Post on 23-Feb-2016
description
Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices
Building Your Future Intensive Training
Today’s Itinerary• Morning:
– Orientation to the START Project and BYF Intensive Training
– Foundations in ASD
• Afternoon:– Meeting Mechanics
1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 20120
2000
4000
6000
8000
10000
12000
14000
16000
Michigan Students with an ASD Eligibility Label
Num
ber o
f stu
dent
s
1,208
15,976
Purpose of STARTSTART serves as a
coordinating and supporting entity for
regional sites across the state of Michigan to
increase access to local resources, training and
support for students with autism spectrum
disorder.
START Primary Components
Team-based Intensive Training
START Early Childhood Intensive Training
START K-12 Intensive Training
START Building Your Future Training
Making Professional Development EffectiveLang & Fox (2003)
0%10%20%30%40%50%60%70%80%90%
100%
w/out follow-up w/follow-up
• Traditional professional development (training without follow up to support implementation) yields a 5-10% implementation of strategies success rate.
• With follow up, that number can rise to 75-90%
START Intensive Training Goals
• Acquire content knowledge
• Apply content knowledge
• Develop teaming and collaborating skills
• Develop systems to assure implementation
Systems Change
• Big change only happens when we change whole systems
Systems ChangeCommon principles/practices for supporting students with ASD
• Positive behavioral interventions & supports• Integration of students and peer supports• Team approach for planning, development, and
implementation • Training and coaching to support implementation• Assessment and planning for program improvement• Networking and sharing across districts and counties
Big Ideas
LRE/Natural Environments
Independence & Socialization
Data-Based Decision-Making
Evidence-Based PracticesUse the ASD to the
Student’s Advantage
Families as Active
Team Members
Peers as Critical
Natural Supports
Universal Supports
Team Process and Problem Solving
Proactive / FrontloadAccountability
Goals for Individuals with ASD
Socialization Skills
Independent Skills
Employment
START Primary Components
Regional Collaborative Networks (RCNs)
START/ Autism Education Center at GVSU
SMART Lake side OCAN SMACWest
MAC LEAN MAC Wayne WIN4Autism
CAN4GCA CMACUPAN Thumb Kent
CANCRANNAN
Great Lakes
Intermediate & Local School District Trainer/Coaches
Student and Family
School Building Coaches & Teams
START Primary Components
• Annual START Conference, Leadership Meetings, Summer Institute
• START Website http://www.gvsu.edu/autismcenter/transition-312.htm
• Products and Materials developed by START partners (i.e. RCN)
START Conference 2014April 29, 2014 @ Lansing Lexington
KEYNOTE:Evidence-based intervention in transition and
adulthood
Peter Gerhardt, Ph.D.
START Primary Components
Resources for Evidence-Based Practices for Students with ASD
• NPDC: (http://autismpdc.fpg.unc.edu/)
• OCALI: AIM (Autism Internet Modules) (http://www.autisminternetmodules.org)
• National Autism Center: National Standards Project (http://www.nationalautismcenter.org)
Evidence-Based
Why Demand Use of Effective Practices
• Improved Student Outcome
• Legally Defensible
• Efficient use of Time and Money
The FutureA START Partner for Life!?
We are committed to supporting our training sites for the duration of our
grant funding through Regional Collaborative Networks and Coaches with a goal of improving outcomes for
all students with ASD.
START Building Your Future:
Secondary Transition Intensive Training
1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 20120
2000
4000
6000
8000
10000
12000
14000
16000
Michigan Students with an ASD Eligibility Label
Num
ber o
f stu
dent
s
1,208
15,976
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 260
200
400
600
800
1000
1200
1400
1
65
210
409
616
803
983
11431187
13071270
11581124
1059 1036
942
872
552
294
208 197162
129 136104
9
Number of Michigan Students with ASD by Age* Based on 2011 MDE, OSE Eligibility Count
Post-Secondary Outcomes
• Access to Higher Education
• Employment
• Independent Living
• Social Opportunities
National Data: Housing• 2008 Easter Seals study showed more than 80% of adults with ASD
ages 19-30 live at home with their parents
• Majority of adult children with ASD are living with aging parents Adults 19-30 with Autism
• With parents or guardian 81%• Independently, with spouse or partner 3%• With other family member/spouse/partner 0%• Supported residence for individuals with special needs 14%• Other 2%
Adults 19-30 with Asperger• With parents or guardian 71%• Independently, with spouse or partner 9%• With other family member/spouse/partner 5%• Supported residence for individuals with special needs 7%• Other 7%
Easter Seals, 2008
Autism
Multiple disabilities
Mental impairment
Orthopedic impairment
Visual impairment
Traumatic brain injury
Emotional disturbance
Hearing impairment
Speech / language impairment
Learning disability
Other health impairment
0 20 40 60 80 100 120
Engagement in education, employment, or training after leaving school
PercentageNLTS2, 2009
Employment OutcomesDespite the passage of the Americans with Disabilities Act, the Supreme Court decision in the Olmstead v. L. C. (1999) case with its emphasis on full community integration for individuals with significant disabilities, the majority of individuals with significant disabilities currently are not working in competitive employment.
Paul Wehman, W. Grant Revell, and Valerie Brooke (2003). Has It Become the "First Choice" Yet? Journal of Disability Policy Studies, 14(3), 163-173.
Michigan Response• Michigan ASD State Plan
– http://www.asdplan.cenmi.org/
• Autism Insurance in Michigan– http://www.michigan.gov/autism – http://autismallianceofmichigan.org/news-info/autis
m-legislation/ (Autism Alliance of Michigan)
START’s Response
START Building Your Future (BYF)
Projects
Regional Collaborative
Networks: PST Goal
Intensive Training
(IT)
Technical Assistance
(TA)
Purpose of the BYF IT• Increase Knowledge of ASD & Implementation of
Effective Transition Practices
• Increase Collaborative Teaming Practices
• Improve Transition Outcomes for Individuals with ASD:– Access to Higher Education– Employment– Independent Living– Community Involvement
Training Curriculum• Orientation and Foundations• Meeting Mechanics and Guiding Principles• Looking at ASD Differently / Adults• “Stop It” and Other Behavioral Strategies• Asperger• Natural Supports• Discovery & IEP• Systems Change
Getting STARTed: Today’s Trip
• Daily Schedule:– 8:30am - 3:30pm– Lunch provided– AM & PM Breaks
• Materials:– Module Materials– Tool Kit (Review)
• Activities:– Content & Discovery Process activities with each module– Action plan development– One meeting per team outside of START training
Snow DaysSTART Training is canceled if… “insert decision here”
• Phone Tree Plan:“insert decision here”
• Make sure to get home / cell #s
Getting STARTed• Table Folders
– Important Information– Save the Dates– Sub team lists / email addresses
• Sub-Team Email List Update– Sign in each session– Notify START continuity staff with changes
• CEUs
Improving the JourneyTraining Expectations Activity
• Wait for Team Time to Talk– Write notes if needed
• Cell Phones on Silent
• CONTRIBUTE– Everyone has a contribution to make
• OTHERS:– Sub-Team Expectations– Large Group Expectations
Foundations in Autism Spectrum Disorders
ASD 101 / FoundationsWhat do you know coming in?
• Novice
• Intermediate
• Advanced
Changing Rate of ASD
1994 2012
DSM IV CDC
4-5 in 10,000(1 in 2,000)
1 in 88
Foundations of ASDAutism identified in
1943 by Leo KannerAsperger Syndrome identifed in 1944 by
Hans Asperger
Autism’s First Child
The Atlantic Monthly
In 1943, Donald Triplett of Forest, Mississippi became the first person to be diagnosed with ASD. His parents chose not only to accept him as he was, but created a hometown environment of love and friendship that refused to allow others to misinterpret or misrepresent him or his “oddity.”
DSM-IV Definition of Autism(MI definition)
Restricted & Repetitive Behavior
Impairment in Socialization
Impairment in Communication
Triad of ASD
DSM-V Proposed Change
Impairment in Social-
Communication
Restricted & Repetitive Behavior
Continuum of Skills for Individuals with Autism
Severe MR Gifted Aloof Passive Active/Odd Non-verbal Verbal Awkward Agile Hyposensitive Hypersensitive
The Advocate (2003)
Measured IQ
Social Interaction
Communication
Motor Skills Fine & Gross
Sensory
ASD is a neurbiological disorder that impacts:
• Processing
• Attention and shifting
• Basic social behaviors
• Interaction with the environment
• Learning
Lord, 2010
Socialization Skills and Development
Social Characteristics Limited appropriate use of nonverbal behaviors
in social situations (e.g., eye gaze, gestures, body language)
Difficulties recognizing and responding to subtle social nuances, cues, and unspoken messages Identifying and responding to people’s tone of
voice, facial expressions, posture, etc.
Social Challenges
• Social attempts may look like problem behaviors
• Developing relationships often challenging
Social Deficits and Difficulties• Social reciprocity and perspective taking
• Responding to social bids
• Social initiation
• Social repair
• Social isolation
Social Characteristics
Theory of mind deficits – difficulty with understanding and appreciating the thoughts and feelings of others
Theory of mind is the ability to attribute mental states—beliefs, intents, desires, pretending, knowledge, etc.—to oneself and others and to understand that others have beliefs, desires and intentions that are different from one's own
Theory of Mind
What I see is what others see. What I know is what others know.
What I feel is what others feel. What I believe is what others believe.
Autism is a Social Learning Disability
• We are wired to read social information into everything
• We are experts on faces and emotions most of the time
• Yawning (Senju et al., 2007)
• Social information is protective since it enables us to read situations
Communication Skills and Development
Communication• Facial expression doesn’t augment communicative
intent
• Prosody tends to be flat or exaggerated and voice can be too loud or soft with rate of speech being too slow or too fast
• Language can be repetitive, overly formal, idiosyncratic
• Echolalia (processing the utterance as a whole “chunk”, not as individual words)
• Difficulty with conversations
Three ASD Communication “Facts”
1. In ASD expressive language and receptive language are not equal
Understanding Meaning• I didn’t say she stole my money (but someone said it).• I didn’t say she stole my money (I definitely didn’t say it).• I didn’t say she stole my money (but I implied it). • I didn’t say she stole my money (but someone stole it). • I didn’t say she stole my money (but she did something with
it).• I didn’t say she stole my money (she stole someone else’s).• I didn’t say she stole my money (she took something else).
Three ASD Communication Facts
2. If you didn’t write it down you didn’t say it.
Communication-Stress & Anxiety
3. Understanding and communicative expression breaks down under stress-
– Even if a student has verbal language, it may be difficult for him to communicate when upset
– A student under stress needs more visual and less verbal input
Individuals with delays in language development are at risk for using challenging behaviors as a way to
communicate their needs and wants.
Florida State University , 2005
Restricted and Repetitive Patterns of Behavior
Restricted and Repetitive Patterns of Behavior
• Narrow interest of abnormal intensity or focus
• Fascinations: numbers, sports facts, computers
• Inflexible adherence to specific nonfunctional routines or rituals
• Distress at unexpected changes
Restricted and Repetitive Patterns of Behavior
• Stereotyped, repetitive motor mannerisms Hand or finger flapping Complex whole body movements
• Persistent preoccupation with parts of objects, such as spinning the wheels on a toy car
Sensory Differences Associated with ASD
• Not necessary in the diagnosis of ASD but virtually all individuals demonstrate sensory processing issues
• Strong reactions to everyday sensations
Hypersensitivity(too sensitive)
• Sensitivity to bright light or the flicker of fluorescent lights
• Being fascinated with light and reflection
• Intense perception of colors • The smell or taste of any food
is too strong • Intolerance of the texture of
certain foods • Painful reaction to loud and /
or high noises • Overreaction to hot/cold • Intolerance of the feel of
clothes or shoes • Extreme touch sensitivity
Hyposensitivity(minimally responsive)
• Seems not to feel pain or temperature.
• Prone to inadvertent self-injury
• Seeks deep pressure (e.g. crawls under heavy carpets) and tight clothes
• Appears not to hear certain sounds
• The person might wave his/her hands around or rock back and forth or make strange noises in order to stimulate the senses
Signs of Sensory Difficulties• Putting hands over ears (sensitivity to noise),
vocalizing to override the sound• Flicking fingers in front of eyes (visual sensitivity) • Having meltdowns (sensory overload) • Not appearing to hear certain sounds or showing
panic reactions to certain unexpected sounds (noise)
• Rocking, pacing, fleeing
Autism Spectrum Disorders Sensory Characteristics
When I was a child, large noisy gatherings of relatives were overwhelming, and I would just lose control and throw temper tantrums.
» Temple Grandin
Autism Spectrum Disorders Symptoms of Anxiety
• Pacing, motor over-activity• Perseveration –preferred topics or activities,
questions asking• Increased self-talk• Social withdrawal/avoidance• Poor decision making• Decreased attention span• Outbursts
Autism Spectrum Disorders Sources of Anxiety
• Sensory under- or over-stimulation• Changes in schedule, routine• New people, events, environments• Unfamiliar task demands• Immersion in social settings• Teasing
“People expect cognition and social functioning to be equally developed. When kids with Asperger’s Syndrome experience difficulty they wrongly assume it is deliberate misconduct.”(A. Klin and F. Volkmar, 1997)
IDEA ‘04“Almost 30 years of research and experience had demonstrated that the education of students with disabilities can be made more effective by having high expectations…”
The Universally Designed Classroom(2005)