Active Social Engagement Active Social Engagement for Students with Autism Alice Hammel, Virginia...
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Transcript of Active Social Engagement Active Social Engagement for Students with Autism Alice Hammel, Virginia...
![Page 1: Active Social Engagement Active Social Engagement for Students with Autism Alice Hammel, Virginia Commonwealth and James Madison Universities.](https://reader036.fdocuments.us/reader036/viewer/2022062518/56649eb35503460f94bbaf00/html5/thumbnails/1.jpg)
Active Social Engagement
Active Social Engagement for Students with Autism
Alice Hammel, Virginia Commonwealth and James Madison Universities
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Background
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Challenges for students with ASD
• Little interest in objects of people
• May not play simple interaction games
• May not laugh or smile in response to positive statements
• Limited interest in social speech, imitation, and joint attention
• Lack of social function or understanding of social cues
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Socialization and Academic Progress
• Social communication and academic progress are inherently linked
• We learn by observing others and through witnessing the outcomes of those behaviors
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Fundamentals of Social Development
• Social speech
• Collaborative play
• Eye contact
• Joint attention
Jim Along Josie
Rhythm Game (imitation)
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Eye contact
• Gather information
• Indicate interests
and emotions
• The intent of others
can be very
confusing
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Why?
• Attention has been drawn elsewhere
• Anxiety related to the expectations of the classroom at the moment
• Sensory input needs (hypo or hyper)
• Delay in cognitive processing necessary to comprehend or retain information
Levelance (in pairs)
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Joint attention
• Attending to the interest of others
• This can be extremely difficult.
• Some students are not interested in engaging with others, their objects, or situations.
• An inability to process via eye gaze, theory of mind, or other means can exacerbate joint attention miscues.
• Simon Says
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Central Coherence
• Central Coherence Theory
• Focus on the local rather than the global aspects of an object of interest
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Theory of mind
• Trouble predicting actions, intent by assuming beliefs or state of mind
• Tone of voice
• Often cannot understand looks, glances, figures of speech, tone of voice, etc.
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Let’s make music!Pass the Ball
We are the Dinosaurs
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Other Challenges for Students with ASD
• Language Delays
• Age Appropriate
Interests
• Difficulty
interpreting
behaviors and
emotions
• Difficulty
interpreting facial
expressions that
include emotion
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Socialization StrategiesFor Music Educators who teach Children with ASD
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Considerations for lesson planning
• Imitation
• Fine motor movements
• Motor planning
• Taking turns on instruments
• Performing partner songs
Bach Activity
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Social Stories
• As individual books
• Using pictures of the student modeling appropriate social behavior
• “Setting up” social scenarios
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Lets make music!Lucy Locket
Great Big House in New Orleans
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Strategies for Educators
• Eye Contact
• Appropriate Responses
• Joint Attention
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Interest
• Finding interests that connect students
• May not be typical or age appropriate
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I love to Laugh
• The Prism Project
• Theory of Mind (revisited)
• What is means to be funny
• Telling Jokes
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I love to laugh
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Other considerations
• Appropriate Atmosphere
• Reverse Inclusion Opportunities
• Pairing or “Buddying Up”
• Literal Explanation (slang, etc.)
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Lets playUp, Up, and Away
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Reverse Inclusion
• Students who are neurotypical may be included in music settings with students with autism. Some models of this include:
• ASSET (Autism Spectrum Support Education and Training)
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The Prism Project: Hip-Hop Experience
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Concluding thoughts
Alice Hammel