Autism Spectrum Disorder ABC’s for School Success Academic Behavioral Communication.
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Transcript of Autism Spectrum Disorder ABC’s for School Success Academic Behavioral Communication.
Autism Spectrum Disorder
ABC’s for School Success
Academic
Behavioral
Communication
Autism Spectrum Disorder students are individuals with characteristics that vary from their typical peers. The following module gives a few suggestions for common situations you may encounter as a teacher of students within the ASD. Getting to know your students and being proactive with teaching strategies will help reduce difficult moments.
A Practical Definition of Asperger’s Syndrome/High Functioning Autism
o Awkwardness in communication, despite strong vocabulary and grammar
o Difficulty in “reading” the behavior of otherso A preference for predictabilityo A tendency toward specific and intense interestso Inefficient organization and productivity, despite strong
intellectual abilitieso Often clumsinesso (Sometimes) problems in regulating anxiety or moodo Difficulty with problem solving and attentiono (Sometimes) challenges in integrating sensory information
Reading:
Autism Spectrum Disorder students:
- may be sight readers
- may read before kindergarten
- may memorize phonetic rules without application
- may have restricted areas of interest
-may have diagnosis of “hyperlexia”
- may demonstrate difficulty with comprehension skills
- may have strong literal comprehension skills
-may be weak in inferential comprehension
- may have difficulty comprehending abstract language
- may ready only for factual information
- may prefer non-fiction reading
Tips:
Provide variety of ways to practice comprehension
Make abstract concepts as visual as possible
Give choice of reading material
Modify length of reading passage
Allow turn-taking with partner
Modify reading level
Agree to take turns choosing reading material.
Spelling:
Autism Spectrum Disorder students:
- may be exceptional with spelling skills
- may lack comprehension of word meanings
- may see no need to “practice” spelling words
- may lack skills to put spelling words into sentences
- may lack skills to put spelling words into paragraphs
Tips:
Consider student’s level of mastery Modify number of practice repetitions
Assist vocabulary comprehension with visuals
Use sentence starters
Provide sentence examples
Hand Writing:
Autism Spectrum Disorder students:
- may have difficulty copying from board
- may have difficulty processing directions
- may have difficulty setting-up paper
- may have difficulty keeping pace of assignment
Tips:
Allow copying from book or paper
Use peer helper
Allow use of assistive technology
Modify dictated sentences
Administer tests orally
Provide breaks
Adjust amount of writing expected
Allow use of scribe
Provide writing samples
Adjust writing pace expectations
Language Arts & Creative Writing:
Autism Spectrum Disorder students:
- may have good memory for grammar rules
- may have difficulty applying grammar rules
- may have difficulty using correct punctuation
-may have difficulty with imaginary writing
- may have difficulty with fictional writing
- may have difficulty writing about emotions
- may become frustrated with open-ended options
Tips:
Provide task at student comprehension level
Provide grammar samples
Offer choices for writing topics
Provide story starters
Give visual reminder card listing steps for writing
Allow student to make list of items
Avoid writing topics on personal feelings
Allow use of assistive technology devices
Math:
Autism Spectrum Disorder students
- may have difficulty changing from one math concept to another
- may be easily overwhelmed with quantity of work
- may experience difficulty with application (story) problems
Tips:
Highlight different concepts
Highlight signs of muti-step problems
Vary length of assignment
Cut lengthy assignment page into parts
Assign specific parts of assignment
Provide breaks
Provide sample problem visually on student desk
Break assignments into smaller parts
Throughout the School Environment: Autism Spectrum Disorder students:
- may have difficulty working in groups
- may perceive themselves as the class policeman
- may prefer to work alone
Tips:
Assign to small, dependable group
Provide visual copy of each group member’s role
Vary groups (size, job) as student becomes more comfortable
Use social stories
Autism Spectrum Disorder students:
- may demonstrate a lack of organizational skills
- may not be able to plan steps for long-term projects
- may not demonstrate acquired skills due to poor performance on tasks and tests
Tips:
Teach organization through visuals, practice, social stories
Establish daily system for support to monitor organization
Use visual supports such as color coding, calendars use, lists, step-by-step guides
Teach self-monitoring skills specific for organization (check list, visual pictures)
Schedule use of resource time at conclusion of each school day when possible
Make curriculum choices by skills rather than grade level
Use calm, re-assuring tones of voice for directives
Autism Spectrum Disorder students:
- may have difficulty making transitions
- may communicate resistance to change through “behavior”
Tips:
Have a predictable schedule.
Use a visual schedule to communicate transitions clearly
Give warnings about how much time is left before the activity is finished Use timers for predictability Use social stories
Provide frequent movement opportunities within the school day and within an activity
Forewarn students in advance of any known changes
Visually demonstrate when a task will be considered done
Use verbal cues as reminders for approaching transition times
Autism Spectrum Disorder students:
- may appear or be a perfectionist
- may not want to “try” for fear of failure
- may over-react to situations
- may demonstrate “behaviors” to communicate feelings
- may appear to have low motivation for school tasks
Tips:
Be verbally supportive by using calm voice
Use visual supports
Provide examples and modeling
Regularly check student progress
Use students’ interests, strengths, passions as motivators
Allow student to earn time for preference of activity
Provide frequent, “legal breaks” (movement)
Use social stories
State expectations as predictable rules to follow
Autism Spectrum Disorder students:
- may display rigid thinking patterns
-may appear argumentative
-may want to use only one path to problem solve
- may not make connections that are obvious to others
Tips: Use a patient,calm voice Refrain from joining the argument (it takes two)
Use visuals to show another solution or make a connection
Use social stories
Gently encourage while teaching flexible thinking
Recognize student may be responding from developmental age rather than chronological age
Autism Spectrum Disorder students:
- may not understand “assumed basic knowledge
- may not see grades as important
- may view adults as equals
- may have difficulty understandings another perspective
Tips:
Use social stories to explain Show gradebook and permanent folder as visuals to explain
Draw hierarchy to teach chain-of-command, i.e., principal, teacher, student
Intentionally teach about emotions using visuals, body language, spoken word
Hidden Curriculum
• AS students have two curriculums
• Set of unwritten rules that no one has been directly taught, but just knows
• Violation of rules, makes a social outcast
• Avoid: “I shouldn’t have to tell you..”
“Everyone knows that…”; “It’s obvious..”
Autism Spectrum Disorder students:
- may function with a high level of stress
- may quickly overloads over seemingly small things
- may become agitated with excess stimuli
- may resist homework
Tips
Be predictable in responding to student
Provide necessary support and structure to create a comfort zone.
Watch for signs of escalating stress level and intervene with a preventative step, i.e., break, escape to “safe spot”, down time
Avoid using excess words, i.e., “save your breath”
Offer alternatives as activities
Assist with homework at school for completion
Autism Spectrum Disorder students:
-may function best using one modality for learning
- may have poor eye contact
- may not be able to look at and listen to speaker simultaneously
- may not respond well to multi-sensory interventions
- may be easily overwhelmed with too much sensory stimulation
Sensory Bombardment
Visual-may look away from tasks to notice all actions *has difficulty finding objects in competing backgrounds *avoids eye contact *expresses discomfort at bright lightsAuditory *difficulty with volume, pitch *difficulty functioning in noise *appears not to hear what you sayTactile *sensitivity to touch *difficulty standing in line
Tips:
Decrease sensory stimulation when possible
Provide a calming place for breaks
Use appropriate sensory input
Avoid forcing eye contact
Autism Spectrum Disorder students:
- achieve academic success - respond to behavioral expectations - communicate effectively
WHEN
- staff responds proactively - appropriate teaching strategies are used