Inclusion Strategies for Students with Autism

Inclusion Strategies for Students with Autism

Presented by MNPS Autism TeamPresented by MNPS Autism Team

A voice from a person with autism:

A voice from a person with autism:

“There is nothing more frustrating than the lifelong accumulation of scars that result from trying to be like normal people and failing daily. It is especially hard when your disability is invisible like mine.”

By: Jerry Newport Your Life Is Not a Label

“There is nothing more frustrating than the lifelong accumulation of scars that result from trying to be like normal people and failing daily. It is especially hard when your disability is invisible like mine.”

By: Jerry Newport Your Life Is Not a Label

Welcome To The TrainingWelcome To The Training

Hi, welcome to the Inclusion Strategies training. When you’re in this training today you will hear lots of information. When you hear lots of information it’s best that you don’t panic or feel overwhelmed. Your instructors are here to help you.

Hi, welcome to the Inclusion Strategies training. When you’re in this training today you will hear lots of information. When you hear lots of information it’s best that you don’t panic or feel overwhelmed. Your instructors are here to help you.

If you start to feel panicked or overwhelmed, you should stand-up and stretch or walk in the hall or write down why you are frustrated on a piece of paper to share with your instructor later.

We will take frequent breaks and we will have a lunch break at around 11:30. At the end of the day, you will get to go home – and that’s good.

If you start to feel panicked or overwhelmed, you should stand-up and stretch or walk in the hall or write down why you are frustrated on a piece of paper to share with your instructor later.

We will take frequent breaks and we will have a lunch break at around 11:30. At the end of the day, you will get to go home – and that’s good.

The rules for training are:1. Have fun2. Participate3. Listen4. Take a break when you need it.

The rules for training are:1. Have fun2. Participate3. Listen4. Take a break when you need it.

Primary Characteristics

of Autism

Primary Characteristics

of Autism

Impaired Social Relating and Reciprocity

Disordered Language and Communication Development

Restricted Interests and Repetitive Activities

Impaired Social Relating and Reciprocity

Disordered Language and Communication Development

Restricted Interests and Repetitive Activities

AutismAsperger’s SyndromePDD-NOS (Pervasive

Developmental Delay-Not Otherwise Specified)

Non-Verbal Learning Disorder

AutismAsperger’s SyndromePDD-NOS (Pervasive

Developmental Delay-Not Otherwise Specified)

Non-Verbal Learning Disorder

Autism Spectrum DisorderAutism Spectrum Disorder

The Continuum of the Spectrum

The Continuum of the Spectrum

Severe autism

Mild autism

Low cognitive

High cogniti

ve

Low verb

al

High verb

al

Why Diagnose Autism?Why Diagnose Autism?

Leads to appropriate treatment planning and intervention

Facilitates communication among professionals and families

Allows access to intervention services

Provides a means for parents to become informed and to join support networks

Leads to appropriate treatment planning and intervention

Facilitates communication among professionals and families

Allows access to intervention services

Provides a means for parents to become informed and to join support networks

How can they be on the same spectrum?How can they be on the same spectrum?

Student A IQ 140 Fluent in 2

languages Masters from

Harvard Violinist

Student A IQ 140 Fluent in 2

languages Masters from

Harvard Violinist

Student B IQ 50 Nonverbal Group home Supported work

Student B IQ 50 Nonverbal Group home Supported work

Answer: They both have sensory, socialand communication problems.

1990..... 1 in 2,000

2000..... 1 in 600

2004..... 1 in 275

2007….. 1 in 150

1990..... 1 in 2,000

2000..... 1 in 600

2004..... 1 in 275

2007….. 1 in 150

Why Be Concerned?Why Be Concerned?

70% of people with Autism are

unemployedThe higher the

functioning, the higher the unemployment!

70% of people with Autism are

unemployedThe higher the

functioning, the higher the unemployment!

http://modelmekids.com/autism-documentary.html

ObjectivesObjectives

1. To gain an understanding of Autism as it relates to our classrooms.

2. To understand the social, sensory, and communication difficulties associated with autism and interventions used.

3. To the importance of visuals as it relates to your classrooms.

4. To gain ideas on modifying activities to include all students with ASD.

1. To gain an understanding of Autism as it relates to our classrooms.

2. To understand the social, sensory, and communication difficulties associated with autism and interventions used.

3. To the importance of visuals as it relates to your classrooms.

4. To gain ideas on modifying activities to include all students with ASD.

Activity #1Activity #1

On the paper, list your honest concerns or fears from your experience including

children on the spectrum in your educational setting.

•What were set backs?

•What resources were available to you?

•Other?

•Get it out of your system!

IDEIAIDEIA

Significant changes related to inclusion:

1997 2004Emphasis on process Emphasis on results“Wait to fail” model Early interventionDual system Single systemLack of validity Scientifically basedCompliance Student achievementLD- IQ discrepancy LD- RTIMainstreaming Inclusion

Significant changes related to inclusion:

1997 2004Emphasis on process Emphasis on results“Wait to fail” model Early interventionDual system Single systemLack of validity Scientifically basedCompliance Student achievementLD- IQ discrepancy LD- RTIMainstreaming Inclusion

Mainstreaming VS Inclusion

Mainstreaming VS Inclusion

Mainstreaming

Students must “earn” the opportunity to participate in a regular setting by demonstrating the ability to “keep up” with the regular classroom.

Students travel to the services.

Mainstreaming

Students must “earn” the opportunity to participate in a regular setting by demonstrating the ability to “keep up” with the regular classroom.

Students travel to the services.

Inclusion

The commitment to educate each child in the regular classroom setting, to the maximum extent appropriate.

Services are brought to the student.

Inclusion

The commitment to educate each child in the regular classroom setting, to the maximum extent appropriate.

Services are brought to the student.

What is a modification?What is a modification?

A change in what is being taught tothe student or what is expected ofthe student.

A change in what is being taught tothe student or what is expected ofthe student.

A change that helps a student overcome or work around their disability.

What is a accommodation?

Inclusion: What does it mean?

Inclusion: What does it mean?

Inclusion Means:1. Educating all children with

disabilities in regular classes regardless of their condition

2. Supporting regular teachers and principals

3. Involving students with disabilities in age-appropriate classes

4. Taking parent’s concerns seriously5. Providing an appropriate

educational program

Inclusion Means:1. Educating all children with

disabilities in regular classes regardless of their condition

2. Supporting regular teachers and principals

3. Involving students with disabilities in age-appropriate classes

4. Taking parent’s concerns seriously5. Providing an appropriate

educational program

Inclusion: What does it mean?

Inclusion: What does it mean?

Inclusion does NOT mean:1. “Dumping” students with disabilities

into regular programs with no preparation or support

2. Ignoring student’s individual needs3. Placing unreasonable demands on

teachers and administrators4. Placing students with disabilities in

schools or classes that are not age appropriate

5. Requiring that students be “ready” and “earn” their way into regular classrooms based on cognitive or social skills

Inclusion does NOT mean:1. “Dumping” students with disabilities

into regular programs with no preparation or support

2. Ignoring student’s individual needs3. Placing unreasonable demands on

teachers and administrators4. Placing students with disabilities in

schools or classes that are not age appropriate

5. Requiring that students be “ready” and “earn” their way into regular classrooms based on cognitive or social skills

Where do I find them?Where do I find them?

Modifications can be found at the bottom of the goal pages.

Accommodations can be found at the bottom of the goal pages.

BOTH can also be found on the modifications page of the IEP.

Modifications can be found at the bottom of the goal pages.

Accommodations can be found at the bottom of the goal pages.

BOTH can also be found on the modifications page of the IEP.

Where do we begin?Where do we begin?The IEP team needs to work

together to promote success for the students in the classroom.

ALL members of the IEP team need to help with modifications and accommodations. It is not a one-man job.

The IEP team needs to work together to promote success for the students in the classroom.

ALL members of the IEP team need to help with modifications and accommodations. It is not a one-man job.

Curriculum Modifications Curriculum Modifications

Steps for Modifying the Curriculum

Steps for Modifying the Curriculum

Can the student do the same activity at the

same level as peers?

If not….

Can the student do the same activity at the

same level as peers?

If not….

.

Can the student do the same activity with adapted expectations??

EXAMPLE: Less words on the spelling test

Can the student do the same activity with adapted expectations and materials?

EXAMPLE: Matching the words to the pictures

Can the student do the same activity with adapted expectations??

EXAMPLE: Less words on the spelling test

Can the student do the same activity with adapted expectations and materials?

EXAMPLE: Matching the words to the pictures

Can the student do a similar activity but with adapted expectations?

EXAMPLE: Words that are functional and in the student’s daily environment

Can the student do a similar activity but with adapted materials?

EXAMPLE: computer spelling program

Can the student do a similar activity but with adapted expectations?

EXAMPLE: Words that are functional and in the student’s daily environment

Can the student do a similar activity but with adapted materials?

EXAMPLE: computer spelling program

Can the student do a different, parallel activity?

EXAMPLE: learn a computer typing program, write or put pictures in journal

Can the student do a different activity in a different section of the room?

EXAMPLE: Water the plants, file for the teacher

Can the student do a different, parallel activity?

EXAMPLE: learn a computer typing program, write or put pictures in journal

Can the student do a different activity in a different section of the room?

EXAMPLE: Water the plants, file for the teacher

Can the student do a functional activity in another part of the school?

EXAMPLE: help the librarian, office staff, cafeteria workers, or a teacher in a younger grade perform duties.

You have to get creative with modifications!!

Taken from: David Gaston, Olympia School District Olympia WashingtonMary A. Falvey, Ph. D. Professor-California State University, L.A.

Can the student do a functional activity in another part of the school?

EXAMPLE: help the librarian, office staff, cafeteria workers, or a teacher in a younger grade perform duties.

You have to get creative with modifications!!

Taken from: David Gaston, Olympia School District Olympia WashingtonMary A. Falvey, Ph. D. Professor-California State University, L.A.

Reading Reading

Kindergarten Standard:Recognize words that have the

samebeginning and ending sounds.

IEP goal: Identify all upper case

and lowercase letters of the alphabet.

Kindergarten Standard:Recognize words that have the

samebeginning and ending sounds.

IEP goal: Identify all upper case

and lowercase letters of the alphabet.

ReadingReading

Accommodations: preferentialseating and visual schedule

How would you modify this goal in

the classroom?

Accommodations: preferentialseating and visual schedule

How would you modify this goal in

the classroom?

Mathematics Mathematics

2nd grade standard: use a variety of strategies and representations to add and subtract two-digit whole numbers

IEP GOAL: The student will add and subtract two-digit whole numbers.

2nd grade standard: use a variety of strategies and representations to add and subtract two-digit whole numbers

IEP GOAL: The student will add and subtract two-digit whole numbers.

The accommodations are: visuals, token system, abbreviated assignments, extra grade opportunities.

How would we modify this?

The accommodations are: visuals, token system, abbreviated assignments, extra grade opportunities.

How would we modify this?

Mathematics

Language Language

7th grade Language: Identify the correct use of prepositional phrases (place correctly according to the words they modify within the sentence) within context.

IEP GOAL: The student will identify prepositions in pictures.

7th grade Language: Identify the correct use of prepositional phrases (place correctly according to the words they modify within the sentence) within context.

IEP GOAL: The student will identify prepositions in pictures.

LanguageLanguage

The accommodations are: communication system, visuals, abbreviated assignments, small group instruction.

How would we modify this?

The accommodations are: communication system, visuals, abbreviated assignments, small group instruction.

How would we modify this?

Visual Schedules and SupportsVisual Schedules and SupportsWhat are they?How can I use them effectively?What are they?How can I use them effectively?

Visual Supports Visual Supports

If I can't picture it.I can't understand it.-Albert Einstein

I THINK IN PICTURES. Words are like asecond language to me. I translate bothspoken and written words into full-colormovies, complete with sound, which runlike a VCR tape in my head.-Temple Grandin

If I can't picture it.I can't understand it.-Albert Einstein

I THINK IN PICTURES. Words are like asecond language to me. I translate bothspoken and written words into full-colormovies, complete with sound, which runlike a VCR tape in my head.-Temple Grandin

Visual Supports are an effective instructional tool…

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.”

Quill, 1995

“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.”

Quill, 1995

Visual Schedule: What is it?

Visual Schedule: What is it?

A visual schedule is a set of objects, pictures, or words that communicates a series of activities or steps to the activity.

A visual schedule fosters independence in the child with autism because it decreases the need for constant adult attention.

A visual schedule is a set of objects, pictures, or words that communicates a series of activities or steps to the activity.

A visual schedule fosters independence in the child with autism because it decreases the need for constant adult attention.

Why do they work?Why do they work?

Children with autism have strength in the ability to understand visual information.

Schedules utilize this strength by communicating information that helps children predict and plan their environment.

Children with autism have strength in the ability to understand visual information.

Schedules utilize this strength by communicating information that helps children predict and plan their environment.

What can I use to make them?

What can I use to make them?

Objects

Photos

Line drawings

Wordcards

Written lists

How do they look?How do they look?

Supports can be used in any situation and are going to vary WIDELY depending on the child.

Can be presented in binders, paper, file folders, schedule boards, etc.

Supports can be used in any situation and are going to vary WIDELY depending on the child.

Can be presented in binders, paper, file folders, schedule boards, etc.

Where do I start?Where do I start?

Decide the modality of the schedule.

Choose what the child needs a schedule for.

Write down the steps of your chosen routine on a piece of paper.

Post the schedule up in a logical and easy-to-see place.

TEACH THE SCHEDULE!!!!!!!!!!!!!!!!

Decide the modality of the schedule.

Choose what the child needs a schedule for.

Write down the steps of your chosen routine on a piece of paper.

Post the schedule up in a logical and easy-to-see place.

TEACH THE SCHEDULE!!!!!!!!!!!!!!!!

Visual SchedulesVisual Schedules

• Schedules should be arranged from a"top-to-bottom" or "left-to-right" format• Child should have a way to

manipulatethe schedule • Child should have a place to put theicon when they are finished with theactivity

• Schedules should be arranged from a"top-to-bottom" or "left-to-right" format• Child should have a way to

manipulatethe schedule • Child should have a place to put theicon when they are finished with theactivity

When First Introducing

Schedules:1. A “check schedule” card is kept right next to the schedule. When it is time for the student to transition to the next activity the card is handed to the student with the request to “check your schedule”. The student will bring the card back to the place where it belongs, thus bringing him to his schedule.

2. Once the student is at their schedule they can be cued or physically assisted to take the next card on the schedule.

3. The picture in their hand tells them where they are going. A “receiver envelope” is kept at the site where the activity will occur. The student puts the picture in the envelope and then he is right there where the activity takes place—transition complete!

NATHAN

Nathan

Schedule Examples Schedule Examples Individualized Circle Time Schedule

FIRST/THEN VISUALFIRST/THEN VISUAL

The first-then strategy allows the "first" expectation (whether a task, activity or assignment) to be modified, as needed. The modification is in terms of task completion and amount of prompting, in order to accommodate the student's daily fluctuations in his ability to process in-coming information. Then he can move on to his next visually scheduled task/activity .

First Then Boards First Then Boards

Improve meaning of abstract tasks with

visuals

Improve meaning of abstract tasks with

visuals

Teaching NO!!!!!Teaching NO!!!!!

A red X or circle with a

line through it placedon a picture gives the child a visual of whatthe word NO means.

A red X or circle with a

line through it placedon a picture gives the child a visual of whatthe word NO means.

What if you are thinking…?I don’t think I should modify or make excuses

for these kids. I know they can do it!

What if you are thinking…?I don’t think I should modify or make excuses

for these kids. I know they can do it! Saying that they know how to

do something is only DECLARATIVE KNOWLEDGE.

I can teach mostly anyone the facts necessary to learn how drive a stick shift car. But, being able to say how to do something does not mean you can do it.

What often keeps a child from being successful are skills we often do not teach…

It’s a continuum that requires PROCEDURAL KNOWLEDGE.

Saying that they know how to do something is only DECLARATIVE KNOWLEDGE.

I can teach mostly anyone the facts necessary to learn how drive a stick shift car. But, being able to say how to do something does not mean you can do it.

What often keeps a child from being successful are skills we often do not teach…

It’s a continuum that requires PROCEDURAL KNOWLEDGE.

Thinking

Feeling

Doing

Bellini/2007

Remember…….Remember…….

Being able to say how to do it doesn’t mean

you can do it!

Being able to say how to do it doesn’t mean

you can do it!

Social Skills and CommunicationSocial Skills and Communication

Why is it important?What will it look like?How am I involved?

Why is it important?What will it look like?How am I involved?

What are Social Interaction Skills?

What are Social Interaction Skills?

By definition (Gresham & Elliot, 1995):

Socially acceptable learned behaviors

that enable a person to interact withothers in ways that elicit positiveresponses and assist in avoidingnegative responses.

By definition (Gresham & Elliot, 1995):

Socially acceptable learned behaviors

that enable a person to interact withothers in ways that elicit positiveresponses and assist in avoidingnegative responses.

Social Impairments may Include: Social Impairments may Include:

Social Anxiety and withdrawal Difficulty recognizing the feelings and thoughts of others Poor eye contact Knowing how to start and maintain interactions Has difficulty maintaining personal space Lacks tact or appears rude Lack of spontaneous sharing Has difficulty making or keeping friends Repetitive and idiosyncratic use of language Restricted repertoire of activities/interests Is naïve Lack of joint attention (gestural and communicative) Less involved in group activities then same-age peers Difficulty understanding others’ non-verbal communication Difficulty understanding jokes Difficulty with understanding rules and losing at games

Social Anxiety and withdrawal Difficulty recognizing the feelings and thoughts of others Poor eye contact Knowing how to start and maintain interactions Has difficulty maintaining personal space Lacks tact or appears rude Lack of spontaneous sharing Has difficulty making or keeping friends Repetitive and idiosyncratic use of language Restricted repertoire of activities/interests Is naïve Lack of joint attention (gestural and communicative) Less involved in group activities then same-age peers Difficulty understanding others’ non-verbal communication Difficulty understanding jokes Difficulty with understanding rules and losing at games

"My teacher says I'm rude. I think I'm honest.I don't understand why I can't tell someone that they have bad breath, ugly hair, or to go away because I'm busy......"

"My teacher says I'm rude. I think I'm honest.I don't understand why I can't tell someone that they have bad breath, ugly hair, or to go away because I'm busy......"

Social Skills and Communication Social Skills and Communication

Children with autism are:

“Self-appointed revealers of the truth”

(Atwood)

Children with autism are:

“Self-appointed revealers of the truth”

(Atwood)

Social Skills and CommunicationSocial Skills and Communication

In the public school setting, childrenwith autism are often integrated into

thegeneral education classroom with thehope that social skills will be absorbedthrough proximity to “normal”socialization. Instead, direct instructionof specific skills combined with anawareness of appropriate models isrequired.

In the public school setting, childrenwith autism are often integrated into

thegeneral education classroom with thehope that social skills will be absorbedthrough proximity to “normal”socialization. Instead, direct instructionof specific skills combined with anawareness of appropriate models isrequired.

Stress in Persons’ with Asperger’s

Stress in Persons’ with Asperger’s

TriggersTriggers

AnxietyAnxiety

Increased Stress / AnxietyIncreased Stress / Anxiety

Increased ObsessionIncreased Obsession

Withdrawal / Shut downWithdrawal / Shut down

AggressionAggressionVerbal / physicalVerbal / physical

Atwood, 1999Atwood, 1999

What happens without direct instruction? Consequences of Poor Interventions:

What happens without direct instruction? Consequences of Poor Interventions:

Poor Academic Performance Peer Failure Rejection Isolation Anxiety Depression Substance Abuse Suicidal Thoughts Violence Towards Self or others.

Poor Academic Performance Peer Failure Rejection Isolation Anxiety Depression Substance Abuse Suicidal Thoughts Violence Towards Self or others.

Bellini/2007

Path

way o

f an A

SD

Ch

ild.

How do you start planning and begin instruction?

How do you start planning and begin instruction?

5 Steps: Identify and assess areas of needDiscern between skill acquisition

deficits and performance deficitsSelect appropriate intervention

strategies Implement intervention strategiesEvaluate program and modify as

needed*Source: Bellini, 2007

5 Steps: Identify and assess areas of needDiscern between skill acquisition

deficits and performance deficitsSelect appropriate intervention

strategies Implement intervention strategiesEvaluate program and modify as

needed*Source: Bellini, 2007

Goal SelectionGoal Selection

Most critical Skills that are commonly used

Ensure goals are in the child’s Zone of Proximal Development

Goals should be positive Goals should be realistic and represent a

challenge Set criteria based on baseline data (e.g. if

the student engaged with another child at recess for 2 % of the time then increase the percentage)

Most critical Skills that are commonly used

Ensure goals are in the child’s Zone of Proximal Development

Goals should be positive Goals should be realistic and represent a

challenge Set criteria based on baseline data (e.g. if

the student engaged with another child at recess for 2 % of the time then increase the percentage)

Determine: Skill Acquisition Deficit or Performance

Deficit

Determine: Skill Acquisition Deficit or Performance

Deficit Skill Acquisition Deficit: skill is absent

(will need to teach)

Performance Deficit: skill is in repertoire but the child does not use the skills (enhance performance)

Can the student do the skill with different people in different settings?

Skill Acquisition Deficit: skill is absent (will need to teach)

Performance Deficit: skill is in repertoire but the child does not use the skills (enhance performance)

Can the student do the skill with different people in different settings?

The eyes are the window to our inner most thoughts…

So…what are they thinking?

The eyes are the window to our inner most thoughts…

So…what are they thinking?

Activity!!Activity!!

Find a partner and stand across from

each other.

Find a partner and stand across from

each other.

Activity!!Activity!!

WHICH CONVERSATION DID YOU FIND MORE COMFORTABLE?

WHY?

WHICH CONVERSATION DID YOU FIND MORE COMFORTABLE?

WHY?

The Hidden Curriculum by Brenda Smith Myles, Melissa L. Trautman, and

Ronda L. Schelvan

The Hidden Curriculum by Brenda Smith Myles, Melissa L. Trautman, and

Ronda L. Schelvan

Refers to the set of rules that everyone in the school knows, but that no one has been directly taught:

How to dressWhat type of backpack to carryHow to greet a peerWhere to hang out between classesWhat games are acceptable to play Who to ignoreOthers?

Refers to the set of rules that everyone in the school knows, but that no one has been directly taught:

How to dressWhat type of backpack to carryHow to greet a peerWhere to hang out between classesWhat games are acceptable to play Who to ignoreOthers?

Teachers Hidden Curriculum

Teachers Hidden Curriculum

Teacher ExpectationsWhat students should do when the

bell ringsHow to travel from class to class in

the most direct way.The administrative structure.Which teachers will tolerate latenessWhich teachers give homework.Which teachers place value on final

exams.

Teacher ExpectationsWhat students should do when the

bell ringsHow to travel from class to class in

the most direct way.The administrative structure.Which teachers will tolerate latenessWhich teachers give homework.Which teachers place value on final

exams.

Social Interaction SkillsSocial Interaction SkillsIntervention Strategies Intervention Strategies

Classroom InterventionsClassroom Interventions

What will it look like in your setting?Picture CuesSocial ScriptsSocial NarrativesPower Cards5 Point ScaleVideo Role PlayingRelaxation Exercises

What will it look like in your setting?Picture CuesSocial ScriptsSocial NarrativesPower Cards5 Point ScaleVideo Role PlayingRelaxation Exercises

Intervention StrategiesIntervention Strategies

Promote Skill Acquisition Teach perspective taking,

social rules, problem solving, and mind reading

Discrete trial Reciprocal strategies Social narratives Social Skills Picture Stories Role-playing Incidental Teaching Sabotage Power Cards Structured Teaching Self-Monitoring Prompting Video modeling

Promote Skill Acquisition Teach perspective taking,

social rules, problem solving, and mind reading

Discrete trial Reciprocal strategies Social narratives Social Skills Picture Stories Role-playing Incidental Teaching Sabotage Power Cards Structured Teaching Self-Monitoring Prompting Video modeling

Promote Social Performance

Reinforcement/motivation Priming Modifications Game playing Increase opportunities

(practice) Peer sensitivity training Peer Mentoring Self-Monitoring Relaxation plans Prompting Video modeling Social narratives

Promote Social Performance

Reinforcement/motivation Priming Modifications Game playing Increase opportunities

(practice) Peer sensitivity training Peer Mentoring Self-Monitoring Relaxation plans Prompting Video modeling Social narratives

Activities to teach perspective taking, social rules, problem solving,

and mind reading

Activities to teach perspective taking, social rules, problem solving,

and mind reading

Label and recognize emotions (How does he feel? What is he thinking?)

Understand emotions (Why is he thinking that way….)

Prediction of consequences (What will happen?)

Selection of alternative behaviorsThought bubble activities

Label and recognize emotions (How does he feel? What is he thinking?)

Understand emotions (Why is he thinking that way….)

Prediction of consequences (What will happen?)

Selection of alternative behaviorsThought bubble activities

Activities to teach perspective taking, social rules, problem solving,

and mind reading

Activities to teach perspective taking, social rules, problem solving,

and mind reading

Interest inventories (list of possible peer interest that could be used for conversation topics)

Mind reading activities (Howlin) If-then statements to infer the

thoughts and interests of othersSoftware programs (

Simon Baron-Cohen)Social scenarios ( what has

happened)

Interest inventories (list of possible peer interest that could be used for conversation topics)

Mind reading activities (Howlin) If-then statements to infer the

thoughts and interests of othersSoftware programs (

Simon Baron-Cohen)Social scenarios ( what has

happened)

Reciprocal Strategies (learning back and forth exchanges)

Reciprocal Strategies (learning back and forth exchanges)

Conversation game (mechanical at first and then make it more natural)

Eden Conversation program

Newspaper Reporter (give child simple questions to ask peer in order to get your student asking questions and increasing interactions)

Eden Asking Questions program

Conversation game (mechanical at first and then make it more natural)

Eden Conversation program

Newspaper Reporter (give child simple questions to ask peer in order to get your student asking questions and increasing interactions)

Eden Asking Questions program

How do you keep them motivated?

How do you keep them motivated?

should receive praise and social reinforcers, even when receiving a more tangible reinforcer.

The type of reinforcer must be appropriate and natural to the activity the student is doing and to the level of student understanding.

Reinforcement can include a variety of items or activities. Give the student CHOICES.

The teacher needs to make sure the reinforcing consequence immediately follows the behavior or skill being learned or increased so that the relationship between the two is clear to the student. However, be careful to not interrupt a social interaction.

should receive praise and social reinforcers, even when receiving a more tangible reinforcer.

The type of reinforcer must be appropriate and natural to the activity the student is doing and to the level of student understanding.

Reinforcement can include a variety of items or activities. Give the student CHOICES.

The teacher needs to make sure the reinforcing consequence immediately follows the behavior or skill being learned or increased so that the relationship between the two is clear to the student. However, be careful to not interrupt a social interaction.

Social Skill Picture Cues Social Skill Picture Cues

The depiction of various social skills – the

correct way to act with accompanyingtext that explains what the children aredoing.

The depiction of various social skills – the

correct way to act with accompanyingtext that explains what the children aredoing.

Social Scripts Social Scripts

A rehearsed, predetermined scriptthat the student with ASD followsduring a communicative exchange.

A rehearsed, predetermined scriptthat the student with ASD followsduring a communicative exchange.

ScriptsScripts

Social NarrativesSocial Narratives

• Written in first person and describes how people feel and think in certain situations.

• Uses directive statements to show students how to act in those situations

• Read repeatedly until the child over-learns it and rereads before problematic situation.

• Written in first person and describes how people feel and think in certain situations.

• Uses directive statements to show students how to act in those situations

• Read repeatedly until the child over-learns it and rereads before problematic situation.

Power CardsPower Cards

Help change an unwanted or inappropriatebehavior by capitalizing on the special intereststhat characterize children and youth with AS. Abrief, motivational text related to a specialinterest or a highly admired person is combinedwith an illustration and made into a bookmark-or business card-sized POWER CARD that thestudent can refer to whenever necessary. Foryounger children the special interest or hero isworked into a brief story.

Help change an unwanted or inappropriatebehavior by capitalizing on the special intereststhat characterize children and youth with AS. Abrief, motivational text related to a specialinterest or a highly admired person is combinedwith an illustration and made into a bookmark-or business card-sized POWER CARD that thestudent can refer to whenever necessary. Foryounger children the special interest or hero isworked into a brief story.

Spongebob wants you to have friends.

He wants you to:1. Look at your friends when you

talk to them2. Wait your turn3. Listen to your friends when they

talk to you

Spongebob wants you to have friends.

He wants you to:1. Look at your friends when you

talk to them2. Wait your turn3. Listen to your friends when they

talk to you

5 Point Scale by Kari Dunn Buron and Mitzi

Curtis

5 Point Scale by Kari Dunn Buron and Mitzi

Curtis

5 Point ScaleKari Buron and Mitzi Curtis

5 Point ScaleKari Buron and Mitzi Curtis

• Provides a mutual definition of terms

Simplifies languageBreaks down unclear conceptsTeaches recognition and cues for

internal feelingsPromotes self-managing behavior

oremotional regulation

• Provides a mutual definition of terms

Simplifies languageBreaks down unclear conceptsTeaches recognition and cues for

internal feelingsPromotes self-managing behavior

oremotional regulation

Anxiety Curve Anxiety Curve

.

Make small laminated scales for staff or parents to carry with them to prompt the person to remember the scale lesson. You can hold up the small scale and touch the number you think the person is at, then slide your finger down the scale to the 2 or 1 level

5 POINT SCALES

Relaxation Ideas and Strategies

Relaxation Ideas and Strategies

Yoga Poses

Relaxation Scripts

When My Worries Get to Big!

Quiet Break Area

Teach child how to request a break

Yoga Poses

Relaxation Scripts

When My Worries Get to Big!

Quiet Break Area

Teach child how to request a break

Relaxation ScriptRelaxation Script

Relaxation ScriptRelaxation Script

Sensory Strategies Sensory Strategies

The SensesThe Senses

7 SensesVisionHearingTasteSmellTouch (tactile)Vestibular (Movement and

Balance)Proprioception (Body Position)

7 SensesVisionHearingTasteSmellTouch (tactile)Vestibular (Movement and

Balance)Proprioception (Body Position)

Sensory ProcessingSensory Processing

Most students are able to take all of this information, ignore things that don’t matter, and attend to what is important while remaining calm and organized in order to learn.

This process is called sensory processing.

Most students are able to take all of this information, ignore things that don’t matter, and attend to what is important while remaining calm and organized in order to learn.

This process is called sensory processing.

Sensory and Autism Sensory and Autism Sensory processing problems are

very prominent in children with autism

A child’s sensory deficits can severely impact their level of functioning in the classroom

Teachers need to be aware that a child with autism needs some sensory strategies in place to be successful in the classroom

Sensory processing problems are very prominent in children with autism

A child’s sensory deficits can severely impact their level of functioning in the classroom

Teachers need to be aware that a child with autism needs some sensory strategies in place to be successful in the classroom

How is SPD related to problems with learning?How is SPD related to

problems with learning? Difficulty cutting, coloring or gluing. Difficulty with handwriting. Poor attention span. Difficulty focusing on speaker. Difficulty staying or sitting in one

location ( e.g. sitting on rugs or chairs with poor back support).

Difficulty walking in a line. Difficulty transitioning to the gym or

cafeteria.

Difficulty cutting, coloring or gluing. Difficulty with handwriting. Poor attention span. Difficulty focusing on speaker. Difficulty staying or sitting in one

location ( e.g. sitting on rugs or chairs with poor back support).

Difficulty walking in a line. Difficulty transitioning to the gym or

cafeteria.

Use Sensory Strategies to Support Positive BehaviorUse Sensory Strategies to Support Positive Behavior

Teach students to ask for needed sensory breaks or sensory input

Teach students to provide the needed sensory input for themselves in appropriate ways

Never use sensory activities as punishment (example: making the child do excessive amounts of activity or taking needed activities away)

Teach students to ask for needed sensory breaks or sensory input

Teach students to provide the needed sensory input for themselves in appropriate ways

Never use sensory activities as punishment (example: making the child do excessive amounts of activity or taking needed activities away)

Sensory StrategiesSensory Strategies

They should be proactive instead of reactive

Make sure that your sensory strategy is not reinforcing the behavior that you are trying to get rid of.

They should be proactive instead of reactive

Make sure that your sensory strategy is not reinforcing the behavior that you are trying to get rid of.

Support the Sensory Development of All Children.

Support the Sensory Development of All Children.

Behaviors are more likely to occur….1. In large spaces2. During unstructured tasks3. During poorly planned transitions4. When there is not an established

routine or schedule5. When the child is in close proximity

to others6. When the child is bored or under-

stimulated7. During excessive wait times8. When there is environmental clutter9. When the child is unprepared for

change

Behaviors are more likely to occur….1. In large spaces2. During unstructured tasks3. During poorly planned transitions4. When there is not an established

routine or schedule5. When the child is in close proximity

to others6. When the child is bored or under-

stimulated7. During excessive wait times8. When there is environmental clutter9. When the child is unprepared for

change

InterventionsInterventionsSensory Strategies for the classroom Sensory Strategies for the classroom

Strategies to increase alertness

Strategies to increase alertness

Carrying heavy objects (gallon jugs filled with sand, backpacks, heavy box, books to library)

Crawling/Climbing:  playground equipment provides a variety of climbing challenges

Moving chairs from on top of table to floor

Pushing heavy objects Drawing in clay Jumping on floor or

trampoline, jumping rope, jumping jacks

Hopscotch Wheelbarrow walking Pushing wall Crunches

Carrying heavy objects (gallon jugs filled with sand, backpacks, heavy box, books to library)

Crawling/Climbing:  playground equipment provides a variety of climbing challenges

Moving chairs from on top of table to floor

Pushing heavy objects Drawing in clay Jumping on floor or

trampoline, jumping rope, jumping jacks

Hopscotch Wheelbarrow walking Pushing wall Crunches

Monkey bars, teeter totter, walking uphill

Push/pull toys and games:  loaded boxes, wagons, wheelbarrows, furniture, vacuum, push broom.

Animal walks:  crabwalk, frog hop, duck walk, bear walk, monkey walk, seal walk

Putting something in mouth e.g. strongly flavored hard candy, chewy candy (starburst, hot tamales, Mike and Ike) or gum

Crunchy  foods e.g. pretzels,  Listening to up-beat music Push ups Moving chairs from floor to

top of table/desk

Monkey bars, teeter totter, walking uphill

Push/pull toys and games:  loaded boxes, wagons, wheelbarrows, furniture, vacuum, push broom.

Animal walks:  crabwalk, frog hop, duck walk, bear walk, monkey walk, seal walk

Putting something in mouth e.g. strongly flavored hard candy, chewy candy (starburst, hot tamales, Mike and Ike) or gum

Crunchy  foods e.g. pretzels,  Listening to up-beat music Push ups Moving chairs from floor to

top of table/desk

Calming Activities Calming Activities

Keeping lights low and sitting “snuggled” in a small space.

Scents such as lavender and vanilla may be calming. 

Use oral input: sweet tastes/sucking are relaxing. 

Drinking water out of a straw (sports bottle) Listen to slow, rhythmical music. Wrap child snugly in blanket or towel. (do not

place over child’s head) Make a “quiet corner.” Have a tent with a

beanbag chair and blanket inside. Use only for quiet things such as reading, or getting composure when upset.

Keeping lights low and sitting “snuggled” in a small space.

Scents such as lavender and vanilla may be calming. 

Use oral input: sweet tastes/sucking are relaxing. 

Drinking water out of a straw (sports bottle) Listen to slow, rhythmical music. Wrap child snugly in blanket or towel. (do not

place over child’s head) Make a “quiet corner.” Have a tent with a

beanbag chair and blanket inside. Use only for quiet things such as reading, or getting composure when upset.

Other Strategies Other Strategies

Use headphones for children that have problem in loud spaces to help block out noise

Have the child squeeze a ball/fidget toy to help the child focus on tasks.

Taking notes to the office or books to the library. Passing out or picking up worksheets or classroom materials. A balloon filled with flour or rice.  Double the balloon to make

it stronger. A seal-tight baggie containing a small amount of Play Doh,

Theraputty, or modeling clay. Hard objects can be placed in the baggie with the dough for

tactile feedback: pennies, pebbles, marbles, etc. Koosh balls Handling a fidget toy in the right hand stimulates the left side

of the brain for improved language processing during language arts class

Chewing firm gum, Gummy Bears, or licorice are great ways to give the child deep pressure.

http://www.time.com/time/photoessays/2006/autismschool/

Use headphones for children that have problem in loud spaces to help block out noise

Have the child squeeze a ball/fidget toy to help the child focus on tasks.

Taking notes to the office or books to the library. Passing out or picking up worksheets or classroom materials. A balloon filled with flour or rice.  Double the balloon to make

it stronger. A seal-tight baggie containing a small amount of Play Doh,

Theraputty, or modeling clay. Hard objects can be placed in the baggie with the dough for

tactile feedback: pennies, pebbles, marbles, etc. Koosh balls Handling a fidget toy in the right hand stimulates the left side

of the brain for improved language processing during language arts class

Chewing firm gum, Gummy Bears, or licorice are great ways to give the child deep pressure.

http://www.time.com/time/photoessays/2006/autismschool/

An important thing to remember…

An important thing to remember…

“People are always looking for the single

magic bullet that will totally changeeverything. There is no single magicbullet.”

By: Temple Grandin

“People are always looking for the single

magic bullet that will totally changeeverything. There is no single magicbullet.”

By: Temple Grandin

partner-puISO-8859

WebsitesWebsites

www.speakingofspeech.comwww.pyramidproducts.com (PECS)www.teacch.com www.mrsriley.comwww.hubbardscupboard.orgwww.dltk-kids.comhttp://www.difflearn.comhttp://www.angelfire.com/pa5/as/a

steachersites.html

www.speakingofspeech.comwww.pyramidproducts.com (PECS)www.teacch.com www.mrsriley.comwww.hubbardscupboard.orgwww.dltk-kids.comhttp://www.difflearn.comhttp://www.angelfire.com/pa5/as/a

steachersites.html

The EndQuestions?

Ada.winford@mnps.orgBecky.brewster-sain@mnps.org

The EndQuestions?

Ada.winford@mnps.orgBecky.brewster-sain@mnps.org