1. Working at the Car Wash 2. Paired Squares Inclusion ActivityWhat each other Connects participants with the topic and Sets norms of participation Focuses the mental energy in the room Allows for all voices to be present Why Everyone finds a partner. Each pair locatesanother pair, and everyone sits together. After watching the video, share your concerns,ideas, and experiences related to the video.How 3. What are the positives in youreducational programming for studentswith autism in your district?What are the concerns with youreducational programming for studentwith autism in your district?How are weeducationallyprogramming forstudents with autism?Do you still have autism coaches withineach of your buildings, or within yourdistrict. If so, in what capacity are theyfunctioning?If we created a county-wide network ofresourceful colleagues to call when youneeded ideas or strategies what topicswould you be comfortable indiscussing with colleagues? 4. Supporting Students WithAutism Spectrum DisordersNatalie AdairSt. Clair County RESAIntervention Specialist/Autism Teacher ConsultantAdapted With Special From Huron County TeacherConsultants 5. The Big Ideas The goal for the child is always two-fold To interact as a meaningful member ofthe family and the communityTo gain skills for independence Everyone needs to work togetherparents, siblings,other support persons (relatives, friends, school,respite care providers, etc.) 6. Choose Your Battles Carefully! Autism doesnt go away. . . Prioritize family needs and wishes Keep the big goals in mind: independence andsocialization Use the characteristics of autism to youradvantage 7. Use The Characteristics of Autism to YourAdvantage Rely on routines Use areas of interest to motivate Capitalize on visual strengths Minimize the use of auditory (spoken)directions and verbal input 8. How Do We Make a Bridge? To connect their world to ours? To connect us with them? To connect their attention to what they shouldbe doing in all environments?High Learned Units and Opportunities for ActiveEngagement 9. Visual Supports 10. What are the EBPs for Students with ASD? 11. What Are Your Visual Supports? Clocks/Watches Calendars Signs in stores Road signs Price tags Phone books Maps Cookbooks/Recipes Agendas Checkbook register Car dashboard display Invitations Post-it notes Grocery lists Paycheck & stub 12. What Do Your Visuals Tell You. What youll be doing? Where youll be going? Who youll be seeing? Why youre going there with them? When youll start and when youll be done? Whats expected of you? 13. Why Use Visual Supports? Proven in the research to: Reduce behavior problems Reduce child and family stress Increase learning of skills/knowledge Increase communication Increase interaction with those in thecommunity Increase time spent in quality of lifeactivities 14. But my child can talkAre Visuals Really Necessary? Dont assume he/she understands everythingyou say Assume competence but check forcomprehension Stress and Frustration affect functioning Change of ability based on situation Change of locationRemember, YOU can talk just fine, and YOU still useMANY visual supports! 15. When we present information verbally,the words are available for a briefmoment.When we present information visually itcan be there for as long as the studentneeds it. 16. Underlying principles Pair with minimal spokenlanguage Introduce during times oflow stress Use acrossenvironments Use with assistance untilmastered 17. Before Universal Supports 18. Universal Supports Implemented Visual Schedule Predict Events Social Facts Library Visit Visual Prompts To assist with Transition To prompt next eventWalk InSit Down at ToyFind a BookCheck out the Book 19. After Universal Supports 20. Underlying principles 21. Tell once Display picture/story/schedule/cue card Let it do the talking Let it do the reminding Let it help make the connection between thewords and the meaningAllow for the wait time and the processing tooccur before you engage the student 22. What are some types? Written words Pictures and picture symbols Gestures Objects in the environment Arrangement of the environment Social stories Schedules, calendars, procedure cards 23. Schedules Must be age-appropriate Must be mobilealways available Help with transition times Can be made smaller as child ages Must be taught!!! 24. Lets look at some 25. Make them changeable 26. Mini-schedules and Procedures Break down a new, difficult, or multi-steppedactivity into manageable parts Can be slowly adapted into less and less stepsas child becomes proficient Lets look at some 27. Examples of mini-schedules to use at home 28. Teach play skills 29. Incorporating choices.. Make available whenever possible Making choices is empowering. It results inincreased positive behavior, increasedunderstanding of language and increasedmotivation 30. Sample choice boards Leisure time activities Restaurant food choices Daily activities (ex. cup, plate, toothbrush,clothing, etc.)Make it changeabledont offer a choice thatdoes not exist or that you cant live with at thetime 31. Visuals for Physical Structure 32. Communication Think about a time you had an disagreement withsomeone you care about What happened to your body during thedisagreement? What does research say about our IQ duringtimes of stress? Many behavior problems are caused bycommunication difficulties! 33. Strategies to Change Behavior Contracts First-Then Token Economy How Many Times and Done Social Stories Visual and auditory prompts Self-Management System 34. Changing behavior Use contracts to get undesirable activitiescompletedNon-preferred activities must be followed by a preferred activity Give a visual prompt for how many or howlong a child must do somethingAlways honor the contract! 35. Teach the use ofFIRST/THEN contracts 36. How Many To DoSlide down 5 times and then ALL DONE5 4 3 2 1How many times? 37. Token Economy 38. My Train bookRaise my handUse nice words 39. Social Stories Social stories provide an individual with accurateinformation about those situations that he/she mayfind difficult or confusing The goal of the story is to increase the individualsunderstanding of, make him/her more comfortable in,and possibly suggest some appropriate responses forthe situation in question 40. Social Stories Can be written by anyone Used to address many topics Read many times BEFORE target situationoccurs Shortened version kept as a prompt after childhas learned story Picture cues make them more effective 41. Social Stories on the Fly Pick a situation that you have encounteredthat could have had a social story for support. What did you have available to write on Scrap paper (napkin, old envelope) Notes on phone Checkbook Your hand Time to write one 42. Self-Management Systems An evidence-based intervention to helpchildren independently regulate their ownbehaviors Children are taught to discriminate betweenappropriate and inappropriate behaviors,monitor their own behavior, take their owndata, and reward themselves for behavingappropriately 43. Can be used to: Reduce inappropriate & interfering behaviors Disruptive behaviors Not completing school work or chores independently Increase social, adaptive, & language /communication skills Giving compliments to others Responding to others Increasing on-task behavior Initiating interactions Increasing play skills Conversing with others 44. Preparing the Self-Management System1. Identify the target behavior to increase ordecrease2. Identify reinforcers that motivate the child3. Develop a data collection system4. Select a self-monitoring device 45. Example Target Behavior: Get dressed before timersounds (10 times to get reward) Identify reinforcer: 30 minute computer game Develop data collection system: Daily card, dry erase marker, timer set by self orteacher Determine self-monitoringdevice: 10 check marks on card Complete work beforetimer sounds:Reward: computer game 46. Examples of Self-ManagementSystems 47. Saying Hello to others:Date: _________When: Yes/NoBus DriverOne kid on busNear door at schoolBy lockerMrs. Jones1 kid in mathMr. Brown1 kid in readingLunch lady2 kids at lunchRecess aidMr. BrownBus driverHands Down 48. In Summary What do I want to change? What will I do/not do? Did I do it? Did I do it to this specification? Did I record it? Can I reward myself? 49. Incredible 5-Point ScaleSelf-Management Examples 50. Using TimersA timer can help focus a childs attention to compete a task,reduce stress (how LONG do I have to do this?) and signify theend of an activity, providing for easier transitions.Be consistent and teach your child to set them once he or sheunderstands how it works. A timer is frequently a necessaryaddition to a schedule system and can facilitate success. 51. Visuals dont argue..Use them to answer the key questions we allhave regarding work What do I have to do? How long will I have to do it? How will I know when Im done? What can I do or what do I get when Imdone? 52. Resources for Visuals Interventionist Natalie Adair and Rose DoreWith Support from Lisa and Yvette Online Resources Google Images Word Documents www.do2Learn.com www.usevisualstrategies.com www.tinsnips.org Apps Model Me Kids- social skills videos Easy Board Social HD Additional Resources Social Stories and Power Card Examples From SCC RESA Tasks Galore Books Model Me Kids CDs