Professional Development

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  • Teachers, Classroom aides, ECEC staff, Trainers
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Delivered at your organisation; Customised content.

  • Newly diagnosed what next
  • Understanding Autism
  • Communication Autism's hidden language
  • Transitions Picking the right school
  • Building friendships on the spectrum
  • Teens and adults living with ASD
  • Marriage and the Autism Spectrum
  • Challenging Behaviours
  • The art of flexible thinking
  • Autism and safety
  • Importance of independence
  • Social Implications of employment
  • An Intorduction to Autism Spectrum Disorder
  • How to support individuals with ASD
  • ASD and the recipe for success
  • Making schools ASD Friendly
  • Supportind students and families on the Autism Spectrum
  • An overview of autism spectrum disorder
  • Intervention strategies to reduce stress and anxiety
  • Strategies to increase social understanding
  • How to deal with bullying
  • Approaches to increase self esteem
  • Working with the family
  • Autsim and the classroom
  • Teaching students about sensory strategies
  • How to support Students with an Autism Spectrum Disorder in the High School Setting
  • Proactively reducing the likelihood of challenging behaviour
  • Enhancing communication
  • Developing social understanding
  • Understanding sensory integration and the impact on a child.
  • Facing challenging behaviour

 

Contact Us today so that our PD's and workshops can be individually customised to meet your current challenges.

School Shadowing

How do we know what is working and what isn't, whether you are a parent or teacher of students on the spectrum; it is important to grab fast with both hands to everything that works and quickly change all that isn't. Just hoping for the best outcomes isn't the only way to go.

By using a specialist service that offer s an independent snapshot of a child's school life can be the difference between school failure and success . There is nothing like being there when it is really happening witnessing exactly what triggers and barriers each individual is facing.

Giving teachers, parents and staff insight into what is happening is the biggest key to the often hidden factors that both our children and educators face on a daily basis. That said it is better to witness just one day of realism then trying to succeed on hearsay.

 

Helping Students to have a smooth Transition

Changing schools whether that is from Primary to secondary or changing to a new school all together can be a nightmare for parents and the child.

Many parents become over protective and fail to release the valuable knowledge to the new school staff as to exactly what can be beneficial to a smooth healthy and happy start at a new school.

Many individuals on the spectrum don't just open up and show us who they are immediately. It takes time to build the trust to lets us in and to walk in their world. I know that issues can compound within the school environment that aren't always apparent in the initial weeks or months.

Those first stages of how we communicate and or interact with these students make the tape for how they will react to us for the remainder of their schooling years.

Some of the main criteria you may want to know to help things run a bit smoother are:

  • Outline of all the students medical information
  • How he/she responds to different types of communication and interaction
  • Information retaining to their learning styles from previous teachers
  • Are there any noticeable sensory or emotional triggers that can be accommodated / eliminated
  • Building a non-judgemental and open communication system with the parents from the initial.
  • Reducing the student's anxiety by either using a buddy system or code map to navigate their way around in the early part.
  • Build a repour where the child can confidently ask you for Help.

Pre-teen and teens

Pre-teen and teens on the spectrum often have trouble with their negotiating, decisioning making, flexible thinking skills to name but a few. So it is very important that we teach them these skills, as these are some of the most common social strategies needed to interact and survive the social expectations of those teenage years leading into adulthood.

We all use negotiation as a way of working out how best to achieve the results and outcomes in situations. It is widely used in social, family, school and employment environments.

Individuals on the spectrum have the same hormones and need for independence as those neuro - typical teens do.

They will challenge boundaries, want more space, become moody, frustrated, challenging and defiant (any of this sound familiar yet?),but the difference is those on the spectrum have trouble identifying, verbalising and negotiating what and how they are feeling and how their needs will be met. Thus leading to non-compliance ...

Many of the strategies and social skills trigger identification and positive behaviour tools can be very beneficial to both teen and family, call us today to see how we can help you.

How School Advocacy can work for You

Some teachers and educators are not equipped with the tools to support their students with an ASD. The majority of teachers and educators are however, open and receptive to practical information to help them understand their students behaviors and triggers and to learn strategies to help support each student.

Repploy's advocacy service helps by building a positive rapport between the student and teacher and ensuring that both parties are on the same page and reaching for the same goals.

Sometimes students behavior can be perceived as difficult, rude, disruptive and non-compliant which is often not the case.
Sensory issues , anxiety, depression, and many other factors may play a part in a students behavior. This is why it is imperative to understand the ASD child you are working with and the triggers that may present to you.

Many behavioral issues that tend to arise within the classroom stem from a lack of understanding and management of the ASD child. Repploy treat every person on an individual basis and as such cater for their individual needs. We can help to make each child's school experience a great one. 

 

Primary/Secondary Students Tools and Strategies

Many diagnosed with ASD can find their educational years a nightmare, mainly due to miscommunication and lack of understanding. Repploy advocates and assist both families and schools and teachers to work out an effective Individual Behaviour Plan applicable to your student.

We believe that working together and bringing a "third party approach" to the Advocacy brings with it an unbiased informative and constructive negotiation between family expectations and school reasonable adjustments; Supporting both parties to work towards the common goal of identifying inappropriate behaviours and challenges of the student and replacing those with appropriate positive behaviours.

Positive behaviour supports and IBP's can be very beneficial to both primary and Secondary students, they promote independence whilst the student learns , recognise and implements positive changes to improve behaviours and social expectations.

Some of the skills that need to be taught are:

  •  Self-care
  •  Self-awareness
  •  Choice / decision making
  •  Environmental modification skills
  •  Behaviour modification
  •  Build self-esteem
  •  Coping with Anxiety

The Individual Behaviour Plans help and educate teachers/ schools on the best ways to support your child so they can achieve and cope with situations or challenges that arise by

  •  Give sufficient warnings about changes or transitions coming up
  •  Provide visual cues and aids whenever possible
  •  Prompt positive behaviours prior to entering into new situations
  •  Give choices (1-2) only within a set topic, activity or action.
  •  Set up a compatible environment to the individual
  •  Minimise disruptive behaviour sensory issues
  •  Strong and consistent routine
  •  Maintain a constant approach to inappropriate behaviour
  •  Keep good clear communication between parents, carer's, support staff and educators
  •  Remember Threatening / Lecturing / Isolation has a negative impact and does not work!

Contact Repploy today to discuss how our Individual Behavioural Plans (IBP) and how advocacy can support your teachers in addressing the individual needs of students with ASD.

Please note: A Behaviour support Plan is a legal requirement under the following circumstances:

  •  When a person is over the age of 18 yrs and taking prescribed "behaviour modifying medication"
  •  Is being subject to restraint and or seclusion
  •  Using a registered Disability service (i.e. day program respite or supported accommodation).
  •  The person must have a Behavioural Support Plan

The Plan is written collaboratively by the person's family, support staff and any other relevant parties and is lodged with the Office of the Senior Practioner as per the Disability Act 2006. For more information see Legislation.

Individualised Education Plan

Having a transition plan for your child can help for a smooth addition to the IEP that your child's educators will want to put In place, it is efficient in helping the teachers and schools identify immediately triggers and positive reasonable adjustments specific to your child's/ teens individual diagnosis. 

Talk to us today to see just how we can help you create an IEP that will support the individual student, teachers and classroom.

Welcome Educators

Thank you for visiting the section primarily aimed at Educational professionals. Repploy are here to support you to identify, source and gain insight in to the world of the autism spectrum student.

By now you have probably asked yourself some of these questions; to be honest you've probably asked yourself a thousand more.

  • I have tried everything but I just don't seem to connect with this individual?
  • They seem fine in the classroom, why is home life different?
  • What is triggering this behaviour?
  • How can I make a positive impact on this child when there are so many others?
  • Why does he /she need to do that? Why can't they just stop?
  • How can we build a positive school experience?
  • Mum and dad just won't listen?
  • Its constant disruption, Why?
  • How can I handle the Meltdowns?
  • How do I know the difference?
  • How can I eliminate /reduce those triggers? By Implementing strategies and support programs that can help to identify/ reduce and or rectify certain behaviours.

Repploy consultants are trained ABA Therapists (applied behavioural analysis therapists) as well as Certified Trainer and Assessors.

Utilising our specific combination of teaching, therapy & individualised mentoring gives Repploy the basis of supporting educators with their individual students and needs.

Contact us today to discuss Repploy's school support programs, workshops & professional development sessions.

 

 

Disclosure: Revealing a Diagnosis

 

Revealing a diagnosis can be a very vulnerable situation to be in. Many families and individuals may not want to be labelled or seen as being different. It is important that we take this on board when dealing and talking about how these students communicate and interact through their education years.

One of the best tools used for disclosure of a diagnosis in the school system can be a student snapshot or profile. This allows teachers and staff the insight in to the ASD students' needs wants and challenges. Giving effective strategies and information on sensory, emotional. Physical and educational demands.

Many teens & young adults diagnosed with an ASD tend to internalize how they are treated and or accepted by others. This can lead to additional problems and cause major damage to the individual's self-esteem

  • Cause extreme anxiety
  • Depression
  • They may start to regress both socially and intellectually

By teaching children/ teens about the verbal and nonverbal behavior's involved and expected within the school & social community we are giving them the tools and strategies to combat rejection by other members of society.

Some of the social problems that typically affect those on the spectrum in the school environment can have implications on forming friendships, use of "small talk" and personal space.

Remember many aspie children/ teens are considered extremely bright when it comes to topics and areas of interest, but they can be quite gullible when it comes to social behaviour thus making them easy prey to others around them.

Contact us today to discuss how our Student Snapshots, Response Plans and IEP, IBP and Outreach Programs can support your students.

Bullying

Bullying is a major issue that can arise from lack of social skills and receptive language skills.

It is a great idea to have an individual based Anti- Bullying Plan as part of your child's IEP (individual education plan).

This can help set clear parameters and expectations of requirements when or if a bullying situation arises.

Many children that are on the spectrum don't often vocalize the fact that they are being bullied at school, many times it will show in school noncompliance, tears, tummy aches, illness and anxiety.

In older children and teens it can take the process of non-compliance , moodiness, extreme anxiety, physical outburst, emotional outburst, recession of intellectual ability, recession of behavior’s and or social withdrawal, depression or self harm.

 

Sensory Demands within the Classroom

It is important to determine a match between the communication, sensory, social, and organisational demands of the classroom environment and the needs of the individual with ASD.

You may have noticed that your students display some or all of the following and they are:

  •  Highly intelligent or cognitively delayed;
  •  Highly verbal or functionally nonverbal;
  •  "Oddly" sociable or have no social interactions whatsoever;
  •  Singularly, almost obsessively, focused on one interest or appear to have no interest at all in their environment;
  •  Either over- or under- reactive to sensory input.

The match between the demands of the environment and the needs of the individual does not have to be perfect. It is possible to introduce accommodations and instructions that will help create a better fit between the student with ASD and the class room environment.

Many individuals on the spectrum experience sensory processing difficulties of some kind within the workplace some of these may be apparent in the form of:

Sight

Audio

Smell

Touch

Textures

Certain noise, smells or feelings can cause extreme stress on the ASD student, causing them to have trouble concentrating and coping with the classroom environment. For this reason it is important to have a good sensory classroom match for the individual, good reflective accommodations and or reasonable classroom adjustments.

By identifying the personal sensory triggers matched against the classroom environmental triggers you can ensure that this is a good sensory match for the individual. It is more beneficial for the person on the spectrum to have a classroom environment free from unnecessary distractors.

Some of the strategies and solutions to help individual's combat moderate sensory issues are:

  • Modifying the work area by clearing up clutter or adding dividers that block out distractions,
  • Moving the work station to a quieter location,
  • Wearing sunglasses or other tinted glasses,
  • Using head phones or ear plugs,
  • Pairing visual prompts with verbal ones, and
  • Encouraging slow introductions to environments that might be over-stimulating.

Diagnosis

A diagnosis of ASD is determined by a group of specialised physicians which generally are composed of a paediatrician, psychologist, speech therapist and occupational therapist. This collective decision is based on several areas including challenges in areas of communication, social relationships in addition to what appears to be obsessive, compulsive, or passionate behaviour about a particular area of interest.

 

Most individuals find it difficult to multi-task and / or follow a "bunch" of instructions and tasks at the one time.

 

Those with an ASD usually take things literally and many of their behaviours can be misinterpreted as being “Know - it all" for want of a better phrase.  By taking things literally it can lead to the individual not understanding the "social customs" or "nuances” of language or in laments terms the social hidden curricular.

Many individuals with a diagnosis of an Asperger Syndrome or High Functioning Autism are extremely bright and very willing to learn especially if you find their obsessions or passions. We can utilise their passions to encourage learning whilst giving them the tools to help them learn. What a wonderful way to engage a student on the Autism Spectrum. You will see their passion and their willingness to learn.   

ASD Strengths

Aspergers, High Functioning Autism, Attention Deficit Hyperactive Disorder and Autism Spectrum Disorder

Individuals on the autism spectrum have many strengths and unique capabilities attached to the diagnosis. These can include:

  • The ability to comprehend multiple levels of meanings and words
  • Have a great sense of humour
  • They make very loyal friends
  • They do not manipulate but rather speak honestly and frankly.
  • They are sincere truth- tellers who due to their sincerity are incapable of bitching or back stabbing others
  • Have the unique ability to focus on the details and not necessarily the " big picture " which allows them the insight to be a great problem solver, whereas others may overlook the solution.
  • They have advanced vocabularies and are able to recognize patterns others do not
  • They are not easily swayed away from ideas and or projects they are passionate about but have the determination to follow through.

Personal Tags

Personal Tags / Resources

Individualised Coping Cards

  •  Stress/ anxiety
  •  Transition/ change
  •  School work requirements
  •  Timetables

Individual Diagnosis Cards

  •  Contact and Brief
  •  I need Help!!
  •  Feelings Chart
  •  Where does it hurt
  •  What do I feel today
  •  Social Stories
  •  Education Tools
  •  Class room communication cards
  •  Class room check lists
  •  Transition Identification Forms
  •  Behavioural progression/ change forms.

Personalised Checklist

  •  Hygiene / showering
  •  Bed time routine
  •  Getting ready for school
  •  Growing independence
  •  Sharing with others?
  •  Interview checklist

Non-Compliance: When ASD teens wont respond to instruction

 

As most individuals with ASD have poor receptive language skills, they tend to interpret communication literally and struggle with extended verbal instruction.

They may also struggle with:

  •  Group instruction (due to not realising they are included in the group)
  •  Those that respond to group instruction can be extremely strict and rigid in their followings of the rules
  •  They may need more time to respond and process the instruction
  •  They may have an superseding compulsion to do what they want to do instead of what they are told to do (compulsive behaviour is extremely difficult for the individual to just stop)
  •  They may be easily distracted / irritated by light background noise (changing their focus away from the instruction)
  •  The student may only be able to focus on one stimulus at a time. (Visual, auditory, tactile).
  •  Question formats of instruction can be confusing for students with ASD
  •  ASD students will sometimes change their response to instructions due to the lack of recognisable cues given/not given at the time of instruction.

When you as an educator are addressing these challenging behaviours to classroom instructions you can:

  •  Address the individual by name to get their attention
  •  Make sure you have their attention, and give clear directive again.(without negativity)
  •  Asses the student with ASD response when group instruction is made (if no response -you can address the class and ask them to be quiet so you are able to repeat the instruction, instead of drawing unnecessary attention to the student with ASD.
  •  Give the individual enough time to process and respond to your instruction
  •  Use precise, clear instruction at all times
  •  Slow down your delivery of the instruction and highlight key words.
  •  Use positive calm phrases instead of challenging, aggressive or negative phrasing.
  •  Give clear directive instructions instead of question instructions
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