LA COMPREHENSION DES SPECIFICITES : DE

AUTISM, TSA OR TED: UNDERSTANDING THE SPECIFICITIES: FROM THEORY TO PRACTICE (How to make sense of our daily practices on the way of thinking of these people) :

3 jours en intra-établissement:

Objectifs:

Définir les spécificités des personnes en lien avec les troubles cognitifs dans le champ des troubles du spectre de l’autisme.
Individualiser l’accompagnement en évaluant les besoins et spécificités de la personne TSA.
Adapter son accompagnement et les interventions aux spécificités des personnes avec autisme et/ou présentant des TSA.

Mettre du sens dans nos pratiques au quotidien sur le mode de pensée de ces personnes et à partir de leurs spécifcités.

Nous contacter

Practical information:

Indicative times: 9 am-5pm.

Price excluding trainer's travel and accommodation costs: € 3,600

Training for ESMS professionals. Basic module allowing the updating of knowledge in terms of support and assessment tools.

Possibility to add modules specific to people with ASD said to spray or high levels according to your needs and on demand)

During these days, a large part is reserved for case studies, handover exercises or case studies specific to the practices of professionals, training in the rating and interpretation of the tools offered as well as in the analysis of data and observations in the context of scenarios and sample materials; This is to allow the valuation and skills development of professionals in their practices but also to assess the skills acquired at the end of the training.

Program:

Introduction in connection with the latest recommendations of good practices and updating of knowledge on ASD.

I- Reminder of the different degrees of mental handicap:

• Degrees of severity and associated skills

• Assessment tools.

II- UNDERSTANDING AUTISM and associated skills:

• The characteristics of people with autism spectrum disorders in relation to their level of impairment: clinical profile of the different profiles of severe autism in people without intellectual disabilities.

• Support for people with autism in relation to cognitive specificities (theory of mind, central coherence, executive functions) and clinical signs.

How can knowledge of cognitive specificities help us to adapt learning?

- Weak points (invisible, abstract information, landmarks in time, perception, memory, emotions or social communication, adapted social conventions)

- Strengths to be developed (the concrete, the real and the pragmatic, visible and concrete information in space, which can help the person with autism in social relations and understanding social codes)

III- THE PARTICULARITIES OF PERCEPTION AND SENSORY PROFILE (HYPO / HYPER SENSITIVITY)

• The particularities of sensory problems perceptible in autism: a neglected subject (testimonials)

• Hyper and hypo sensitivities, fluctuations: vision, hearing, touch, smell, taste, proprioception, vestibular

• How to help people in an environment overloaded with stimuli?

• How to carry out a sensory assessment? (sensory profile and rating)

• Adaptations, practical and concrete advice

IV- EVALUATION TOOLS

• What are the indicators of clinical signs specific to ASDs and present in the various diagnostic or evaluation tools?

• The COMVOOR test assesses the level of presentation and representation of people with autism or with an intellectual disability and communication disorders, in order to develop an individualized alternative or augmentative communication.

• Presentation of the COMVOOR tool: What purpose? What objective?

• Example of communication assessment: scoring and training, tool methodology

• Evaluations and implementation in the personalized project.

V- AFTER THE EVALUATIONS: THE DIFFERENT METHODS TOOLKIT (METHODS: TEACCH, PECSABA? MONTESSORI? ETC?) Definition, principles:
- THE PRINCIPLES OF TEACCH: A TWO-WAY ADAPTATION

• How can knowledge of cognitive specificities help us to adapt learning?

• Strengths (visible and concrete information in space)

• Weak points (invisible and abstract information over time)

• Collaboration with the family: Why?

• What challenge to understand them? What challenge for them to understand us?

- ESTABLISHMENT OF A FRAMEWORK FOR USER SUPPORT AND UNDERSTANDING (RECEPTIVE COMMUNICATION)

- The conditions of learning: structuring and adaptation of the environment to clarify the instructions. - The physical organization: establishment of coherent zones and boundaries, visually well defined and devoted to specific activities

- Personalized tools and a timetable that makes sense because it is individualized in its shape, length and use - Plan and organize an activity (how to do it) Visual instructions help organize a series of elements necessary to achieve the desired end product.

- What about ABA?

• The phases of learning: vis-à-vis, independent work, generalization

• Areas of support: cognitive, personal autonomy, domestic, leisure, behavior, etc.

• The motivator systems make it possible to create a motivation for learning (use various and immediate reinforcers)

- MONTESSORI:

LEARNING TO LEARN: IN PRACTICE

• Knowing how to choose concrete and useful activities (what tools? What material?)

• Knowing how to choose an exercise for a given user (why? What objective?)

• Establish a progression (how?)

• Create the learning tool: implementation in the field.

• How to organize leisure time? (Practical tracks)

• Adapt games and free time activities

- DEVELOP SKILLS

• What do we mean by social skills?

• The “normal” development of social skills in the “ordinary” person

• Social skills workshops, learning of social codes and solution-oriented strategies.

DEVELOP SOCIAL SKILLS ACCORDING TO KEY NEEDS

• Learn basic social skills: waiting, asking for help, ...

• Understand the emotions of others, and express their own emotions

• Example of the sequential visual social scenario

VI- Ecological model and multimodal analysis in the study of behavioral disorders in people with ASD.

• How to understand the problem behaviors and functioning of people with ASD?

• Prevention and modification of behavioral disorders

• Exchange, observation and functional analysis of behavioral disorders, and tools for operational observation and analysis of disturbances.

• Repetitive restricted interests and self-stimulation: understanding and dealing with them, how to use them and develop new interests