] Objectives: To enhance students’ understanding of social norms and expectations. To foster empathy and the ability to see from others' perspectives. To improve conversational skills through group discussion. Procedure: The SCC will Begin with a brief introduction to the purpose and structure of social stories. The SCC reads a social story, displaying any visual aids to enhance comprehension. After the story ,SCC will engage the students in a guided discussion using prepared prompts to explore the characters' feelings, actions, and social interactions. SCC will discuss with the students what the characters did well and how they could improve their interactions. Ask open-ended questions to encourage the students to express their thoughts and relate the scenarios to their own experiences. We will Reflect on the key takeaways from the story and how the students might apply these lessons in real-life situations. Student will Conclude the session with a relaxation exercise, allowing the students to process the information and calm any emotions that may have arisen during the discussion..

[Audio] SCC observations for activity 3 SCC observation during the Exploring Social Stories activity: Alex was highly attentive and posed thoughtful questions, showing a good grasp of social dynamics. Sara began quietly but gradually engaged more, relating stories to her experiences and demonstrating empathy. Jeff was lively, quick to respond though occasionally overlooking subtler points, which called for further clarification and discussion. Mark wasn’t too engaged, I had to ask him questions to have him participate. All four students benefited from participating in the activities. Activity will be repeated during the week..

[Audio] Workshop Activities 4, done 3 times a week duration of 1 hour. Activity 4: Cooperative Game Play - "Team Quest" - Objective: To promote cooperative play and teamwork. - Description: Students engage in a cooperative board game, such as "Team Quest." In this game, they work together to solve challenges and complete missions. It encourages communication, cooperation, and problem-solving while reinforcing the importance of working with peers effectively. Observation: Mark had trouble accepting loss, and needed SCC to intervene. Sara had trouble sharing dice. At the third day all 4 teens were cooperating..

[Audio] Workshop Activities 5 Creating a vision board to commemorate the successful completion of all activities..

[Audio] Activity: Creation of Vision Board Objective: To visualize and affirm personal goals for social skills mastery, confidence and relationship building, and improved communication. Description: Students will create a vision board that represents their journey toward social competence. This collage will feature images and symbols that reflect their aspirations and the supportive elements of their environment. Activity Location: School's art studio during lunchtime Duration: 1 hour Number of Participants: 4 (Alex, Jeff, Sara, and Mark) Age of Participants: Alex - 13, Jeff - 13, Sara - 12, Mark - 13 Materials Needed: Large poster boards for each student Magazines with diverse images Printouts of friendly interactions, confident individuals, and supportive figures Markers, stickers, and glue sticks Scissors Speech bubble templates and other communication symbols.

[Audio] Objectives: To create a personal and powerful visual representation of studnets social development goals. To reinforce the importance of confidence and self-esteem in social interactions. To recognize and appreciate the role of a supportive environment in their social skill development. To symbolize their progress in effective communication. Procedure: SCC will Introduce the concept of a vision board and how it can serve as inspiration for personal growth. SCC will Distribute the materials and explain the significance of each type of image or symbol they will be using. SCC will Guide the students to select images that resonate with their goals for social skills mastery and arrange them on their boards. SCC will Encourage them to choose pictures of diverse groups and happy social scenes to represent their desired social connections. Students will find and place visuals of confident individuals to symbolize growing self-esteem. Student will include images of supportive figures, highlighting the collective effort in their development. Students will use speech bubble templates and other communication icons to add to their boards, signifying their strides in communication. SCC will Allow time for reflection and sharing, giving each student the opportunity to explain the significance of the images on their vision board. SCC will Display the vision boards in a shared space, if possible, to maintain motivation and a visual reminder of their goals..

[Audio] SCC final activity observation The students have demonstrated noticeable enhancements in their self-confidence, communication skills, and social interactions, showcasing a substantial overall improvement in their ability to navigate social situations with increased ease and comfort..

[Audio] Conclusion The social challenges that Alex, Sara, Jeff, and Mark faced at Ecole secondaire le savoir had far-reaching implications, touching upon various aspects of their lives. After completing our interventions and workshops, I can reflect on the progress made and the transformative impact it had on these remarkable adolescents. In the school environment, where these four students spent a significant portion of their time, these social challenges could have hindered their ability to form meaningful connections with peers, participate in group activities, or collaborate effectively. However, through our collective efforts, we witnessed positive changes. Alex, Sara, Jeff, and Mark gradually found their footing, engaging more confidently in social interactions. They began forming connections with their peers, participating actively in group activities, and collaborating effectively. The classroom, once a source of stress and anxiety, transformed into a space for growth and development..

[Audio] Beyond the school gates, these challenges resonated within their family dynamics. Parents, who were instrumental in their journey, observed the transformation in their children's social skills. The concern and stress that parents once felt began to subside as they witnessed the growth and development of Alex, Sara, Jeff, and Mark. The family unit experienced a newfound sense of support and hope. Looking towards the future, the implications of these social challenges were significant, but our interventions paved the way for a more promising outlook. Adolescence is a pivotal period for developing essential social skills, and our collective commitment to their growth ensured that these students were better prepared for their adult lives and careers. I have no doubt that they will thrive in various professions, armed with strong social skills, effective communication abilities, and the confidence to collaborate with others. Moreover, the impact extended to a broader societal context. The fostering of social skills and empathy among young individuals not only benefited Alex, Sara, Jeff, and Mark but also contributed to the cultivation of a more inclusive and empathetic society. These students, with their newfound skills, became champions of inclusivity and understanding, setting an example for their peers..

[Audio] The decision to conduct specialized workshops and interventions for those teens, reflected our commitment to inclusive education. It acknowledged the importance of addressing individual needs to ensure that every student had the opportunity to thrive academically and socially. The success of these interventions not only benefited these four extraordinary students but also served as a model for other educational institutions, promoting a more inclusive educational system on a larger scale. In conclusion, it's crucial to emphasize the importance of follow-ups and continuous reinforcement of the tools and skills taught during the workshops I led over the past 4 months. To ensure that the progress made by Alex, Sara, Jeff, and Mark is sustained and that the valuable lessons they've learned are not forgotten, I recommended to the new special care counselor (SCC) that they actively utilize the strategies and techniques we've worked on. This ongoing effort will help these remarkable adolescents integrate and apply what they've learned, ensuring lasting positive change in their social interactions and personal growth..

[Audio] Follow up and recommendations I requested monthly updates from the school or parents on the student’s progress and well-being. This will help me stay informed about their continued development since I plan on following up with the students once a month. I compiled a directory of external resources, including local therapy centers, support groups, and community programs. I provided this directory to the school as a reference for ongoing support options. ASD Monreal (514) 345-8330 Friendship club Kiddo active center (514) 428-0123 https://reisa.ca/ I created documentation summarizing each student's progress, challenges, and the strategies that were effective. I shared these reports with relevant school staff and the new SCC. I strongly recommended the continuation of counseling services for these students. They had made progress, and consistent support is key. I encouraged the implementation of peer integration programs within the school. These initiatives included peer mentoring, or buddy systems to help the students maintain their social connections..

[Audio] Recommended Social centers and activities Friendship club (514) 428-0123 ASD Montreal (514) 345-8330 YMCA Social Skill Development Program 514 630-9864, ext. 5210.

[Audio] https://www.metiscenter.net/news/neurodiversity-high-functioning-autism-aspergers-syndrome/ https://www.youtube.com/watch?v=DEqhWMugltk https://aidecanada.ca/?gclid=Cj0KCQiAkeSsBhDUARIsAK3tiefo2Nwc38MYjDkcJYWs_dew0C9IQ_PIiIVspDh0O_ABE8QOkh7avV8aAo0VEALw_wcB https://www.nimh.nih.gov/health/topics/autism-spectrum-disorders-asd https://hiddentalentsaba.com/activities-for-autistic-teenager/ https://reisa.ca Resources used for the presentation High functioning ASD.