Sue Larkey Podcast - Autism (ASD), ADHD, ODD and PDA education

My rant about the amount of kids with ASD being sent out of the classroom, sent to the office, sent home or suspended from school per year and my thoughts about teaching emotional literacy to help reduce these incredible numbers through better emotional regulation. Join the facebook group specifically for this podcast - https://www.facebook.com/groups/suelarkeypodcastcommunity/ Show notes for this podcast are at: https://suelarkey.com.au/slp-044-warning-this-is-me-ranting To learn more about teaching or understanding ASD please visit my website below. https://elearning.suelarkey.com.au

For all children, a good night's sleep is necessary in order to learn effectively the next day. Research has found that two thirds of children with autism have sleep problems, fragmented sleep and early awakenings. I recently did a poll on my Facebook page here most parents identified the issue for them was going to sleep. Join the facebook group specifically for this podcast - https://www.facebook.com/groups/suelarkeypodcastcommunity/ Show notes for this podcast are at: https://suelarkey.com.au/slp-043-16-key-strategies-for-sleep To learn more about teaching or understanding ASD please visit my website below. https://elearning.suelarkey.com.au

Nocturnal enuresis is involuntary urination while asleep. This can be very challenging for kids with autism, and their families and carers. Most kids aren't able to stay dry through the night until they're 5 or older because their bladders are too small, they lack muscle control, or they sleep too soundly to sense when their bladders are full. The best thing for you and your family to do would be to try to tackle nighttime toileting. However, I am aware that some of you have tried everything available and had no luck. I have put some bedding strategies below to try and make it slightly more manageable. Over the years I have found that nighttime toileting and sleep issues are often interconnected, so I have put some strategies for sleep below. PLEASE remember that a combination of strategies is often the best way forward! Join the facebook group specifically for this podcast - https://www.facebook.com/groups/suelarkeypodcastcommunity/ Show notes for this podcast are at: https://suelarkey.com.au/slp-042-bedwetting-and-nighttime-toileting To learn more about teaching or understanding ASD please visit my website below. https://elearning.suelarkey.com.au

It is through play that young children learn about and make sense of the world. They experiment with being a Mum or Dad as they act out what they have observed in daily life, e.g. feeding the baby and going to the shops. As children play they develop their cognitive and motor skills, increase their communication and social ability and above all have fun. Play for young children with autism is frequently centered on repetitive actions, e.g. spinning car wheels rather than pushing the car, lining blocks up rather than building towers. They don't seem to know how to do what comes instinctively to other children. A young child with autism needs to be taught how to play step by step. Be dramatic as you play with your child in order to attract and maintain their attention. Add to the richness of the play by making noises, e.g. ball going down (wheee) doll crying (waa), car horn (beep, beep). Join the facebook group specifically for this podcast - https://www.facebook.com/groups/suelarkeypodcastcommunity/ Show notes for this podcast are at: https://suelarkey.com.au/slp-041-the-importance-of-play-for-all-ages-and-stages To learn more about teaching or understanding ASD please visit my website below. https://elearning.suelarkey.com.au

Sometimes you need to be a detective to recognise sensory difficulties as the underlying cause of a problem. If possible see an Occupational Therapist as they are great at assessing the child's sensory processing. Join the facebook group specifically for this podcast - https://www.facebook.com/groups/suelarkeypodcastcommunity/ Show notes for this podcast are at: slp-040-understanding-sensory-processing-disorders To learn more about teaching or understanding ASD please visit my website below. https://elearning.suelarkey.com.au

Special interests, fixations and self-stimulation are often a very important part of life for someone with autism. They are usually their only form of relaxation and down time. Special interests and fixations often give the child something they can control and is predictable to them, bringing order to their world. Special interests can include drawing, Lego, Minecraft, Music, YouTube and so much more. Self-stimulation can be more sensory based like rocking, hand flapping, twirling, vocal stimming and more. If you are unsure what their special interest or self-stimulation is, watch what the child is doing when they are left alone. These can often be quite bizarre – over the years I have seen collecting bottle tops, filtering tan bark, fans, lights, light bulbs and vacuum cleaners. It is very important that we have in place the rules and routines around special interests, as they find it hard to finish and self-regulate. Special interests should also be used to motivate and engage students. By using a child's special interest we can teach them just about anything! Join the facebook group specifically for this podcast - https://www.facebook.com/groups/suelarkeypodcastcommunity/ Show notes for this podcast are at: https://suelarkey.com.au/slp-039-using-special-interests-to-motivate-engage/ To learn more about teaching or understanding ASD please visit my website below. https://elearning.suelarkey.com.au

Some Q & A and general information for Teachers Assistants or as I alike to call them my 'Angels'. Join the facebook group specifically for this podcast - https://www.facebook.com/groups/suelarkeypodcastcommunity/ Show notes for this podcast are at: https://suelarkey.com.au/slp-038-teacher-assistant-appreciation-week/ To learn more about teaching or understanding ASD please visit my website below. https://elearning.suelarkey.com.au

Dr Tony Attwood, world renowned psychologist on Asperger's Syndrome / High-Functioning Autism, has written a number of best selling books. His book Asperger's Syndrome: A Guide for Parents and Professionals and The Complete Guide to Asperger's Syndrome are in over 22 languages and are world best selling books for ASD. I always find Tony's workshops and resources practical, informative and engaging. Join the facebook group specifically for this podcast - https://www.facebook.com/groups/suelarkeypodcastcommunity/ Show notes for this podcast are at: https://suelarkey.com.au/slp-037-dr-tony-attwood/ To learn more about teaching or understanding ASD please visit my website below.

Puberty is part of natural development for all children. Puberty usually starts in girls around 10-11 and boys 11-12. Menstruation for girls typically occurs between 12 and 13, while voice changes for boys is often around 15. We ALL need to have on-going discussions with the child and this is where having both home and school helping the child's understanding is vital. Boys and girls need to know about their changes and changes in the opposite sex too (particularly, if they have opposite sex siblings or are at co-ed schools). It is important to start sharing this information with them before the changes occur otherwise the children may worry that something is wrong with them. I know some parents who talk about the changes before they happen and then as they happen their children tell them and they celebrate! Open, honest and on-going information is most effective, and not too much information all at once! That being said some children want to know everything and that is where books can be wonderful. Join the facebook group specifically for this podcast - https://www.facebook.com/groups/suelarkeypodcastcommunity/ Show notes for this podcast are at: https://suelarkey.com.au/slp-036-puberty-preparing-for-success-at-home-and-school/ To learn more about teaching or understanding ASD please visit my website below. https://elearning.suelarkey.com.au/

Have you noticed these signs in a child you know: Unorganised, often loses or forgets homework Rarely completes tests on time and leaves multiple questions unanswered on timed exams Can't perform simple maths problems, sequences and calculations Turns in incomplete homework because they don't understand the instructions Need a quiet area to study and is often distracted by background noise Lacks focus with reading and taking notes Tries to avoid multi-step problems Needs extra time to make decisions This child might have slow processing speed. This means they may have difficulty remembering instructions in the classroom or retaining important details for an assignment or exam. These children are often labelled "dumb" or "lazy" when they are often very intelligent, but don't process information as quickly as their classmates. This can lead to anxiety as it impacts on their ability to engage in learning. So it is important to put in place accommodations so they don't feel like they are struggling. Understanding the link between anxiety and slow processing speed helps you to best support the child and for the child to know why they may take longer than their peers. Join the facebook group specifically for this podcast - https://www.facebook.com/groups/suelarkeypodcastcommunity/ Show notes for this podcast are at: https://suelarkey.com.au/slp-035-slow-processing-speed-what-is-it-what-to-do/ To learn more about teaching or understanding ASD please visit my website below. https://elearning.suelarkey.com.au/

It is very important when developing a behaviour program that you put in place two types of strategies: Strategies for the ADULTS to use to manage the students behaviour Strategies for the CHILD to manage THEIR OWN behaviour Join the facebook group specifically for this podcast - https://www.facebook.com/groups/suelarkeypodcastcommunity/ Show notes for this podcast are at: https://suelarkey.com.au/slp-034-strategy-action-success-independence/ To learn more about teaching or understanding ASD please visit my website below. https://elearning.suelarkey.com.au/

Recognising and exploring the relationship between ASD and mental health difficulties is vital, so each can be addressed successfully. As Tony Attwood said "people with Asperger's Syndrome appear especially vulnerable to feeling depressed, with about one in three adolescents and two out of three adults with Asperger's Syndrome having experienced at least one episode of severe depression in their life". Join the facebook group specifically for this podcast - https://www.facebook.com/groups/suelarkeypodcastcommunity/ Show notes for this podcast are at: https://suelarkey.com.au/slp-033-understanding-mental-health-and-asd/ To learn more about teaching or understanding ASD please visit my website below. https://elearning.suelarkey.com.au/

Many children with ASD will be over or under reactive to sensory stimuli including touch, taste, smell, sound, sight and/or movement. By regulating the amount and intensity of stimulation it helps to keep the nervous system calm, organised and focused. Children can be under-aroused and sluggish one moment, and overwhelmed and anxious the next. Meeting sensory needs can include using sensory tools to regulate behaviour or adapting activities to reduce sensory stimulation. For example some children can sit for longer periods with a sensory tool/fidget tool. While other children may need clothing adaptations, e.g. socks with no overlocking for them to wear shoes and socks. Join the facebook group specifically for this podcast - https://www.facebook.com/groups/suelarkeypodcastcommunity/ Show notes for this podcast are at: https://suelarkey.com.au/slp-031-strategies-for-playground/ To learn more about teaching or understanding ASD please visit my website below. https://elearning.suelarkey.com.au/

The playground is often an extremely confusing environment for children on the spectrum. Playgrounds can be overwhelming in many ways; socially, sensorially and behaviourally. Children with ASD, ADHD,ODD often desperately want friends and to play with other children but don't have the skills required. This can result in them getting in trouble for behaviour, becoming socially isolated, bullied or unable to maintain friendships. To overcome this, it is important schools implement proactive strategies to support students to engage appropriately in the playground. Show notes for this podcast are at: https://suelarkey.com.au/slp-031-strategies-for-playground/ To learn more about teaching or understanding ASD please visit my websites below. Australian residents: https://elearning.suelarkey.com.au/ Rest of the world: https://www.autismspectrumelearning.com/

Many children with ASD do not feel the need or motivated to communicate as everyone in their environment thinks for them, gives them what they want or even anticipates their needs. When you create a communication programme it is VITAL you create as many opportunities as possible for the child to communicate. Start with activities that are particularly desirable or intriguing for your child are more likely to 'tempt' them or provide them with sufficient motivation to communicate with another person. Encourage verbal children to use their words or extend their word i.e. "Drink" to "I want drink" and non-verbal children to use visuals/signs/gesture to communicate. Show notes for this podcast are at: https://suelarkey.com.au/slp-030-using-communication-temptations-to-motivate-to-communicate/ Join the facebook group specifically for this podcast - https://www.facebook.com/groups/suelarkeypodcastcommunity/ To learn more about teaching or understanding ASD please visit my websites below. Australian residents: https://elearning.suelarkey.com.au/ Rest of the world: https://www.autismspectrumelearning.com/

Many children with ASD have Mind Blindness, meaning they are often literal and don't know the inferred intent of language. This often leads to difficulty understanding another person's perspective. This can mean certain words are often very confusing, for example, children with ASD typically struggle with the words STOP and NO. If an adult says STOP what does this mean? Do they mean stop breathing? Stop moving? Stop eating? STOP does not tell a child what they can do - it only tells them what they shouldn't do. When you have to use STOP make sure you add a little bit more information so the child knows what they should do i.e. STOP working, pencil down, it's time to listen. Show notes for this podcast are at: https://suelarkey.com.au/slp-029-why-your-words-matter/ To learn more about teaching or understanding ASD please visit my websites below. Australian residents: https://elearning.suelarkey.com.au/ Rest of the world: https://www.autismspectrumelearning.com/

Information for families who have recently received a diagnosis for their children or are waiting for a diagnosis. Also information for teachers and educators. Things discussed are what to do, where to go to what to do next. Show notes for this podcast are at: https://suelarkey.com.au/slp-028-diagnosis-what-to-do-where-to-go-what-next/ To learn more about teaching or understanding ASD please visit my websites below. Australian residents: https://elearning.suelarkey.com.au/ Rest of the world: https://www.autismspectrumelearning.com/

The emotional world for people on the spectrum can be very scary! Emotions often come without warning and are difficult to label and connect to a cause, which leaves the person unable to control them. "You cannot control what you cannot define, label, and understand." ( Excerpt from The Autism Discussion Page, pg 285), therefore it is very important we give the child skills and strategies to understand and regulate their emotions. Show notes for this podcast are at: https://suelarkey.com.au/slp-027-my-formula-for-behaviour-regulation/ To learn more about teaching or understanding ASD please visit my websites below. Australian residents: https://elearning.suelarkey.com.au/ Rest of the world: https://www.autismspectrumelearning.com/

Sue answers questions asked via the Sue Larkey facebook group. Show notes for this podcast are at: https://suelarkey.com.au/slp-026-facebook-q-and-a/ To learn more about teaching or understanding ASD please visit my websites below. Australian residents: https://elearning.suelarkey.com.au/ Rest of the world: https://www.autismspectrumelearning.com/

FREE Webinars available until Sunday 12th May, Term 2 Course Starts Monday - $20 OFF. Your Questions Answered about Online Learning Here are the most commonly asked questions about my online training courses. If you want more information about them please visit elearning.suelarkey.com.au An example of the questions and topics covered in this podcast are: Do I have to do it at the same time every week? Why online learning is so powerful? Who are the courses for? What's the difference between Tony and Sue's courses? Course timeframes explained Can you pause? Can you watch the course online as a group? Show notes for this podcast are at: https://suelarkey.com.au/podcast-promo-1 To learn more about teaching or understanding ASD please visit my websites below. Free Webinars are available here: https://elearning.suelarkey.com.au/

Sue talks about the latest newsletter and some of the thinking behind these newsletters. Sue also give a summary of the key points she covers for this term. Show notes for this podcast are at: https://suelarkey.com.au/slp-025-behind-the-scenes-of-my-term-2-newsletter/ To learn more about teaching or understanding ASD please visit my websites below. Australian residents: https://elearning.suelarkey.com.au/ Rest of the world: https://www.autismspectrumelearning.com/

Sue talk about what it was like when she was unable to speak after an operation on her throat. Insights on how it feels to not be able to communicate quickly and being treated differently because of it. A unique opportunity for Sue to see what it like to be non verbal from the perspective of the kids she helps. Show notes for this podcast are at: https://suelarkey.com.au/slp-024-my-personal-experience-of-not-being-able-to-talk/ To learn more about teaching or understanding ASD please visit my websites below. Australian residents: https://elearning.suelarkey.com.au/ Rest of the world: https://www.autismspectrumelearning.com/

Show notes for this podcast are at: https://suelarkey.com.au/slp-023-read-a-personal-account-this-year/ To learn more about teaching or understanding ASD please visit my websites below. Australian residents: https://elearning.suelarkey.com.au/ Rest of the world: https://www.autismspectrumelearning.com/

For a different style podcast this week, Sue discusses with her partner Andrew an experience going into a classroom and seeing a dis-engaged student needing help and talks about how she quickly assessed where they were at and what techniques she used to re-engage them. Show notes for this podcast are at: https://suelarkey.com.au/slp-022-engaging-a-disengaged-student/ To learn more about teaching or understanding ASD please visit my websites below. Australian residents: https://elearning.suelarkey.com.au/ Rest of the world: https://www.autismspectrumelearning.com/

Interoception refers to the ability to perceive and understand your internal sensations and emotions. This occurs through receptors located throughout your body which communicate to your brain. When the interoceptive system is working properly, you are motivated to take action to restore your balance and help you feel more comfortable. For example, if you get thirsty - you get a drink; if you feel cold - you get a sweater; if you feel anxious - you seek comfort. Simply, interoception is your urge to act. Show notes for this podcast are at: https://suelarkey.com.au/slp-021-why-you-need-to-know-about-interoception-and-the-impact-on-the-kids-you-know/ To learn more about teaching or understanding ASD please visit my websites below. Australian residents: https://elearning.suelarkey.com.au/ Rest of the world: https://www.autismspectrumelearning.com/

Screens are a wonderful tool to use with children, however they are becoming increasingly difficult to monitor and manage. Here are a few great examples of questions you could ask yourself to see if the child's screen time is under control? Do you have a plan to 'manage' screen time? Is it being followed? Does screen use interfere with what your family/classroom wants to do? Does screen use interfere with sleep? Does the child easily transition between screen time and non-screen time? i.e. will they get 'off' when directed If after asking these questions you are wanting to put in place some strategies to manage screen time, below are some tips to get you started. Show notes for this podcast are at: https://suelarkey.com.au/slp-020-managing-screen-time/ To learn more about teaching or understanding ASD please visit my websites below. Australian residents: https://elearning.suelarkey.com.au/ Rest of the world: https://www.autismspectrumelearning.com/

Many children with ASD can find the anticipation of camp to be a source of great stress. Letting the student know as much detail as possible from the food to the different sensory feelings they might encounter, can often help to reduce anxiety and uncertainty. Talking about expectations and concerns can allow staff to tailor their support to the child's specific needs. Show notes for this podcast are at: https://suelarkey.com.au/slp-019-success-for-camps-and-excursions/ To learn more about teaching or understanding ASD please visit my websites below. Australian residents: https://elearning.suelarkey.com.au/ Rest of the world: https://www.autismspectrumelearning.com/

For anyone who wants to measure and manage time more effectively, the Time Timer is an innovative visual timer designed to "show" the passage of time through the use of a red disk that disappears as time elapses. Unlike traditional timers that fail to make the abstract concept of time concrete, the Time Timer's visual depiction of "time remaining" provides stress-free management at school and home. Show notes for this podcast are at: https://suelarkey.com.au/slp-018-why-timers-are-so-important-minimising-stress-around-timers/ To learn more about teaching or understanding ASD please visit my websites below. Australian residents: https://elearning.suelarkey.com.au/ Rest of the world: https://www.autismspectrumelearning.com/

Teacher assistants, school support officers, teacher aides etc. – you are angels in disguise and we thank you for all your hard work with our ASD students. You are usually the person that the student with ASD may develop a great mentoring relationship with, so it is important that you start off on the 'right foot'. Show notes for this podcast are at: https://suelarkey.com.au/slp-017-29-ways-for-teacher-assistants-to-support-students/ To learn more about teaching or understanding ASD please visit my websites below. Australian residents: https://elearning.suelarkey.com.au/ Rest of the world: https://www.autismspectrumelearning.com/

An Individual Education Plan (IEP) (also known by other names including Individual Learning Plan or ILP) may be developed for a student with diverse learning needs or a disability. An IEP is about access and equity to education. It should consider the "reasonable adjustments" that need to be made to provide students with access to teaching, learning and the schooling experience generally. The IEP meeting is an opportunity for teachers, parents, school administrators, related services personnel, and students (when appropriate) to work together to provide an appropriate educational program. Show notes for this podcast are at: https://suelarkey.com.au/slp-016-3-steps-to-success-with-your-ieps-individual-education-plans/ To learn more about teaching or understanding ASD please visit my websites below. Australian residents: https://elearning.suelarkey.com.au/ Rest of the world: https://www.autismspectrumelearning.com/

Here are the most commonly asked questions about my online training courses. If you want more information about them please visit elearning.suelarkey.com.au An example of the questions and topics covered in this podcast are: Do I have to do it at the same time every week? Why online learning is so powerful? Who are the courses for? What's the difference between Tony and Sue's courses? Course timeframes explained Can you pause? Can you watch the course online as a group? To learn more about teaching or understanding ASD please visit my websites below. Australian residents: https://elearning.suelarkey.com.au/ Rest of the world: https://www.autismspectrumelearning.com/

Neurodiversity is the concept that neurological differences between people should be recognised and respected. Instead of using terms like 'dys - function' 'dis- abilities' & 'dis-orders' neurodiversity is an enabling term that takes into account neurological differences. Neurodiversity - is not one size fits all. We are all different and neurodiversity celebrates difference. I personally love the term neurodiversity, as many children I meet don't have official "labels" yet, but their family, educators, etc. notice their different way of engaging in learning. My passion is to ensure these children get the most out of their educational settings by putting in place strategies and accommodations that support their specific learning style. One way to do this is to put in place strategies to 'make learning fun'. To learn more about teaching or understanding ASD please visit my websites below. Australian residents: https://elearning.suelarkey.com.au/ Rest of the world: https://www.autismspectrumelearning.com/

It can take a lot of energy and planning to get each student off to a good start for a new school year. In this podcast I have included some tips and ideas to help everyone get off to a great start: ✅18 Ways to Set up a Classroom (Quick reference & guide) ✅ 13 Key Strategies to Setting Up Your Classroom which includes more in depth information and tips to help you set up your classroom. Read the full blog post about setting up the classroom suelarkey.com.au/ideas-to-help-you-set-up-your-classroom-for-success/ To learn more about teaching or understanding ASD please visit my websites below. Australian residents: https://elearning.suelarkey.com.au/ Rest of the world: https://www.autismspectrumelearning.com/

Here are the questions sent in by listeners of the Sue Larkey Podcast. For all of the answers in full written form please see the full blog post - suelarkey.com.au/q-and-a-from-podcast-listeners Question: One of my young gentleman is constantly wearing his jumper and track suit pants we're already reaching 39 degrees and soon it's going to hit 51. Do you have any suggestions about helping him realize to wear appropriate clothing? Question: A couple of comments from educators I work with these. The child just won't eat anything. Question: The other question Monique had is we've got a kid who pulls everything off the shelves, out of the baskets, resulting in chaos. What do we do? Question: Would it be possible to create a podcast for families who have just received a diagnosis. Question: "One of our families just got a diagnosis and this was immediately followed up by taking him to an OT, Speechie and the families didn't even know what the different people were for" Read the full blog post of this Q and A at the link below. https://suelarkey.com.au/q-and-a-from-podcast-listeners/ To learn more about teaching or understanding ASD please visit my websites below. Australian residents: https://elearning.suelarkey.com.au/ Rest of the world: https://www.autismspectrumelearning.com/

Toilet training your child is a big task even for neuro-typical children. Parents often procrastinate over when to start and we keep delaying it for whatever reason we can think of! My biggest concern for children with ASD is if they are not out of nappies by five years of age then they often start to lose muscle control and can end up with long term bowel and bladder issues. Toileting is not something that the child will grow into or get better with age. We all need to action ASAP – and this includes schools. If a child is attending pre-school or school when the parents are toilet training then we all need to get behind the toileting programme and provide consistency all day every day until the child has mastered it. Read the full blog post about my Tips for Toileting at the link below. https://suelarkey.com.au/top-tips-for-toilet-training/ To learn more about teaching or understanding ASD please visit my websites below. Australian residents: https://elearning.suelarkey.com.au/ Rest of the world: https://www.autismspectrumelearning.com/

When I worked as an outreach teacher supporting students in mainstream schools. I created some easy to use cheat sheets for the staff and the students I supported. The more information we share the more we can prepare! But I found sometimes there was too much information, and much of it was not actually read or used. THE MOST popular and useful documents are available at the podcast show notes page here: https://suelarkey.com.au/slp-010-transitioning-cheat-sheets/ To learn more about teaching or understanding ASD please visit my websites below. Australian residents: https://elearning.suelarkey.com.au/ Rest of the world: https://www.autismspectrumelearning.com/

Transition includes change in teacher, change in room, change in students in the class not just starting preschool, school, high school and beyond. The nature of ASD is such that transition can be extremely stressful, no matter what age or how BIG or SMALL the change maybe. Changing Teacher is like…. Moving to a Foreign Country For the child with an Autism Spectrum Disorder (ASD) moving to a new teacher, classroom or campus is like moving to foreign country. There is a different language (eg one teacher says 'pack away', new teacher says 'clean up'). Teachers and other students have different facial expressions and body language to interpret, new rules, new schedules, new smells, different pencils just to mention a few changes. This new 'foreign country' causes the child to feel enormous anxiety and stress, which in turn can lead to behaviour. This anxiety and behaviour can be managed by effective planning and transition strategies. This article aims to give you ideas, strategies and solutions to managing transition and have in place strategies ready to make next year a Success! To learn more about teaching or understanding ASD please visit my websites below. Australian residents: https://elearning.suelarkey.com.au/ Rest of the world: https://www.autismspectrumelearning.com/

Managing meltdowns is very important. I believe the key is getting in early and putting in place strategies before the behaviour escalates. You will need a range of strategies to prevent the meltdown escalating. For some students strategies that may help include: ignoring, distracting, redirecting, send on an errand, and more. Understanding the Three Stages of a Meltdown will make it easier to identify and apply strategies to prevent. To learn more about teaching or understanding ASD please visit my websites below. Australian website: https://suelarkey.com.au Rest of the world: https://www.autismspectrumelearning.com/

Download this podcast Subscribe to this podcast via your favourite app Join my newsletter for more awesome information about ASD Many people on the autism spectrum have difficulty with social skills as they are not logical – rules change, games change, people are your friend one day but not the next and children use language and phrases that can be confusing. In addition not being able to predict what people mean and understanding the context of a social situation can make social situations very frustrating. This is called 'Theory of Mind'. Most children can pass a Theory of Mind test by age three, whereas most people with ASD have an impaired Theory of Mind. To read my detailed blog post on this subject please go to https://suelarkey.com.au/theory-of-mind/

Download this podcast Subscribe to this podcast via your favourite app Join my newsletter for more awesome information about ASD Exam time and tests are often a very difficult time for students with ASD. Their anxiety, fear of failure, perfectionism and learning style often makes this a highly stressful time for everyone. In my experience often their longer processing time makes it difficult to read a question and then figure out what it really means. They may also perseverate (become stuck and not move on) on a question that they don't know. Some students have difficulty explaining their 'thinking' and just put the answers rather than showing their 'working out'. It's important we put in place appropriate procedures /adjustments so that students can perform at their best in tests & exams.

Download this podcast Subscribe to this podcast via your favourite app Join my newsletter for more awesome information about ASD The One Thing I Wish I knew YEARS ago was the IMPORTANCE of executive functioning and HOW to improve it as it underpins everything from behaviour to social to engagement. Executive functioning refers to the part of your brain that organises, prioritises and regulates emotions. However, I prefer to refer to it as the 'Air Traffic Control,' as just like air traffic control has to manage thousands of planes on countless runways with perfect timing, students have to manage information and distractions. Impaired Executive Function can impact significantly on children with autism spectrum disorder's ability to learn and engage in busy learning environments. To read the comprehensive blog post about Executive function please go here: https://suelarkey.com.au/the-one-thing-i-wish-i-knew-years-ago/

Download this podcast Subscribe to this podcast via your favourite app Join my newsletter for more awesome information about ASD This podcast gives you some insight into how Sue got into the Autism Spectrum Disorder eduction in the first place, what motivates here and what to expect from this podcast. Sue Larkey enlightens, and entertains with valuable insights into Autism Spectrum Disorder, ADHD, ODD and PDA. Covering strategies from the Early Years to Teens Years and Beyond. Join Sue as she shares simple yet effective tips, supports and strategies on a range of topics including social skills, communication and positive behaviour support. Sue Larkey is uniquely positioned within the education system having taught both as a primary school teacher and a special education teacher. She combines this practical experience with extensive research, having completed a Masters in Special Education and currently undertaking a Doctorate of Education, focusing on inclusive education. Sue is unashamedly passionate about her mission – to inspire parents and educators and teach them how to Make it a Success.

Subscribe to this podcast via your favourite app Join my newsletter for more awesome information about ASD Friendship, play and social interaction are all two-way – and we need to support both the child with ASD and their peers to make social skills programmes work. Using social scripts to teach children with ASD, ADHD, ODD and PDA how to engage socially can be a great strategy to improve understanding of events and situations. Social scripts describe a social situation, skill or concept. The goal of a social script is to promote true social understanding. suelarkey.com.au/promoting-social-understanding-social-scripts

Download this podcast Subscribe to this podcast via your favourite app Join my newsletter for more awesome information about ASD I've had a lot of questions in regards to eye contact and understandably so since eye contact is an important part of communication and socialisation. It demonstrates an awareness of and interest in the other people. However, for children with ASD it doesn't come naturally and has even been reported as 'painful' by people with ASD to look at people's eyes. In many cases when children are not looking at people's eyes /faces, people assume the child is not paying attention or listening. However, we must be cautious not to assume that not looking means not listening, in fact many children report listening best with their eyes closed or when they look away. Teaching eye contact is very difficult, as in society when we communicate we actually use an 'eye gaze' rather than eye contact (staring into eyes). I've had students who have been taught eye contact rather than eye gaze, they then tend to stare deep into your eyes, which people generally find very uncomfortable too. I prefer to teach Eye gaze through looking at people's faces rather than directly at the eyes. Some children are best if you choose a specific part of the face, like ears, eyebrows, mouth or nose. It is an important skill to teach students to look in the direction of the speaker and at their face if possible. For more information on this subject please checkout the comprehensive blog post about it at suelarkey.com.au/eye-contact-vs-eye-gaze

Download this podcast Subscribe to this podcast via your favourite app Join my newsletter for more awesome information about ASD I have had many parents and educators requesting resources and tips for teens and young adults. I agree it is hard to find information and resources for how to guide and support this age group. I am thrilled to find a resource whose aim is "to increase the odds that your child grows into an adult with a rewarding, meaningful life" (xiii). Dr Temple Grandin and Dr Debra Moore. Sue share her top 10 tips to increasing success for teens and adults. Find a mentor. Be your kid's couch or find one for them. Adults (parents and mentors) must take the lead or it will not just happen (this is everything from learning independent living skills to a career). Help to set realistic goals and provide support to figure out how to achieve those goals. Start small – slowly introduce new ideas and experiences. Give them clear start dates and deadlines to complete each step. Start early and build up skills that will endure. Just do it. Magic can happen when you introduce them to new things. Stretch them out of their comfort zones Stay strong – don't let your child's fears and setbacks detract from continuing to plan and take action. Read the extensive blog post about these tips and the Temple Grandin Movie here: suelarkey.com.au/teen-years-and-beyond