Temple Grandin - Autism in the Workplace

Dr. Temple Grandin on Autism in the Workplace: MyFoxTWINCITIES.com

Temple Grandin was born with severe autism. She has written several books about animal behavior and autism/aspergers syndrome. She has a PHD in animal science and is also a professor at Colorado State University. If you have or deal with children on the autism spectrum disorder, you may want to do research on her to get a better perspective of what people with autism endure in their lives. I recommend reading her book, "The Way I See It" A Personal Look at Autism & Aspergers.

Social Situations

Dane is more comfortable with adults to interact with but he is starting to explore more of his peer interactions.  A strength of his is complying to his teachers directions and willingness to try something new.  He is showing an interest in stories being read out loud and computer activities presented in his class.  He is beginning to start conversations with one or two children his age during play activities especially on the playground without being asked something.  He is starting to hold conversations and ask questions about what they are doing daily.  He is expanding his social interactions to other peers more often and is being worked on throughout the day as well as activity including himself in whole group sessions.  He works better with one or two children then he does with five or more to be more active with his class.  He is starting to state his first and last name but is currently working on spelling and writing his last name.  Overall, his teachers believe he is doing very well and is a pleasure to work with.

Adaptive - Self Help

/Dane has been getting better with more independent skills.  He is able to go to the bathroom unassisted, pick out his own food for lunch and get ready for recess.  His adaptive skills he is very distracted.  He needs individual support during group instruction and after to help complete activities in class.  Without support, he is not able to complete the assigned work.  He continues to need practice asking his teacher for help on his work.  If Dane is stuck or does not have the proper material to work, he usually sits and waits.  He does not raise his hand for help or to at least ask what he should do.  To help complete his work, sensory breaks are given after he completes a set amount of work.  He benefits with limits of how much work needs to be done first and then given after he completes a set amount of work.  Dane relies on imitation while playing childhood games and is working on the intent/outcome of the game. 

I am to inform Danes therapists of what the school can use for sensory breaks to begin working on that with him.  His occupational therapist at school recommended a 3.5 pound weighted sack to place on his lap for 15 minutes.  To overuse a sensory item like this would make his body become used to the weight and therefore be unaffective on further usage.  At home when he is going into a sensory overload, he gets into his sensory sack/body sock and stretches putting pressure against him.  It has been quite useful before bedtime.

IEP Services

Part of a Special Education Student's Individualized Education Plan (IEP) may include, but not be limit to these services:

Occupational Therapy
Physical Therapy
Speech Language
School Psychological Services
Guidance Counseling Services
Mental Health Services
Transportation
School Health Services
School Nursing Services