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Transcript of Inclusion Resources for High-Functioning students on the Autism Spectrum Maize Professional...
Inclusion Resources for High-Functioning students on the Autism Spectrum
Maize Professional Development Day
January 17, 2011Presenter: Beth Donahue
K/1 IR Teacher ~ Maize [email protected]
Agenda
What is Autism? What is HFA?Social Skills: Issues, Strategies, ResourcesBehavior: Issues, Strategies, ResourcesCommunication: Issues, Strategies, ResourcesAddressing Sensory NeedsGeneral ResourcesMiss Donahue’s Room: SpEd WikiQ & ALunch
What is Autism?
Each child with Autism is unique. To be diagnosed with autism, a person must demonstrate either delayed or
atypical behaviors in the following categories:
Social Interaction Communication
Behavior
Source: American Psychiatric Association. (2000). Pervasive developmental disorders. In Diagnostic and statistical manual of mental disorders (Fourth edition---text revision (DSM-IV-
TR). Washington, DC: American Psychiatric Association, 69-70
What is High Functioning Autism? Average or above average IQ Deficits in thought processing Social perception Social communication Limited Flexibility of Thoughts and
Interests Motor and Sensory Deficits
Social Skills and Students with Autism
Students with autism are not able to learn social skills by watching others.
You will need to provide explicit instruction.
PRIORITIZE. You will not be able to “fix” everything all at once. (E.g., Hitting and yelling are both inappropriate. Address the hitting first. Then address the yelling.)
Social Skills: Strategies• Scripting
• Social Stories• Social Autopsies
• Video Review• Role Playing
• People Pages• Power Cards
• Comic Book Conversations
Social Skills: Resources The Gray Center for Social Learning and Understanding
www.thegraycenter.org
The Hidden CurriculumThings we think they should “just know.”http://www.education.com/reference/article/hidden-curriculum-school-asperger/
Social Skills Training: For Children & Adolescents with Asperger Syndrome & Social Communication Problems70 lesson plans and activities for social skills training.Order from the IMC at the Coop
Behavioral Challenges Students with autism have behavior issues for different reasons than their
peers.
Students with autism spectrum disorders and others who experience moderate to severe communication disorders frequently have behavior difficulties because they don’t understand their world very well and they are not effective in getting their wants and needs met.
When a student uses a behavior that works to accomplish his goal, he will use that behavior over again. If we want the behavior to change we might have to:
Change how we communicate Alter how we respond Modify the environment Provide explicit instruction (give them the words)
Antecedent(what happened, who was present, where, when)
Behavior(operationally define target behavior)
Consequence(what did you do, what did peers/ others do)
Function(what was the communicative intent?)
•Something taken away•Transition•Requested to do something•Invasion of personal space•Environment change•Routine change•Etc…
•Hitting•Self-injury•Self-stim•Verbal•Tantrum•Throwing•Flopping•Screaming•Walking away•Running away
•Redirected•Natural consequences•Ignored•Showed picture/rule card•Time-out
•Escape/avoidance?•Attention?•Sensory?•Multiple?
Analyzing BehaviorCompleting a Functional Behavior Assessment involves a lot of data collection and hypothesizing. But even just an informal assessment can give you some insight into the needs of a student.
Behavior: StrategiesAsk parents for reward ideas!
First…ThenFirst: math; then: computer
Visual Schedule
Priming
“I am working for…”
Social Stories
Behavior Mapping
Behavior: Resources Red and Green Choices
◦ www.redandgreenchoices.com
The Incredible 5-Point Scale◦ www.5pointscale.com
Supporting Appropriate Behavior in Students with Asperger Syndrome http://www.education.com/reference/article/Ref_Approp_Behav/
KU Special Connections http://www.specialconnections.ku.edu/cgi-bin/cgiwrap/specconn/index.php
(not specifically for autism/aspergers…but the strategies are still appropriate)
•Behavior Advisor http://www.behavioradvisor.com/As of late, Dr. Mac has made it slightly more difficult to get to the good stuff on his site. But trust me, it’s worth it. Click on the “intervention strategies” link and sign up for the b-list. Like the KU site, this is not specifically for autism/aspergers but I’ve used a lot of the ideas with ASD kids.
Communication: About
Communication is more than just speech: It is a complex process that requires the interconnection of many different skills. Even if students appear to be developing communication skills, it is important to remember that their communication systems may not work efficiently or effectively.
Stokes, Susan and Prizant, Barry “Unconventional Communication “Echolalia”” 31 July 2009 <http://www.austinschools.org/lifeskills/Student%20Communication.pdf>
Communication: Visual Supports
Visual Supports are an effective instructional tool…
Visual supports organize a sequence of events, enhancing the student’s ability to understand, anticipate and participate in those events.
Visual supports supplement verbal instruction, clarifying the information for the student and increasing comprehension.
Visual supports can be used to cue communication, providing reminders of what to do and say in a situation.”
From: Teaching Children with Autism: Strategies to Enhance Communication and Socialization by Kathleen Quill, New York: Delmar Publishers Inc., 1995
Communication: Strategies Modifications/Accommodations Practice asking for help. / Verbal rehearsals. Allow additional time for processing!!! Be literal; be aware of difficulties that can arise when the same word
can mean different things ( Provide multiple means for expressing knowledge
(kidspiration/inspiration, oral response, power point, 3D model, etc…) Appoint an “Advance Agent”. (Classroom teacher or para.) “I’m going
to ask you question #4.” Graphic Organizers Word Banks Simplify verbal messages given to the student
Christi Kasa-Hendrickson, Ph.D. University of Colorado at Colorado Springs; http://www.taalliance.org/conferences/2009/materials/autism-inclusionnovideo.ppt#256,1,Successful Inclusion for Students with Autism
Communication: ResourcesA powerpoint with an amazing amount of information about using visual supports. (At school and at home.)www.cenmi.org/Portals/4/Documents/Tutorials/VisualSupports.pps
Website: “Use Visual Strategies”Has printable cards for emotions and behaviors. You don’t have to sign up or anything. Just click print. http://www.usevisualstrategies.com/VisualStrategiesInformation.aspx
Visual Supports: Ideas and ResourcesElementary Secondary
Picture schedule First-Then Board Cue cards Behavior Mapping Sequence map for specific
tasks. Power Cards Reminder cards taped to
desk. Hand signals/signs to
support verbal directions.
List of typical routines and expectations for each class.
Provide outlines for discussions.
Samples/models for assignments.
Advanced notice when schedules will change.
List of classes, room numbers, books, supplies needed.
Checklist for the day.
Website: “Use Visual Strategies”http://www.usevisualstrategies.com/VisualStrategiesInformation.aspx
Website: “Use Visual Strategies”www.cenmi.org/Portals/4/Documents/Tutorials/VisualSupports.pps
Sensory Needs: About
Hypersensitivity to specific noises is quite common.
Irritation, distraction to environmental noises (lawn being mowed, airplane passing overhead, buzz from electronic equipment.)
Sensory Needs: Strategies and Resources Try to cut down on noise.
Tennis balls or rubber tips on chairs
Explain out-of-the-ordinary noises (what’s happening, how long it will last, give suggestions for appropriate ways to react)
Gradually expose student to stimuli that is unavoidable.(e.g. lunchroom: arrange for alternate location to eat lunch. Let the student eat in a quiet place and then go to the lunchroom for the last 5 minutes. Once the student understands the noise and learns how to deal with it, have the student eat almost all of the lunch and then finish in the lunchroom…gradually increase time over weeks/months until the student is able to stay for the entire lunch period.)
Provide student with headphones/earphones to wear during activities which are especially loud.
Sensory Diets / Sensory Breaks
Miscellaneous Tips/Strategies
Don’t rearrange the room or schedule without being prepared to support the ASD student with advanced notice! ◦Where will their new seat be? ◦Who will sit by them?◦How long will it stay that way?
Prepare for fire/tornado drills: cue cards. Obsessive tendencies: talking about one
topic.
Use ONE 3-ring binder per student to create a notebook system. Keep supplies in the notebook to help with organization:◦ Hole punch◦ Copy of Schedule(s)◦ Pencil pouch (put a supply list in the pencil pouch. e.g. “2
sharpened pencils, 1 red pen, 1 blue pen, 1 yellow highlighter” picture list if necessary!)
◦ To Do List ◦ Create a section for each class
One day every week (or more) have the student sit down with the teacher or para and sort through the notebook. (This part is critical to the success of this system!)
Use this instead of 7 or 8 different folders/binders.
One Notebook System
Transitions
Bus unloading/loadingBathroom breaksPassing periodsLunchRelated Services
Supports:Advanced Warning
Expectations: explicit instruction in expected behavior
www.missdonahuesroom.wikispaces.com