Autism Spectrum Disorder in the Classroom

Autism Spectrum Disorder Autism Spectrum Disorder in the Classroomin the Classroom

Autism Spectrum Disorder Autism Spectrum Disorder in the Classroomin the Classroom

Melissa B. KimbleMelissa B. Kimble

Spring 2008Spring 2008

Why this topic?Why this topic?\ Through the movie Rain Man, there are

many misconceptions about “autism”.\ Diagnosis of “autism” is on the raise in

the United States.\ Training is needed for educators on

how to teach these special children.

Overview #1Overview #1\ Background information\ Characteristics of children with ASD\ Why inclusion of children with ASD?

Overview #2Overview #2\ Educational Strategies

• Children with Autistic Disorder• TEACCH• PECS

\ Educational Strategies– Children with Asperger’s Syndrome

\ Useful resources

Autism Spectrum Autism Spectrum Disorder (ASD)Disorder (ASD)

According to the Centers for Disease Control and Prevention (2007), “ASD’s are developmental disabilities that cause substantial impairments in social interaction and communication and the presence of unusual behaviors and interests (n.p.)

Three Common ASDsThree Common ASDs

Autism Spectrum Disorder (ASD)

Pervasive Developmental Disorder (PDD NOS) Autistic Disorder Asperger’s Syndrome

Pervasive Pervasive Developmental Developmental

Disorder not otherwise Disorder not otherwise specified (PDD NOS)specified (PDD NOS)

\ have severe impairment but do not meet the criteria set for any other autistic diagnosis

\ diagnosis usually due to the age of onset or the combination of autistic features

Autistic DisorderAutistic Disorder

\ always present before 3 years of age\ speech and social interaction

regression, usually around 18 months of age

\ have severe impairment in speech, communication, or social interaction

\ may be completely non-verbal and “in their own world”

Asperger’s SyndromeAsperger’s Syndrome\ referred to as a higher-functioning milder form

of autism\ less language difficulties\ problems with appropriate speech and

communication development\ social interaction difficulties\ can have very high IQs, do well academically,

have a superior memory, yet lack the skills to care for themselves

Who does if affect?Who does if affect?\ According to the CDC’s Autism and

Developmental Disabilities Monitoring (ADDM) Network in 2007, 1 in 150 8-year old children across the US.

\ does not discriminate ethnically, racially or economically

\ boys – four times more likely than girls

Causes, Cures and Causes, Cures and TreatmentsTreatments

\ NO known cause\ NO known cure\ enzyme therapy and gluten free/casein

free diets have shown positive results\ medications for co-occurring disorders

Characteristics of Characteristics of ASDsASDs

\ broad range of communication, socialization and behaviors

\ different levels of functioning\ no two children alike

Characteristics of Characteristics of Children with Autistic Children with Autistic

DisorderDisorder

\ completely non-verbal\ minimum verbal with

echolalia\ lack of eye contact\ repetitive routines\ screaming\ violent behaviors\ defiant behaviors\ obsessed with order

\ arm/hand flapping\ rocking\ no fear of danger\ climbing on top of or

hiding under items\ refusal to stay in

personal space\ seems to live in a

fantasy world

(Doyle, 2003)

Characteristics of Characteristics of Children with Children with

Asperger’s SyndromeAsperger’s Syndrome\ no or few friends\ difficulty in group settings\ does not understand effect of

their behavior on others\ appears egocentric\ uncaring or self-absorbed\ interests seem restricted and

repetitive\ play appears scripted\ limited understanding of make-

believe\ very bright, but socially inept

\ under-sensitive to pain\ selective hearing\ difficulty with unexpected

changes in environment\ does not respond with non-

verbal cues\ socially interacts better with

adults\ fine and/or gross motor

difficulties\ talks about the same topic\ self-isolates\ very sensitive to sensory stimuli

Why Inclusion of Why Inclusion of Children with ASD?Children with ASD?

\ Individuals with Disabilities Education Act• right to free appropriate public education• least restrictive environment

\ No Child Left Behind• 2013-2014 all students must be “proficient”

in math and reading\ Socialization

• form relationships• understand the feelings of others

Educational Strategies Educational Strategies for Students with ASDfor Students with ASD

\ no child learns the same\ instructional methods need to be

flexible\ information and advice available to

educators who want to be successful

Educational Strategies Educational Strategies - Autistic Disorder- Autistic Disorder

\ may seem to be an overwhelming unattainable endeavor

\ lack of communication skills makes the educator’s job more difficult

\ important to not take the child’s actions or indifferences personally

Educational Strategies Educational Strategies - Autistic Disorder- Autistic Disorder

\ Treatment and Education of Autistic and related Communication Handicapped Children (TEACCH)• physical environment• visual schedules• teaching methods

\ The Picture Exchange Communication System (PECS)• six phases

TEACCHTEACCHPhysical EnvironmentPhysical Environment

\ Limit visual distractions• paint in muted colors• limit amount of visual

clutter• cover shelves of classroom

materials• store unneeded equipment

or materials in another area

• use natural lighting from windows

• reduce fluorescent lighting• place student work areas

on the wall or in the corner

\ Limit auditory distractions• use more carpet• have lowered ceilings• turn off or mute P.A.

system• use acoustical tiles• use headphones with

electronic equipment

TEEACHTEEACHVisual SchedulesVisual Schedules

\ help address the child’s difficulty with sequential memory and organization of time

\ assist children with language comprehension\ provide structure to lessen their anxiety and

possible related behaviors\ help the child to maneuver throughout the

day\ provide opportunity for social engagement\ add in decision making\ gives sense of freedom while the teacher is

still in control of overall situation

TEEACHTEEACHVisual SchedulesVisual Schedules

\ use a “first-then” card\ use sectioned schedule to allow child to move

items as needed\ i.e. “to do”, “in progress”, “finished”

TEEACHTEEACHTeaching Methods #1Teaching Methods #1

\ Work Stations• helps students

• stay on task• complete their

work• provides an

incentive for completing work

TEEACHTEEACHTeaching Methods #2Teaching Methods #2

\ Visual instructions• detailed to help student to complete

a task in the proper order• school work and/or life skills

• leads to independence

The Picture Exchange The Picture Exchange Communication System Communication System

(PECS)(PECS)\ developed by Andrew Bondy and Lori Frost to

help children with autism acquire functional communication skills and initiate communication

\ Wallin (2004) informs that this system is “appropriate for individuals who do not use speech or who may speak with limited effectiveness”.

\ six phases in the system• must be taught in order• student can work on two phases at a time

PECS – Phase IPECS – Phase IBasic ExchangeBasic Exchange

\ first identify the wants of the child that they would be willing to make a request for

\ use only one symbol at a time\ use two adults

• one to entice the child with object wanted• one to hand the child the picture needed for exchange

\ object is given in exchange for the picture• proper correspondence is needed

• i.e. “Oh, you want a _______”\ goal: spontaneous request by using a picture symbol\ resist saying “What do you want?”

PECS – Phase IIPECS – Phase IIDistance and Distance and PersistencePersistence

\ child must be making spontaneous requests of a single adult

\ expansion of vocabulary of symbols\ still only use one symbol at a time

\ goal: make requests from further distances,

different rooms and variety of people

PECS – Phase IIIPECS – Phase IIIDiscrimination Discrimination

TrainingTraining\ more symbols are given to use from

• number can range for two to pages of symbols

\ discriminates between symbols, makes choices about wants and about activities

\ start off by asking “What do you want?” but fade use of phrase as student advances

\ goal: make appropriate choices in response to questions and other stimuli

PECS – Phase IVPECS – Phase IVSentence BuildingSentence Building

\ child has achieved making requests for different items, to different people, in multiple settings

\ teach using sentence strips to make longer requests

\ an “I want’ picture in combination with another card in needed on the sentence strip in order to exchange for the item or activity

\ goal: create sentences using pictures on a sentence strip

PECS – Phase VPECS – Phase VExtension of Extension of

Sentence BuildingSentence Building\ builds on Phase IV\ start adding in adjectives and other words to

better describe items or activities • i.e. “I want ball.” to “I want blue ball.”

\ goal: to refine requests made by using more detailed wording of sentences

PECS – Phase VIPECS – Phase VISpontaneous and Spontaneous and

Responsive CommentingResponsive Commenting\ use of pictures such as: “I see”, “I feel”, “I

hear”, “I smell”\ goal: for student to comment on aspects of

their environment

Educational Strategies Educational Strategies – Asperger’s Syndrome– Asperger’s Syndrome\ environment\ schedules\ instructional strategies

Asperger’s SyndromeAsperger’s SyndromeEnvironmentEnvironment

\ needs minimal visual and auditory distractions

\ established clear physical and visual boundaries

\ organized classroom• remove clutter• use labels

Asperger’s SyndromeAsperger’s SyndromeSchedulesSchedules

\ can use daily, weekly, monthly and activity\ allows them to know what is expected

• when it will happen and the order

\ helps them stay on task• important not to deviate• any changes need to be made before giving to student

\ use a “to do” list\ use “start”, “finish later” and/or “finish

previous”• to help with stopping an activity before finished

Asperger’s SyndromeAsperger’s SyndromeInstructional Strategies Instructional Strategies

#1#1\ highlight most important information

• give the student flash cards• pre-teach with a take home summary sheet• use step-by-step list of instructions

\ allow alternate modes of completing work• less written output

• lists instead of essays• use class notes from peer• portable keyboarding device• Audio- or videotaping to show understanding of

concept


#2#2\ prepare students

• give parents outline of upcoming curriculum

• i.e. books, video over book

• send home extra set of textbooks• have students read about topic to be

discussed ahead of time at home


#3#3\ use graphic and visual organizers

• table with major headings• outline to fill-in blanks during lecture• timeline of key chronological ideas

\ use mnemonic devices• have student practice visualization of key

events• use rhythms or sayings

• Please Excuse My Dear Aunt Sally – order of operations


#4#4\ increase time on task

• use white board to track assignments• use work baskets• provide non verbal cues to refocus student

\ maximize attending during whole-class instruction• give student a list of words to listen for in the lecture• relate material to student’s preoccupations• provide a duplicate of material being read aloud


#5#5\ prepare for

instructional and classroom transitions• provide specific

beginning and ending points

• use picture or written schedules

\ Melissa’s Schedule

7:30-7:45 morning work7:45-9:30 reading9:30-9:45 restroom break9:45-11:00 math11:00-11:15 restroom

break11:15-11:45 lunch11:45-12:15 recess

Useful Website #1Useful Website #1

\ Autism: Models and Classroom Instruction: Intervention Models: The Picture Exchange Communication System (PECS)• http://www.emstac.org/registered/topics/autism/models/pecs.htm• The website discusses the TEEACH method and PEC system. It

gives useful links to more detailed websites. The page also includes provides great definitions and answers to frequently asked questions.

• This information can be beneficial to educators, parents, extended family members, daycare employees, community/youth leaders and anyone who has contact with a person with an ASDs.


\ Autism Spectrum Disorders Overview• http://www.cdc.gov/ncbddd/autism/overview.htm• This website gives summarized information about ASDs. It

defines the disorder, tells who if affects, explains when it is detected and the causes.



\ Inclusion of Students with Autism Spectrum Disorders• http://www.newhorizons.org/spneeds/autism/daily.htm• The author gives an abbreviated history, then proceeds to

explain the propose of inclusion.• This information can be beneficial to educators, parents,

extended family members, daycare employees, community/youth leaders and anyone who has contact with a person with an ASDs.

Useful Website #4Useful Website #4\ Red Flags for Classroom Teachers: Identifying Students Who

May Have Features of an Autism Spectrum Disorder• http://www.newhorizons.org/spneeds/autism/

doyle_identifying.htm• This website offers characteristics to look for in students. It

reiterates the importance of an early diagnosis. Although an educator should never try to diagnosis or label a child, it is still important to be proactive in getting children the help they need.



\ Teaching Children with Autism: Visual Support: PECs• http://www.polyxo.com/visualsupport/pecs.html• This website gives detailed information about the phases

in the PEC system.• This information can be beneficial to educators, parents,

extended family members, daycare employees, community/youth leaders and anyone who has contact with a person with an ASDs.


\ Structured Teaching: Strategies for Supporting Students with Autism?• http://www.specialed.us/autism/structure/str10.htm• This website defines structured teaching. It also explains

each component in great detail and gives wonderful examples.

• This information can be beneficial to educators, parents, extended family members and daycare employees.

Additional WebsitesAdditional Websites

\ http://www.unc.edu/~denson/6/autism.html

\ http://www.wcs.edu/bhs/parents/autism_newsletter.pdf

\ http://www.cec.sped.org/AM/Template.cfm?Section=Home&Template=/templates/CECHomePage.cfm

\ http://www.autismeducation.net/index.htm

\ http://www.teacch.com/

Useful Print Resources Useful Print Resources #1#1

\ Asperger Syndrome and Six Strategies for Success• Linn, A., & Myles, B.• This article defines Asperger’s Syndrome and provides six

strategies to help address the student’s needs.• SODA (Stop, Observe, Deliberate, Act)

• This information can be beneficial to educators, parents, extended family members, daycare employees, youth leaders and anyone who has contact with a person with an ASDs.


\ Instructional Management Tips for Teachers of Students with Autism Spectrum Disorder (ASD)• Marks, Susan U., Shaw-Hegwer, Jennifer, Schrader, Carl,

Longaker, Tricia, Peters, Iris, Powers, Fran, Levine, Mark• This article outlines some instructional management

techniques for general education teachers of children with ASD (mainly Asperger’s). It provides detailed descriptions and applicable ideas.

• Although others may benefit from reading, this article is best suited for educators.


\ Provide Structure for Children With Learning and Behavior Problems• Swanson, Terri C.• This article provides some great examples of how to use

the environment, schedules, activities, routines and choices to help children with ASD be successful.

• Although others may benefit from reading, this article is best suited for educators.

ConclusionConclusion

\ Children with ASDs have…

• a broad range of characteristics and levels of functioning

• the right to an appropriate public education• the ability to be successful with the correct

support

References #1References #1Autism: Models and Classroom Instruction: Intervention Models: The

Picture Exchange Communication System (PECS). EMSTAC. Retrieved February 20, 2008 from http://www.emstac.org/registered/topics/autism/models/pecs.htm

Autism Spectrum Disorders Overview. (2007, February 9). Centers for Disease Control and Prevention. Retrieved February 23, 2008 from http://www.cdc.gov/ncbddd/autism/overview.htm

Daily, Melissa. (2005). Inclusion of Students with Autism Spectrum Disorders. New Horizons for Learning. Retrieved February 20, 2008 from http://www.newhorizons.org/spneeds/autism/daily.htm

References #2References #2Doyle, Barbara T. (2003). Red Flags for Classroom Teachers: Identifying

Students Who May Have Features of an Autism Spectrum Disorder. New Horizons for Learning. Retrieved February 20, 2008 from http://www.newhorizons.org/spneeds/autism/doyle_identifying.htm

Grossmann, M.D., Rami. (2008). PDD/Autism: A Clear Practical Approach for the Parents. Childbrain. Retrieved February 20, 2008 from http://www.childbrain.com/pdd.shtml

Linn, A., & Myles, B. (2004, Fall). Asperger Syndrome and Six Strategies for Success. Beyond Behavior. Retrieved February 19, 2008, from Education Research Complete Database.

References #3References #3Marks, Susan U., Shaw-Hegwer, Jennifer, Schrader, Carl, Longaker, Tricia,

Peters, Iris, Powers, Fran, Levine, Mark. (2003, March/April). Instructional Management Tips for Teachers of Students with Autism Spectrum Disorder (ASD). TEACHING Exceptional Children. 35(4), 50-54. Retrieved February 17, 2008, from Education Research Complete datebase.

Swanson, Terri C. (2005, January). Provide Structure for Children With Learning and Behavior Problems. Intervention in School & Clinic. (40)3, 182-187. Retrieved February 19, 2008, from Education Research Complete database.

Wallin, Jason M. (2004). Teaching Children with Autism: Visual Support: PECs. Retrieved February 24, 2008, from http://www.polyxo.com/visualsupport/pecs.html

References #4References #4Written by Susan Stokes under contract with CESA 7 and funded by a

discretionary grant from the Wisconsin Department of Public Instruction. (n.d.) Structured Teaching: Strategies for Supporting Students with Autism? CESA #7. Retrieved February 24, 2008 from http://www.specialed.us/autism/structure/str10.htm

Autism Spectrum Disorder in the Classroom

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