Autism Spectrum Disordeer - An Introduction to Educators

冬至之际：
自闭症小孩何去何从？

王心愉（KB，PA）

WHO AM I? ONG SING YEE

Who Am I?
• Registered & Licensed counsellor
• Associate counsellor

[Turning Point Integrated Wellness Sdn Bhd (Puchong)
Seremban Special Learning and Counseling Center]
• Part Time Lecturer of Private University

Education Background
• PhD candidate in Educational Psychology (UPM)
• Master of Counseling(UM)
• Bachelor of Education (Guidance and Counselling) (UPM)
• Diploma in Human Resource Management (Postgraduate）
• Completed Certificate of Special Needs Education Module

Relevant Experience
• More than 7000 hours in both individual & group counselling sessions
• Conducted more than 100 self- development, motivation, leadership, sexuality education, career

planning trainings & workshops.
• Trains NGOs’ helpers in counselling skills and conduct parenting workshops.
• Working with children with ASD since 2016 on teaching them social skills to make friends.

Seminar ▪To understand the 6
Objectives
myths on Autism
Spectrum Disorder
(ASD)

▪To understand the triad

of impairment in ASD

▪To understand and apply

Social Story as 1 of the
technique in classroom
setting

MYTHS & 1. Autism is more likely in boys
FACTS
than in girls.

2. Children with Autism always

have an area of genius ability.

3. Autism is due to poor

parenting.

4. Autism is a lifelong disability

5. There is a genetic link.

6. Once a child with Autism

develops speech, the other
difficulties disappear.

Triad of A. Social
Impairments
Communication

B. Social

Interaction

C. Social

Imagination &
Flexibility of
Thought

Triad of ▪ Delayed speech
Impairment -
communication
Social
Communication ▪ Difficulties understand the

rules of language

▪ Speak in a monotone/ flat

voice

▪ Take things literally

▪ Not understand what you

need to know – give too much
or too little information

Triad of ▪ Not realising that
Impairment -
instructions are for them as
Social well.
Communication
(Possible Triggers) ▪ Wanting to continue to talk

about their own interest.

▪ Interpreting things that have

been said in a literal way.

▪ Having an acute sense of

fairness.

▪ Not recognising that they

need to respond to their
name/give eye contact.

▪ Not knowing when it is their

time to talk

Triad of ▪ Always use his/ her name, even when
Impairment -
giving whole group instructions
Social
Communication ▪ Build in time to talk about own topic of

(Strategies) interest into the child’s day and use
verbal and visual cue to prompt the child,
redirecting them onto lesson focus
(gradually reducing time spent on this) .

▪ Reduce language and consider whether

something could be interpreted literally.
Try not to use metaphor and figurative
language.

▪ Use social story to help the child recognise

why they should not shout out. Can also be
used to help the child understand why eye
contact is requested.

Triad of ▪Cannot guess what others
Impairment -
are thinking, feeling
Social
Interaction ▪Find it hard to pick up on

cues around them

▪Not make appropriate eye

contact

▪Play on their own or

isolate themselves

▪Find it hard to take turns

▪Not sure how to join in.

Triad of ▪Too many people
Impairment -
Social interaction ▪Having to take turns
(Possible trigger)
▪Having to listen to

other opinions.

▪Having to share

▪Not picking up on

social cues

▪Lack of understanding

of social rules

Triad of ▪Social stories
Impairment -
Social Interaction ▪Adult support (role
(Strategies)
modelling)

▪Doing work around

emotional literacy, labelling
feelings and looking at
pictures.

▪Use scaling activities.

▪Use a stop signal

(intervene)

▪Practise relaxation

techniques

Triad of Impairment ▪Narrow interests
- Social Imagination
▪Obsessive about
& Flexibility of
Thought special interest

▪Resist change

▪Find too much choice

overwhelming

▪Find hypothetical

thinking difficult

Triad of Impairment ▪ Change in timetable / people
- Social Imagination
leaving or joining the group /
& Flexibility of sequences within lessons/
Thought (Possible routines/ location and/ or
seating arrangements.
Triggers)
▪ Not being able to predict what

is happening/ time.

▪ Needing to persevere until

they have completed an action

▪ Not coping when things go

wrong/ with disappointments /
with interruptions or people
entering room.

Triad of Impairment ▪ Social stories.
- Social Imagination
▪ Visual timetable (broken
& Flexibility of
Thought (Strategies) down).

▪ Teach how to begin and end

tasks.

▪ Traffic light system (finishing).

▪ Countdown approach.

▪ Visual timer .

▪ Use music (additional prompt)

▪ Use visual structure for

transition times and also during
typ0ically unstructured times.

▪ Reduce number of choices,

offer visual choice.

Social Story

Social Story – AGE: 4 – 6 YEARS OLD,
Group Activity AUTISM KID IN YOUR CLASS.

1) How to play with friends at

playground?

2) How to talk or respond to

teacher in school?

3) How to participate in class

activity?

4) How to take turn?

5) How to line up?

SCHOOL ▪Classroom
CHALLENGE
facilities

▪The school

management &
teachers
understanding
towards ASD.

▪The students’

acceptance.

Educators ▪Daiy Timetable
Strategy ▪Visual Learning
▪ Clear, Precise &

Visualized
Instruction

▪Peer Support

IN TOUCH

SUPPORT AFFIRMATION
CHOICE
How to Accompany
Yourself and the
Children in the
Process?
(The 6 Steps)

AWARENESS

ACCEPTANCE

Q&A

谢谢大家 ▪ONG SING YEE

▪[email protected]

▪0129118083
▪Facebook:

欣悦工作室

References:

▪ Information quoted from the training

material by Rotary Club in training the
trainer to create the awareness on autism.
(2016)

▪ Social Story quoted from

https://slideplayer.com/slide/7906952/
https://slideplayer.com/slide/7475706/

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