| ASPERGER GIRLS |
| The Program |
| Girls with Asperger Disorder are a unique population who are often overlooked in research and literature. There are however an increasing number of girls diagnosed with Asperger Disorder who are in need of support services. Support for girls with Asperger's needs to addresss the core deficits experienced and consider unique approaches to issues such as self esteem, identity, body image, sexuality, dealing with 'gossip', and the mystery of 'best friends'. I have been running programs for girls for three years now including structured social skills programs and a friendship club. Please go to Neurodiversity.com for a series of links to sites and academic research. NEW A brief report from the program's first year. NEW |
| FUN Club F = Friendship skills U = Understanding of ourselves and others N = New things, new friends, new opportunities. The aim of the group is to have fun, provide a sense of belonging and build self-esteem to provide a basis for the introduction of some important life skills. Tools and Activities Photos Individual photographs taken for a who’s here poster decorated by the participants. Aims:To aid participants and staff with name recall. Schedule Written on the white board each session. Aims:To provide a schedule for participants in order to prepare them for the session and reduce anxiety. Group Norms Group Norms or 'rules' to be established with participants and displayed in the meeting room. Weekly buddies (rotated monthly) Someone to talk to on arrival, find out about her week and introduce her to the rest of the group. i.e. This is Kate and this week she played netball and got a new saddle club book. Questions to ask will be written on the white board. Aims: A supported activity to develop a broad range of friendship skills. Snack menu Change snacks weekly and a pair of buddies involved in helping to prepare simple snacks such as cheese on toast, a plate of fruit and serving to the rest of the group. Own Cups, drinks available at beginning of session. Observation Completion of a Friendship Skills Inventory during sessions to produce a profile of skill level for each individual. File to be kept with all details. Questionnaire Girls to complete a questionnaire of likes, dislikes, strengths, weaknesses, short-term objectives and a long term goal. Parents Monthly letter to parents with session outlines, important information, suggestions for promoting new skills, progress notes etc. Generic letter with two or three hand written lines. Introductory letter sent by group team – who they are, experience, aims for the group. Gymnastics Rhythmic Gymnastics with apparatus such as ribbons, balls, hoops, and sticks. Aims: to improve body awareness, coordination and build new skills. Compliments Box Staff to write a compliment about each child during session and read it out at the end, participants will eventually be encouraged to do this also. Aims:To build the important friendship skill giving and recieving compliments. To build self esteem. Guided Relaxation Near to the end of session there will be a guided relaxation with imagery and body awareness. Aims: To build relaxtion technique and to increase body awareness. Asperger Passport Introduction of the international Asperger Passport, an orange band worn around the wrist to identify Asperger’s ppl. Contribution to book A group poem for the Asperger’s book “From Where I’m Standing” and encourage individual contributions. Drama Activities Activities designed to build social skills taken from a range of sources. |
| A Session Outline An afternoon session example. *** Before clients arrive set up equipment, the what’s on board, CD player and drinks. Make sure sign in sheet is available for parents. Put Compliments Box out and remind staff to write one for each participant. Any notes for parents? Ø Arrival until 4.35pm – welcome to each from staff Staff must welcome each participant making sure parents are acknowledged and sign the sign in sheet. Ask parents not enter the session until 6pm unless previously arranged. Ø Have A Drink Ø Put photo on ‘Who’s Here’ board until 4.40pm Ø Buddy Time (facilitated by staff). 15mins until 4.55pm The girls will need to ask their buddy some simple questions during Buddy time involving equipment (swings, ball pit, wedges, games, paper and pencils, sensory activities). Q? What is your favourite sport? Do you have any pets? What are your pets names? Ø Group session – introduce your buddy. 10mins until 5.05pm Seated on the floor, each participant will introduce their buddy and share the information gained from the questions. Ø Physical activity – Gymnastics 15 Mins until 5.20pm Snack Preparation Ø Break 10 mins until 5.30pm – Snack and drink. Ø Drama -Whispers and Shouts until 5.40pm Exploring voice characteristics with buddy as partner. Ø Relaxation 10mins until 5.50pm Simple relaxation technique to music. Ø Compliments Box 5mins until 5.55pm Ø Summary Ø Goodbyes |
| PROTECTIVE BEHAVIOURS Over the course of my practice the need to explicitly teach protective behaviours to girls with Autism Spectrum disorder has been reinforced time and again. Around 50% of all ASD women and girls I have come into contact with have been sexually abused and close to 100% have experienced bullying and harassment of some kind. Girls need to learn how identify bullying and potenially abusive situations and need to be given the tools to deal with these situations. Many young women with ASD's feel that if they protect themselves they will bring too much attention their way. No-one should live in fear of drawing attention to their basic right to be safe in our community. Everyone has a right to protection and accessible information regarding how to protect themselves. Please use these links for resources: Protective Behaviours http://www.protective-behaviours.org.au/main.htm Publications on Sexuality and Disabilty http://www.achievableconcepts.com.au/Aust%20website/sex_resources.htm Shine SA - A South Australian Organisation http://www.shinesa.org.au/index.php |