Please enable JavaScript.

Coggle requires JavaScript to display documents.

Responding to Traumatic Stress Cohort 4, Autism Kay Lewis, Age Specific…

- - - - Behaviour and Emotional Regulation Related
    - - Alternative modes of completing assignments
        
        Assign a buddy or partner
        
        Assign a classroom job
        
        Call parent or positive note home
        
        Deep breathing
        
        Draw a picture or write in a journal
        
        Encourage interaction with a more self confident student
        
        Explain assignment
        
        Explain directions
        
        Give choices
        
        Help student start assignment
        
        Helping Students With Home Work
        
        Listen to music
        
        More structured routine
        
        Move to a new location in the classroom
        
        Praise student frequently
        
        Proximity to students
        
        Reflective listening
        
        Rewards, Simple Reward Systems, & Incentives
        
        Snack break
        
        Talk one on one with student
        
        Talk to parent
        
        Teach conflict resolution skills
        
        Teach coping skills
        
        Teach relationship skills
        
        Teach relaxation techniques
        
        Teach social skills
    - - Move to a new location in the classroom
        
        STOP WALK TALK strategy
        
        https://www.youtube.com/watch?v=vTE_E-Ot_-A
        
        Take away privileges
        
        Take away unstructured or free time
        
        Talk one on one with student
        
        Teach conflict resolution skills
        
        Teach coping skills
        
        https://www.youtube.com/watch?v=cpR9Ft0R_9M
        
        Teach relationship skills
        
        Teach relaxation techniques
        
        Teach social skill
        
        Card Flip
        
        Call parent or note home
    - - Risk of Further Harm - require to be coordinated with whole system response
        
        https://www.youtube.com/watch?v=TxL5Jw0TcDY
  - - - https://www.youtube.com/watch?v=bCFZQcaIgDM
- - - - Unwanted thoughts or images
        
        Negative feelings(anxiety, sadness, depression
        
        Disorganized, forgetfulness about
        new information learned at school, homework, etc
        
        Physical symptoms (headaches,
        rashes, etc.)
    - - References
        
        cdn.abcotvs.com. Kids Mask [Image]. Retrieved 2 April 2021, from https://cdn.abcotvs.com/dip/images/6367697_kids-mask.jpg?w=1600.
        NCTSN. (2021). Parent/Caregiver Guide to Helping Families Cope With the COVID-19 Pandemic [Ebook] (pp. p.3-5). Retrieved 31 March 2021, from https://www.nctsn.org/sites/default/files/resources/fact-heet/parent_caregiver_guide_to_helping_families_cope_with_the_coronavirus_disease_2019.pdf.
        PBISWorld.com Tier 1 Positive Behavior Interventions And Supports For Anxiety. Pbisworld.com. (2021). Retrieved 2 April 2021, from https://www.pbisworld.com/tier-1/interventions-by-behavior/anxiety/.
        PBISWorld.com Tier 1 Positive Behavior Interventions And Supports For disorganization. Pbisworld.com. (2021). Retrieved 31 March 2021, from https://www.pbisworld.com/tier-1/interventions-by-behavior/disorganized/.
        PBISWorld.com Tier 1 Positive Behavior Interventions And Supports For Sadness/Depression. Pbisworld.com. (2021). Retrieved 31 March 2021, from https://www.pbisworld.com/tier-1/interventions-by-behavior/sadness-depression/.
        Trauma in Children During the COVID-19 Pandemic. NYU Langone News. (2021). Retrieved 31 March 2021, from https://nyulangone.org/news/trauma-children-during-covid-19-pandemic.
      - Provide a bit more attention, tolerance, reassurance, and patience during stressful times
        
        Talk about their feelings and validate these
        
        Help them express their feelings through drawing or other activities
        
        Help students come up with more helpful thoughts and coping statements, such as ‘I did the best I could.’
        
        Anxiety-lowering break time activities such as deep breathing exercises, calm music, stretches, and other relaxation techniques.
        
        Clarify misinformation or misunderstandings about how the virus is spread and the public health response
      - provide opportunities for interaction and collaboration with more positive students
        
        provide praise, acknowledgement
        
        frequent home contact
        
        Frequent eye contact
        
        Break down assignments into smaller steps/componants
        
        Check in with children on a regular basis or when the situations change
    - - Agitation or decrease in energy, apathy
        
        Isolating from peers and loved ones
        
        Ignoring health promotion behaviors
- - - - Reducing trauma effects by:
        
        In Schools:
        
        Provide training to teaching staff to recognize trauma and develop skills to address it such as:
        
        The different types of trauma.
        
        How trauma affects a child's development.
        
        Way's trauma can manifest in students' actions in the classroom.
        
        How to and how not to respond to undesirable behaviors.
        
        Developing a trauma sensitive classroom.
        
        Developing a trauma informed lens and teaching pedagogy.
        
        School-wide techniques and programs that can be implemented to be responsive to both student and staff stress and trauma
        
        In the classroom teachers can:
        
        -talk to students about ways to develop mindfulness when stressed or anxious.
        -set up social-emotional learning circles that help promote respectful/reflective listening.
        -allow for journal writing opportunities that help students identify and express their feelings or opinions.
        -teach breathing techniques that focus on calming down the nerves.
        -provide frequent breaks throughout the day to allow for time to control stress or discuss their feelings.
        -Keep track of ongoing behavior using behavioral charts.
        -Collaborate and discuss solutions with parents.
        
        In the Community:
        
        Implement more robust and timely data gathering and analysis related to gun death and injury and the associated trauma, including expansion of the National Violent Death Reporting System (NVDRS) and the National Incident Based Reporting System (NIBRS).
        
        Increase investment in community-based organizations to enable high-quality, targeted services to individuals who are in need.
        
        Continue to raise awareness on the detrimental impact of firearms in the community, beyond concerns related to lethality, including:
        
        -Increase in mental, physical, and behavioral issues
        -Depressed economic viability for business and employment options
        -Reduced educational achievement and ability to find and keep a job
        -Increased likelihood of criminal justice involvement
    - - Toxic stress response can occur when a child experiences strong, frequent, and/or prolonged adversity—This kind of prolonged activation of the stress response systems can disrupt the development of brain architecture and other organ systems, and increase the risk for stress-related disease and cognitive impairment, well into the adult years.
        
        Later on, exposure can also increase the risk of:
        -Adolescent pregnancy
        -Alcoholism and alcohol abuse
        -Depression
        -Illicit drug use
        -Heart disease
        -Liver disease
        -Multiple sexual partners
        -Intimate partner violence
        -Sexually transmitted diseases (STDs)
        -Smoking
        -Suicide attempts
        -Unintended pregnancies
        
        Consequences of Community Violence on Learning and Development:
        -Reduced academic performance, lower education and career aspirations
        -Difficulty forming trusting relationships
        -Impaired development of the prefrontal cortex
        -Inability to differentiate between threat and safety
        -Inhibited development of confidence and secure sense of self
    - - Sleep Difficulties: Frequent waking, nightmares, and fear of falling asleep.
        Somatic Complaints: Headaches, stomach aches, aches and pains with no clear medical cause.
        Increased aggressive behavior/angry outbursts
        Increased Activity Level
        Hypervigilance: Worries, fears, overreaction to loud noises or sudden movements.
        Regression: Loss of skills learned at an earlier age, "babyish" behavior.
        Withdrawal: Loss of interest in friends, school, or other activities the student used to enjoy.
        Numbing: Showing no feelings at all, not bothered by anything.
        Increased separation anxiety: Refuses to go to school, very upset when left with a babysitter or childcare provider.
        Distractibility: Has trouble concentrating at school or home.
        Changes in play: Repeatedly acts out or recreates violent events in play, less able to play spontaneously or creatively
- - - - Delinquency
      - Criminal behavior
      - Depression
      - Social exclusion
        
        Children whose parents are incarcerated feel obliged to keep the situation a secret.
      - Academic difficulties
        
        Paternal incarceration increases elementary-aged children likelihood of special eduction placement. (Haskins 2016)
        
        Reduces adolescent GPA & high school and college completion (Haskins 2016)
        
        Increases reports of extended school absences
      - Negative effects of parental incarceration reflected in behavioral problems are concentrated among males. (Haskins 2016)
      - Aggression
      - For many children the pre-incarceration environment in the family also represents a risk; parental substance abuse, mental health problems and poverty.
  - - - Educators must start by thinking differently about what is observed in class.
        
        Take part in P.D. to avoid compassion fatigue
        
        Adapt the classroom physical space and provide resources to students (weight blankets, fidget toys)
        
        Have a balance between: normal classroom routines and giving special attention to individual students.
        
        Understand symptoms to be manifestations of trauma
        
        To address specific behavioral issues
        
        Have a behavior contract
        
        Develop a behavioral intervention plan
        
        Teach relaxation techniques
        
        Use non verbal cues and signals
        
        Talk one on one with student
        
        Teach conflict resolution skills
        
        Assign a classroom job
        
        Give choices
        
        Assign a buddy or partner
        
        Teach social skills
        
        Teach relationship skills
    - - Early intervention programs
      - Work with caregivers to connect students with mental health services.
      - Maintain consistency in procedures and policies
      - Establish school-wide regular classroom routines for students to learn social-emotional behavior skills and maintain a predictable environment
      - Leadership must help teachers clarify their roles and responsabilities
      - Design a unique approach that fits the school's context and meets the needs fo their students
      - Offer professional development to teachers and engage families
    - - Stop "prison culture" in certain neighborhoods that transmits negative values to children
      - Having a stable supportive caregiver
- - - - Harassment
        
        Includes sending of intensive / aggressive messages to one person, and causing psychological distress
      - Cyber Stalking
        
        Harassments, violence and threats all online relating towards an individual.
      - Denigration
        
        Involves the distribution of messages towards victims. Sometimes this involves the distribution of photos or videos, ect..
        
        Intervention
        
        Supporting the cyber victims and creating a safe space to communicate. As well as sensitizing the students with aggressive tendencies.
        
        References
        
        https://www.frontiersin.org/articles/10.3389/fpsyg.2020.607225/full
        
        1 more item...
      - Impersonation
        
        This occurs when the bully has access to the victims accounts. What is common between adolescents is to share passwords as a sign of friendship. Unfortunately this can indirectly lead to impersonation.
      - Exclusion
        
        Is when the bully excludes a person from their social circle of friends.
- - - - They likely face many of the same types of traumatic events as in their home countries, as well as new experiences:
        
        -Living in refugee camps
        -Separation from family
        -Loss of community
        -Uncertainty about the future
        -Harassment by local authorities
        -Detention
        -Hazardous travel
    - - Traumatic Stress
        
        Resettlement Stress
        
        Acculturation Stress
        
        Isolation Stress
  - - - This can be done by implementing the norm of everyone belongs in the classroom, so that the students respect each other and each of them feels like they can be themselves.
        
        The teacher can do this through using classroom contracts, using anti-bullying or community building curricula, and teaching and modeling empathy and active listening.
    - - The teacher should get to know the students, and can do this by listening to the student when they want to talk, asking them questions about themselves to let students know they are interested in who they are as people.
    - - View student as an individual, and not their behavior. Recognize that undesired behaviors could be attempts to self soothe. Looking at things through a trauma-informed lens ensures that the teacher doesn't respond in a way that will cause additional trauma to the child.
      - Doing this allows the teacher to recognize that there may be trauma in a student's past.
    - - To help students who are experiencing trauma, special accommodations may need to be made.
        
        An example of this would be setting up a "safe space" in the classroom where students can go to calm down or de-stress.
    - - Consistency helps children and teens feel secure and reduces anxiety.
        
        The teacher can do this by having clear procedures and routines in place, expressing clear timelines setting expectations and goals together, expressing clear consequences, defining responsibilities, providing students with an overview each day of the schedule and lessons, and tell students if you have to make changes to the school day routine.
    - - Restorative processes focus on respect, healing, empathy, and accountability.
        
        Teacher can use support systems, like talking circles or peer juries, to create an environment where the student can hear how what they did affected their peers or school, and allows the student to be involved in finding a way to make amends. Another way is to implement student generated contracts or agreements.
    - - Students develop skills in areas such as self-awareness, self-control, social awareness, interpersonal skills, effective listening and communication, and responsible decision making.
        
        Teachers can do this while reading a story and discussing how the characters may feel, assigning responsibilities and tasks to each student, starting the day with an affirmation, teaching mindfulness activities, journal writing exercises, and social-emotional circles.
  - - - Give clear and concise directions; break down directions; have clear, consistent, and predictable consequences; deep breathing; give student choices; give praise when cooperative; give praise when good attitude and involvement occur; reduce assignment; use a reflection sheet; offer a stress ball or fidget; teach relaxation techniques
    - - Move to a new location in the classroom; teach conflict resolution skills, coping skills, relationship skills, social skills, and relaxation techniques; create a behavior contract; use a daily behavior form
    - - Assign a buddy or partner; break down assignment and directions; give choices; count to 10 or deep breathing exercises; use a reflection sheet; reflective listening; offer a stress ball or fidget; teach conflict resolution skills, coping skills, relationship skills, social skills, and relaxation techniques
    - - Acknowledge positive behavior; assign a buddy or partner; assign a classroom job; draw a picture or write a journal; engage student; encourage interaction with a more self-confident student; explain assignments and directions; frequent home contact; listen to music; praise often, and when good behavior and involvement occur; send student on an errand; talk one on one with the student; teach conflict resolution skills, coping skills, relationship skills, social skills, and relaxation techniques
    - - Assign a buddy or partner; change proximity to student; reassurance; mentoring; peer tutoring; acknowledge positive behavior; alternative seating; praise when a good attitude and involvement occur; create a behavior contract; use a daily behavior form; have structured breaks; use sensory tools; use social stories; teach conflict resolution skills, coping skills, relationship skills, social skills, and relaxation techniques
    - - Take a break; move to a new position or location in the classroom; use deep breathing exercises; count to 10; draw a picture or write in a journal; engage student; give choices; reassure student; listen to music; adjust proximity to student; take a snack break; offer a stress ball or fidget; each conflict resolution skills, coping skills, relationship skills, social skills, and relaxation techniques.
    - - Offer alternate modes of completing assignments; break down assignment; deep breathing; draw a picture or write in a journal; help student start assignment; move to a new location in the classroom; take a break; reduce assignment; listen to music; adjust proximity to students; each conflict resolution skills, coping skills, relationship skills, social skills, and relaxation techniques; individual and visual schedules; organizational tools
    - - Acknowledge positive behavior; alternative modes for completing assignments; assign a buddy or partner; break down assignment and directions; clearly explain assignment and directions engage student; draw a picture or write in a journal; frequent home contact; give choices; have student repeat directions back; help student start assignment or with homework; praise when cooperative; praise when good attitude and involvement occur; praise when on task; consider proximity to students; reassure student; take a break; use a time; use a visual schedule; talk one on one with student; teach conflict resolution skills, coping skills, relationship skills, social skills, and relaxation techniques
      - Frequent complaints of illness or pains with no apparent cause
    - - Break down assignment and directions; break, moving position in class; call on student frequently; engage student; explain the assignment; have student repeat directions back; move to a new location in the classroom; use non-verbal cues; pause before giving direction; praise when on task; praise when good attitude and involvement occur; redirection; standing when working; turn desk around; use timer; use seating disk; use velcro on the desk
    - - Assign a buddy or partner; call on student frequently; use non verbal cues; praise when good attitude and involvement occur; adjust proximity to students; talk one on one with student; teach conflict resolution skills, coping skills, relationship skills, social skills, and relaxation techniques
    - - Assign a buddy or partner; count to 10; use deep breathing techniques; draw a picture or write in a journal; encourage interaction with a more self confident student; help student with homework; individual work space; listen to music; move to a new location in the classroom; use non verbal cues; adjust proximity to students; give reassurance; reflective listening; offer a stress ball or fidget; take a break; talk one on one with student; touch base with student; teach conflict resolution skills, coping skills, relationship skills, social skills, and relaxation techniques
    - - Acknowledge positive behavior; avoid power struggles; give clear and concise directions; give choices; have clear, consistent, and predictable consequences; more structured routine;; praise when cooperative and well behaved; praise when good attitude and involvement occur; use rewards and incentives; use a calm neutral tone; teach conflict resolution skills, coping skills, relationship skills, social skills, and relaxation techniques
    - - Alternative modes of completing assignments; assign a buddy; assign a class job; draw a picture or write in a journal; give choices; praise student frequently; use rewards and incentives; reflective listening; encourage interaction with a more self confident student; teach conflict resolution skills, coping skills, relationship skills, social skills, and relaxation techniques
    - - Alternate modes of completing assignments; assign a buddy or partner; draw a picture or write in a journal; assign a classroom job; break down assignments and directions; encourage interaction with a more self confident student; use of non-verbal cues; adjust proximity to student(s); reassure student; take a break; touch base it the student; teach conflict resolution skills, coping skills, relationship skills, social skills, and relaxation techniques
- - - - Re-experiencing traumatic medical events or procedures
        Students may find themselves constantly thinking about their illness, even when they don’t want to think about it.
        
        Avoidance
        Students may avoid associating with others and not want to discuss anything related to the illness.
        
        Hyper-arousal
        Students may constantly worry that something bad will happen, even in safe situations.
        
        Other typical PTSD symptoms associated with serious or life-threatening illnesses in students:
        
        Intense and persistent emotional upset
        
        Symptoms of depression
        
        Anxiety
        
        Difficulty controlling their own behavior
        
        Difficulties relating to and building relationships with other students
        
        1 more item...
        
        Attention problems
        
        Lower academic achievement
        
        Physical symptoms associated with the illness, such as discomfort and pain
      - Strategies
        
        Consider possible life events that may be leading to student behavior
        
        Focus on building a positive relationship with the student. Feeling cared for and supported will help the student become more receptive to other strategies.
        
        Incorporate safety as a class norm. This could be especially effective with students who have experienced physical trauma as part of their illness.
        
        Have a designated safe space where students can go when they are feeling negative emotions associated with their illness.
        
        Promote open communication with parents to discuss the student's condition, however it is important to consider that parents are usually equally traumatized, if not more so, by their child's illness.
        
        1 more item...
        
        Sources:
        
        About Child Trauma. (2018, November 5). The National Child Traumatic Stress Network. https://www.nctsn.org/what-is-child-trauma/about-child-trauma
        
        Effects. (2018, March 19). The National Child Traumatic Stress Network. https://www.nctsn.org/what-is-child-trauma/trauma-types/medical-trauma/effects
        
        Trauma-Informed Strategies to Use in Your Classroom | Resilient Educator. (2020, June 13). ResilientEducator.Com. https://resilienteducator.com/classroom-resources/trauma-informed-strategies/
- - - - Clingy
        Not wanting to go back to school or routine. Wanting to stay by a familiar person all the time.
        
        Developmental Regression
        Going back to wetting themselves. No longer sleeping through the night. Using baby talk or wanting baby treatment.This can often because they want to feel in control or go to a time before when the loved one was alive.
        
        Academic Issues
        Seen in older children and teenage. Falling behind in studies and not completing work.
        
        Guilt
        They may blame themselves for the death. The would especially happen if they recently had a fight or told them to "go away"
        
        Behavioral Changes
        Talking back, acting out or using more risky behavior seen in older children.
        
        Teach coping skills
        
        Talk to parents/caregiver
        
        STOP WALK TALK
        
        Counseling
        
        Reinforce positive traits.
        
        Refer to counseling
        
        Acknowledge the feelings
        
        Help/complete unfinished work during unstructured time.
        
        Structured routine at school.
        
        Incentives for completing work.
        
        Choice of work to use.
        
        Positive Reinforcement
        
        Sympathize with emotional concerns
        
        Work to come up with solutions with child and caregiver
        
        Set boundaries
        
        Let them express themselves
        
        Reach out to surviving caregivers
        
        Engage in activities
        
        Use of Calming Voice
    - - Excessively intimating the dead person
        
        Believing they are talking to dead person
        
        Extended period of depression
        
        Symptoms get worse over time
        
        Repeatedly expressing a wish to join the decease person.
        
        References
        How to Support Grieving Students: A Guide for Parents, Faculty and Students. (2020, May 7). [Video]. YouTube. https://www.youtube.com/watch?v=I-xztpjqMCkMcCall, PhD, P. (2011, February). Strategies for Understanding and Assisting the Grieving Student [Slides]. South Glen Falls Centeral School District. https://www.sgfcsd.org/wp-content/uploads/2015/04/Grieving-Students.pdfMorin, A. (2020, October 21). How to Recognize When Your Child Is Struggling With Grief. Verywell Family. https://www.verywellfamily.com/signs-of-grief-in-children-and-how-to-help-them-cope-4174245PBISWorld.com Home Page. (n.d.). PBIS World. Retrieved April 3, 2021, from https://www.pbisworld.com/Unity Health Point. (2020, May 1). Signs of Child Regression and What to Do. Live Well with Unity Health. https://www.unitypoint.org/livewell/article.aspx?id=6984368d-4325-4a59-bda4-58b95909b740
    - - Cognitive Understanding Grief by Age:
        
        Birth to 3:
        
        Doesn't understand death and forever
        
        Understand absence but expects a return
        
        Age 3-5
        
        Magical thinking: they can control the world
        
        Can not understand another perspective
        
        Begin to understand death but believe it's reversible
        
        Age 5-9
        
        Developing understanding death is final and inescapable
        
        Can feel powerlessness
        
        May believe that their actions somehow contributed to the death
        
        Age 9-12
        
        Beginning development of abstract reasoning
        
        May ask what if questions
        
        Increased emphasis on friends
        
        Age 12+
        
        Exploration of what death means
        
        Integrate it to their own identity
- - - - relationship is paramount, avoid all seclusion techniques (time out, isolation, thinking chairs)
        
        Physical and pyschological safety is ensuring the connection, consistency, predictabiliy of the classroom and the people in it, taking micro steps to build relations 1 person at a time.
        
        Avoid exposure to know stressors, as the ASD stress response takes longer to wane and often remains a closed loop, meaning the child is in a constant state of stress. Stressed people cannot learn or make progress.
        
        Get expert help to tailor or modify the treatment plans
        
        Ensure the demands and skills are matched in the abilities of the student, or distress will occur
  - - - App
  - - - DBT
- - - - [Autism and trauma- the intersection] (https://www.youtube.com/watch?v=cwRgJguwpS4)
        
        References
        
        Autism and trauma the intersection. (2020, March 28). [Video]. Youtube. https://www.youtube.com/watch?v=cwRgJguwpS4
        Bernier Lab university of washington center for human development and disability. (2017, June). Trauma and autism spectrum disorder. https://tfcbt.org/wp-content/uploads/2019/05/Bernier-Lab-UW-Trauma-and-ASD-Reference-Guide-2017.pdf
        Gravitz, L. (2018, September 26). At the intersection of autism and trauma. Https://Www.Spectrumnews.Org/Features/Deep-Dive/Intersection-Autism-Trauma/. https://www.spectrumnews.org/features/deep-dive/intersection-autism-trauma/
        Paces science 101. (n.d.). Acestoohigh.Com. Retrieved April 3, 2021, from https://acestoohigh.com/aces-101/
        Quick ways to deal with stress if you are the educator. (n.d.). Https://Resilienteducator.Com/Classroom-Resources/Classroom-Stress-Relievers/. Retrieved April 3, 2021, from https://resilienteducator.com/classroom-resources/classroom-stress-relievers/
        Rumball, F., Happé, F., & Grey, N. (2020). Experience of Trauma andPTSDSymptoms in Autistic Adults: Risk ofPTSDDevelopment FollowingDSM‐5 andNon‐DSM‐5 Traumatic Life Events. Autism Research, 13(12), 2122–2132. https://doi.org/10.1002/aur.2306
        Tease pic. (n.d.). [Illustration]. Https://Www.Kennedykrieger.Org/Sites/Default/Files/Library/Images/Stories/Potential-Magazine/Fall-Winter-2019/Tease_picCC.Png. https://www.kennedykrieger.org/sites/default/files/library/images/stories/potential-magazine/fall-winter-2019/Tease_picCC.png
        Thornton, L. (n.d.). Identifying trauma in children with autism. Https://Www.Kennedykrieger.Org/Stories/Potential-Magazine/Fallwinter-2019/Identifying-Trauma-Children-Autism. Retrieved April 3, 2021, from https://www.kennedykrieger.org/stories/potential-magazine/fallwinter-2019/identifying-trauma-children-autism
        Trauma informed strategies to use in your classroom. (n.d.). Https://Resilienteducator.Com/Classroom-Resources/Trauma-Informed-Strategies/. Retrieved April 3, 2021, from https://resilienteducator.com/classroom-resources/trauma-informed-strategies/
        Wright, J. (2017, October 4). Unmasking anxiety in autism. Https://Www.Spectrumnews.Org/Features/Deep-Dive/Unmasking-Anxiety-Autism/. https://www.spectrumnews.org/features/deep-dive/unmasking-anxiety-autism/
  - - - insomnia
        
        predisposed to anger and anxiety
        
        difficulty concentrating
- - - - bullying
        
        neglect
        
        violence
        
        loss of sleep
        
        flashbacks
        
        anxiety
        
        1 more item...
        
        ASD have a tendency to be naive and so this can lead to traumatising opportunities in older atypical students
        
        Socially based mistreatment (bullying/isolation/peer-peer violence or rejection) can overwhelming affect ASD individuals
      - ASD are more likely to experience ACE but less likely to be investigated for PTSD.
- - - - Symptoms
        Students with PTSD may:
        --seem irritable anxious, or cranky
        --seem detached or depressed
        --have trouble paying attention or concentrating
        --have trouble eating or sleeping
        --startle easily or be overly sensitive to things which remind them of the event
        --avoid people or places which remind them of the event
      - Responses
        Students may need to:
        --take medicine to treat anxiety
        --miss class time to talk with counselors or mental health specialists
        --have extra time to complete assignments
    - - Symptoms
        Symptoms of depression in children often include:
        --sadness, or a low mood that does not go away
        --being irritable or grumpy all the time
        --not being interested in things they used to enjoy
        --feeling tired and exhausted a lot of the time
      - Responses
        --Give frequent feedback on academic, social, and behavioral performance.
        --Teach the student how to set goals and self-monitor.
        --Teach problem-solving skills.
        --Coach the student in ways to organize, plan, and execute tasks demanded daily or weekly in school.
        --Develop modifications and accommodations to respond to the student's fluctuations in mood, ability to concentrate, or side effects of medication.
        --Assign one individual to serve as a primary contact and coordinate interventions.
        --Give the student opportunities to engage in social interactions.
        --Frequently monitor whether the student has suicidal thoughts.
        --Develop a home–school communication system to share information on the student's academic, social, and emotional behavior and any developments concerning medication or side effects.
    - - Symptoms
        Signs that a child may have a mental health disorder include:
        --Persistent sadness — two or more weeks
        --Withdrawing from or avoiding social interactions
        --Hurting oneself or talking about hurting oneself
        --Talking about death or suicide
        --Out-of-control behavior that can be harmful
        --Drastic changes in mood, behavior or personality
        --Changes in eating habits
        --Loss of weightDifficulty sleeping
        --Frequent headaches or stomachaches
        --Difficulty concentrating
        --Changes in academic performance
        --Avoiding or missing school
      - Responses
        Accommodations that teachers can give to students include the following:
        --Special seating, especially near the door to allow leaving class for breaks
        --Assigned classmate as volunteer assistant
        --Beverages permitted in class
        --Tape recorder use
        --Note taker or photocopy of another student’s notes
        --Private feedback on academic performance
        --Exams in alternate format such as orally versus essay form
        --Use of assistive computer software to help them hear or understand better
        --Extended time for test taking
        --Exam in a separate, quiet, and non-distracting room
        --Substitute assignments in specific circumstances
        --Permission to submit assignments handwritten rather than typed
        --Written assignments in lieu of oral presentations or vice versa
        --Extended time to complete assignments