NJCIE Autism in Academic Areas

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Autism: Teaching Core Subject Areas &

Integrating Social and Behavior Supports

Presented by Karen Umstead BCBABeautiful Minds of Princeton

[email protected]

Beautiful Minds of Princeton“Teach, Reach, & Expand Potential”

For more information:

Call: 1-800-675-2709

Email: [email protected]

or Visit us:

www.beautifulmindsofprinceton.com

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Introductions• Who am I

• Who are you• Job position (Teacher, Related Service, Para, etc)• Age range of students• Functioning levels (where on the spectrum)• Placement (Self-contained, Resource, In class)

You can also email me for more details on some of the strategies talked about

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I need some helpI need volunteers for our next activity.

If you are not a volunteer, you need to take out something to write on (scrap paper) and something to write with

Every group should have one of my special volunteers

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Communication Activity

You must communicate with your group.

You cannot speak or write (including numbers and letters with fingers).

You’ll have 5 minutes. I’ll give you a warning when there is only 2 minutes left.

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Characteristics of Students with ASD

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A bit of “data collection”• Please consider the following:

• I’ve heard of it

• I’ve tried it

• I’m great at it

• I’m an expert (I could teach it )

• Characteristics of Autism Spectrum Disorders

• ASD diagnosis with the new DSM V

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Layman’s DefinitionA developmental disability that:

• Present during early developmental period

• a spectrum of abilities that range from mild to severe (three different levels now used in diagnosis)

• mainly affecting in areas dealing with:

• social interaction

• communication

• leisure or play skill

Each child is different and presents a different combination of symptoms and severity

New diagnosis created re: social communication disorder (social communication issues but no repetitive behavior)

Social Interaction• Poor eye contact

• Awkward body positions/walk

• Looking at an object rather than pointing

• Not interested in making friends or interacting with people their own

age

• Existing in their own “world”

• Lack of interest in others or world around them

• You say “How are you?” and then they do not respond or after

answering do not reciprocate asking how you are

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Communication• Nonverbal, making only grunts or noises

• Unable to start a conversation

• Does not understand the give and take involved with

conversing with someone

• Repeating commercials, movies, or what you just said

to them; answer to “how are you?” is always fine

• Doesn’t play kitchen/ house or with dolls/cars

• Difficulty with turn-taking, lack of “imagination”

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Stereotypic Behaviors

• Always talking about shoes, rubber bands, dinosaurs etc

• Throws tantrum if a different route is taken home, store, school,

• Always has to have book bag in specific place or sit in same seat

• Repeated hand-flapping, spinning, rocking, etc

• Rather than play with car, plays only with wheels, spinning them

• Takes an object and uses it so twist/spin rather than it’s given

function e.g. taking drumstick and turning it in fingers in a circle

rather than hitting drum with it)

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Specify if:

• With or without accompanying intellectual impairment

• With or without accompanying language impairment• Associated with a known medical or genetic

condition or environmental factor• Associated with another neurodevelopmental,

mental, or behavioral disorder• With catatonia

Severity levels for ASD

• Level 1: "Requiring Support"

• Level 2: "Requiring Substantial Support"

• Level 3: "Requiring Very Substantial Support

Social communication Restricted, repetitive behaviors

Without supports in place, deficits in social communication cause noticeable impairments. Difficulty initiating social interactions, and clear examples of atypical or unsuccessful response to social overtures of others. May appear to have decreased interest in social interactions.

For example, a person who is able to speak in full sentences and engages in communication but whose to- and-fro conversation with others fails, and whose attempts to make friends are odd and typically unsuccessful.

Inflexibility of behavior causes significant interference with functioning in one or more contexts. Difficulty switching between activities. Problems of organization and planning hamper independence.

Level 1- Requiring Support

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Marked deficits in verbal and nonverbal social communication skills; social impairments apparent even with supports in place; limited initiation of social interactions; and reduced or abnormal responses to social overtures from others.

For example, a person who speaks simple sentences, whose interaction is limited to narrow special interests, and how has markedly odd nonverbal communication.

Inflexibility of behavior, difficulty coping with change, or other restricted/repetitive behaviors appear frequently enough to be obvious to the casual observer and interfere with functioning in a variety of contexts. Distress and/or difficulty changing focus or action.

Level 2- Substantial Support

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Severe deficits in verbal and nonverbal social communication skills cause severe impairments in functioning, very limited initiation of social interactions, and minimal response to social overtures from others.

For example, a person with few words of intelligible speech who rarely initiates interaction and, when he or she does, makes unusual approaches to meet needs only and responds to only very direct social approaches

Inflexibility of behavior, extreme difficulty coping with change, or other restricted/repetitive behaviors markedly interfere with functioning in all spheres. Great distress/difficulty changing focus or action.

Level 3- Very Substantial Support

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Positive Descriptors

• Honest

• Reliable

• Determined

• Dedicated

• Great memory

• Attention to detail

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Possible Things you may see

• Hard to distinguish fiction/reality

• Special interests

• Enjoys routines

• Difficulty reading social cues and body language

• Can be perfectionist about work products

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• Can have high levels of stress/anxiety

• Difficulty reading others/expressing emotions

• Perspective-taking difficulties

• Literal thinker

• Trouble with the gray areas (black/white)

• Strong moral code/sense of justice

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• Rigid, inflexible thinking

• Planning ahead difficult

• Difficulty generalizing

• Sensory issues (hyper/hypo)

• Visual/Auditory processing

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AbilitiesStrengths:

• Numbers &/or Math• Memorization• Routines• Pay close attention to detail • Concentrate for very long

periods of time on one thing • Typically visual learners• Reading (decoding)• Honest/genuine• Perfectionist

Weaknesses:• Appropriate language• Impulsive• Reading comprehension• Social skills &

comprehending social cues• Inflexible• Sensory processing• Eye Contact• Play skills• Obsessive• Sometimes delayed reactions

This is not an exhaustive list and each child has different strengths and weaknesses.

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Possible People with ASD

• Albert Einstein• Alexander Graham Bell• Ludwig van Beethoven• Andy Warhol

• Temple Grandin• Henry Ford• Thomas Jefferson• Bill Gates

General Strategies to Use

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An interesting studyIn a study by Martin, I. & Cramer M. (2005),general education 3rd graders were asked to docopy a passage for 1 minute using their non-dominant hand. Out of 98 students, 35 wordsper min was the average. Martin & Cramersurmised that this because the task was simple(copying) and only required minimal mentaleffort.

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The Passage

I will set a timer for one minute and you can copy it with your non-dominant hand:

My class went on a trip to the zoo. My favorite animal was the polar bear. Did you know that polar bear’s skin is actually black? It helps to trap the sun’s heat and keep it warm. I got to watch the trainers feed fish to the polar bear. I want to work there when I grow up.

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Equal vs Fair

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Fair & Equal

• Fairness does not mean that everyone gets the same thing

• Fairness is everyone gets what he or she needs.

• If someone needs glasses to see, we don’t expect everyone to use glasses.

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Strength-Based Approach

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Comprehensible/StructuredLearning Environments

Program is structured when: the curriculum (activities, schedule, environment) is clear (i.e., comprehensible) to both the students and the educational personnel.

Allows a student with ASD (and others) to:predict what is currently happening within the

learning process and what will happen next anticipate requirements of specific settings learn and generalize a variety of skills

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Structuring the environment (examples)

Visual cues or supports that: Organize the instructional setting Provide a schedule of activities Carefully plan and provide choice making opportunities Provide behavioral support Define specific areas of the classroom and school settings Provide temporal relations (where things are in time or

sequence) Facilitate transitions, flexibility, and change

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Considerations of Visual Supports

• Tailoring visual supports to individual• Objects or Pictures?• Actual pictures, life-like drawings, symbolic?• Background: plain or in context• Size: small? Large? • Response effort: fine/gross motor, easy to use?• Use of assistive technology• Static (picture) vs. Animated (moving, video, etc)• How durable or portable does it need to be?

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Considerations of Visual Supports• Activity/Picture Schedules• Checklists• Color Coding• Manipulatives• Using hand gestures/signs with verbal (can be

simultaneous or highlighting a specific word/action/preposition (e.g. under))

• Try to get student to notice and follow other student’s lead

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Task Analysis

Breaking down a task into smaller components

What are the steps required to complete a task?Be specific.

The idea here is that another person could: Pick up your task analysis Perform it as written Successfully complete it.

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Task Analysis

Example: Unpacking:1. Walk in door2. Go to cubby3. Take off backpack4. Open backpack5. Take out snack6. Put snack in desk7. Hang up backpack &

coat (if wearing one)8. Sit down at desk

Example: Writer’s Workshop1. Write your name on paper2. Think about topic for 1 min3. Draw what you want to write4. Write introductory sentence5. Write 3 describing sentences6. Write conclusion sentence7. Put in writing folder8. Get book to read until

writer’s workshop is done

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Picture/Activity SchedulesA.J. Morning To Do List Done

Unpack my backpack

Read Morning Message

Gather Materials

Sit at my seat and begin my work

More StrategiesUsing Mnemonics with Pictures • Device/technique to help aide/remember a specific bit

of information (e.g. Roy G Biv)• Examples include rhymes, acronyms, & pics

Can create a flip book/pictures• Can be held together via ring, binder, etc• Can show the sequence of action(s)• Each step would be a different picture (possibly with

color coding for the new step)

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Post-it Magic!

• Carry post-it’s with you to use on-the-spot

• Take the task, break it down and use the post it notes for each step (either written or picture cues)

• Use for choice-making if needed

• Provide as a visual prompt (e.g. take 3 deep breaths)

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Use special interests

Students can:

• Research their favorite topic

• Do an independent study

• Read or write about that area

• Share/present on that topic

• Use as a source of motivation/hero

Signaling• Signal shows each child when to respond so that

each will give an independent response and yet all children will respond together.

• Provide the instruction first (e.g. spell the word frog) then signal

• Basic signals rules• You talk first then signal• You never signal when talking• You always pause the same length of time between the end of

your talking and the signal for children to respond

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Why Direct Instruction for ASD

• Provides a clear consistent means of instruction and signaling

• Breaks down larger concepts into smaller chunks/units

• User-friendly (aides can help do it)

• Large amount of research support

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Prompting

Least to Most Prompt Hierarchy• Written• Gestural• Verbal (only use when a verbal response is

required)

• Faded Physical• Full Physical

Inter-related Model

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Handling Behavior

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Wants someone to talk to them

Wants to be held or Rocked

Wet Diaper

Bottle/Milk

Baby Cries

Three Term Contingency

• Antecedent: what happens before the behavior • Ex: teacher calls on student, demand (come here) is made, peer pushes

• Behavior: ALWAYS describe in specifics (like you’re telling a blind person), only in observable terms• NO: mean look YES: stared directly in other students eyes for 10

seconds with facial muscles tensed

• Consequence: what happens after a behavior • Ex: Student sent to office, Para says do your work, student laughs

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Function of Behavior

• Look at the function (why the behavior is occurring)

• Four main functions• Attention• Escape/Avoidance• Sensory• Tangible (wants to get an item)

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Function: To GainAttention Adult or peer

TangibleGetting object, activity, event

Sensory StimulationVisual, Auditory, Smell, Kinesthetic,

Proprioceptive, Touch, Taste

All are maintained by positive reinforcement

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Function: To Escape

Attention Adult or peer

Escape from Task, setting, object, activity, event

Sensory StimulationInternal stimulation which is painful or

discomforting

All are maintained by negative reinforcement

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• John sits down and begins tapping his pencil on the desk. The teacher starts the lesson and John continues to tap. He is asked to stop and he does. While the class is reading their novel silently to themselves, John starts to tap his pencil. Later on, during free time, John is talking with his friends and tapping his pencil on the desk.

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• There are three computers in the classroom for students to use when they finish their work. Two students are using the computer when Dylan finishes his last math problem. He turns in his paper and turns around. Another student has just sat down at the third computer. Dylan yells “This is stupid! I was supposed to go on that one! Get up!”

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Function of Behavior• During the discussion of the schedule, Daniel calls out “I

don’t like that sport. I’m not going to play it”. Staff tell

Daniel to remember to raise his hand and that he needs

to try the sport. Daniel replies “I’m not gonna and you’re

not going to make me”. Staff reply “We can talk about

this later”. Daniel shouts out “I’ll talk about it whenever

I feel like it.” Staff ignores Daniel’s outburst and

continues the discussion. Daniel continues to call out for

another 5 minutes and then stops. The probable function

of his behavior is:

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Function of Behavior• The class is lining up to go to the sports activity. Justin

says he needs to go to the bathroom. An aide takes him

to the bathroom and then Justin says he doesn’t feel well

and needs to see the nurse because of his eye hurting.

The aide takes him to the nurse who puts eye drops in

his eyes and says he is fine to go back to the class. The

aide begins to walk Justin towards the gym. Justin

begins crying and saying “I can’t go.” He sits down on

the floor outside the gym and cries. The probable

function of his behavior is:

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Competing Behaviors

• Build plan around hypothesis statement• Identify desired and alternative behaviors• Work to make behavior

• Irrelevant (antecedent) • Inefficient (teaching new skills)• Ineffective (consequence)

• A way to brainstorm strategies to address the problem behavior at different stages

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Build a Competing Behavior Pathway

Setting EventTriggeringAntecedent

Desired Behavior

Problem Behavior Maintaining

Consequence

ReplacementBehavior

MaintainingConsequence

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Shaping

Encourage approximations that are better than the one before it.

Student wants a ball:

Uhhh Bbbbb Baaaa Bawwl Ball

You want the student to sit quietly during reading:

Student sits 30 sec w/o talking, then 60 sec, then 2 min, 3 min, until all of reading time

Reinforcement-Definition

Anything that increases the future probability of the behavior occurring is considered reinforcement

Are the following things reinforcing?

M&M’s Popcorn Sesame Street

Snickers Flowers Math

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Game: “Shape that Behavior”

Veronica Volunteer loves it when people clap for her. We can shape her behavior by clapping as she gets closer to doing the desired behavior.

I need a volunteer to leave the room.

Academic Area Specifics

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Please write a sentence for each picture below

From: http://www.exploratorium.edu/brain_explorer/double.html

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• This math question from an admissions test for elementary school in Hong Kong. The question was part of an admissions test for first-graders. They had 20 seconds to answer. Can you solve it?

Where did you park?

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• This math question from an admissions test for elementary school in Hong Kong. The question was part of an admissions test for first-graders. They had 20 seconds to answer. Can you solve it?

Take a 2nd look

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Language Arts (Reading/Writing)

Strengths:• Decoding

• Reading aloud

• Answering who, what, where, when questions

• Basic recall

• Following rules (i before e except after c)

• Using visual cues (photos)

• Repetition

• Spelling

Weaknesses:

• Abstract concepts

• Idioms or figurative language

• Understanding exceptions to the rule

• Understanding a different point of view (perspective-taking)

• Reading Comprehension

• Summarizing

This is not an exhaustive list and each child has different strengths and weaknesses.

Language Arts (Reading/Writing)

VISUAL VISUAL VISUAL

1. Anaphoric cueing

2. Cloze Exercises

3. Sentence starters

4. Choices

5. Graphic organizers

6. Vocabulary Journal

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Language Arts (Reading/Writing)Anaphoric cueing:

Anaphoric items refer to a previous reference (most common use is pronouns). Prompt students to label it

e.g. Wash six apples. Put THEM in a flat dish. ( six apples <= them)

Cloze Exercises:

The girl went to the _____. She _____ some fruit and then left.

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Vocabulary Building

Make the figurative more concrete.Watch your use of idiomsCreate a vocabulary journal:1. Students write down words/phrase they

don’t understand2. Have them look up the meaning or ask

others to explain it3. Have them illustrate the idiom.

Breaking down words/sentences• Consider sight words vs. phonics (e.g. Edmark)• Break down the individual phonemes of a word• Consider combining with pictures• Could have visuals of person’s mouth as they pronounce each part of the word/sentence• Consider incorporating discrete trial instruction of phonemes/rhyming words, etc

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BathB A Th

Syntax Flip Books• Use a loose leaf binder

• Can chose to use pictures to accompany parts of sentence

• Each element can be flipped independently of one another

• Can incorporate a fill-in

• Can color code if you like

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Breaking up sentences

• Can use color coding to show different parts

• Can use “caterpillar” organizer to illustrate different segments of a sentence

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Advanced Organizers

• Give student list of questions to consider before reading a passage

• May want to make a place for student to:• Write down answers or page numbers as they

read• Any questions they have

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More Language Ideas Use visual organizers Give advance warning of important info Use projects Practice rules Use computer games Teach idioms and figures of speech Create dictionaries Use sentence completion/fill in the blank activities Use buddy system Use areas of high interest and knowledge Use outlines/guided notes

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Math/Science/Social Studies

Strengths:

Memorizing fact tables

Basic computation skills

Working independently

Tends to be high interest area

Good at memorizing facts & dates

Weakness:

Word problems

Multi-step problems/projects

Group activities

Analysis & synthesis operations difficult

Conceptualizing events in different time periods

Math

• Utilize principles of Direct Instruction (Engelmann)

• Using touch points to assist with addition & subtraction (e.g. Touch Math)

• Using schema-based word problem solving

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Touch Math

• Start at the top and move down

• Count 1 for each black dot

• Count 2 for each “double” dot

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Graphic Columns

• Helpful for students who have difficulty keeping numbers lined up correctly

• Can use graph paper or lined paper turned sideways

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8 6

6 7

+

1 5 3

Graphic Organizing to Compare

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AdditionMultiplication

Social Studies/Science• Create a brief written overview of the chapter/unit/lesson

• Use guided notes, having the students fill in the key points or answers.

• Create blanks on a page. You can photocopy a page from the textbook and blank out certain information you want the student to learn/fill-in. You can also do this with worksheets. For answering questions, you may want to provide a starter sentence or create a fill-in.

• Keep homework assignments manageable, related to key points, etc.

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Social Studies/Science

• Color code materials/notes to make information easier to organize and process

• Allow the use of computer for note-taking, data collection, etc

• If needed, allow student to know ahead of time procedures/directions on conduct experiments or activities

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Attention & Memory Tips

Allow frequent short breaks Use different methods of instruction Encourage physical activity Prepare student before asking them to respond Provide outlines, maps, & graphs Focus on cues for important info Break tasks into smaller steps Set goals and record progress Provide consistent feedback Use visual prompts Cue upcoming transitions

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Graphic Organizers

• Visual symbols are quickly and easily recognized; • Minimum use of text makes it easy to scan for a

word, phrase, or the general idea; and • Visual representation allows for development of a

holistic understanding that words alone cannot convey.

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ExamplesGraphing Various Types of Conceptual Relationships

Examples: Graphic Type

Relationships of ideas appropriate to this type graphic

Humanities Social Science Physical/Life Science

Web (for a concept)

Definitions Attributes Examples

Characteristics of cubism in art

Attributes of the demand curve in economics

Attributes of sun spots in astronomy

Tree (for hierarchies)

Classification Analysis Structure Attributes Examples

Family tree of the Tudor Monarchy in England

Organization of the White House staff

Classes of isotopes in chemistry

Chart (for similar concepts)

Compare Contrast Attributes

Comparison of imagery in poems by Anne Sexton

Comparison of the Viet Nam war to the 1988 war in the Persian Gulf

Comparison of planets of the solar system

Chain (for changes over time)

Process Sequence Cause/Effect Chronology

Plot sequence of a novel

Stages of Piaget's theory of cognitive development

Process of cell division

Sketch (for visualizing a description)

Physical structures

Descriptions of places

Space relations Concrete objects Visual images

Description of the Elizabethan stage set in a drama

Description of a complex apparatus for studying eye movements in reading

The structure of the epidermis and dermis, the two layers of skin

From: "Learning across the curriculum with creative graphing", by Linda Lee Johnson, The Reading Teacher, International Reading Association, 1990.

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Examples (cont)FORMAT FOR WRITING EACH PARAGRAPH

Use this format to write each of the paragraphs in your composition. TOPIC SENTENCE

DETAILS CONCLUDING SENTENCE

________________________________ ________________________________ ________________________________ ______________________________________ ___________________

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Examples (cont)

Examples:

What is it?

Democratic Government

What isn’t it?

Facts:

VOCABULARY DEVELOPMENT

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Examples (cont)

Problem-Solution Organizational Frame

Write Topic Here Native Americans

What problems did they face?

-less land to live on - - -

What changes caused these problems?

-increased number of settlers moving West - -

What did they do to solve the problems?

-agreed to treaties - -

INFORMATIONAL TEXT

Examples of Visual Representatives

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Examples (cont)

TopicFact

Fact Fact

Fact

Fact

Descriptive Pattern

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Example

Social Skills

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Going on a Picnic

• I am going on a picnic. I would love for you to come but you have to bring something.

• I am going to bring…..

• What are you going to bring?

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Social Skills• Social Stories

• Direct Skill Instruction

• Hidden agenda (discuss body language)

• Fade support as soon as possible to decrease dependence

• Foster appropriate peer and staff social interactions

• Find out what they are good at and use it to their advantage (e.g. have student read to the class)

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Direct Social Skills Instruction

Key components of effective social skills instruction:

Define the skillModel the skill (example & non-example)Role-playFeedback

Another way to view it: 3-D approach Discuss Demonstrate and Do (from Behavior Therapy

Associates)

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Direct Instruction

Think of a specific skill (e.g. greeting, dealing with anger, etc)

Break down the skill into steps (task analysis)

Teach each of the skills

Generalize across settings, staff, materials

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Following Directions

1. Listen carefully to the instructions

2. Ask questions about anything you don’t understand

3. Repeat the instructions to yourself (or the person)

4. Follow instructions

From Skillstreaming task analysis of Following Directions pg. 95

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How to greet someone

1) Walk towards person

2) Stop one arm’s length away

3) Look at the person’s face

4) Say “Hi”

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Modeling & Role-Play

Modeling• Show the correct way and the incorrect way• Modeler should “talk aloud” about the steps they

are taking

Role-play• Give students the opportunity to practice the skill• Be as realistic as possible in creating situations

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Feedback & ReinforcementFeedback

• Peers and staff should give feedback on what the role-play participants did well and areas for improvement

Reinforcement• Behavior specific praise (“That was a great job

remembering to raise your hand”, “I like the way you came and asked me for help”)

• Provide reinforcement as soon as possible after the appropriate behavior

• Make sure the reinforcement is personally meaningful to the individual

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Circle of Friends

A circle usually consists of 6-8 volunteers (most often from the same class or tutorgroup) who meet regularly (usually weekly) with the 'focus child' and an adult.

The circle has three main tasks: • To offer encouragement and recognition for successes and progress; • To identify difficulties, set targets and devise strategies for achieving targets• To help put these ideas into practice.

Setting up a circle includes the following steps:• gaining the support and agreement of the focus child and his or her parents• a meeting with the whole class (which the focus child does not attend) aimed at

recruiting volunteers, which takes roughly 30-40 minutes• informing the parents of volunteers and gaining their agreement to their

children's participation• weekly meetings of the circle, the focus child, and an adult facilitator (taking 20-

30 minutes).

Beautiful Minds of Princeton“Teach, Reach, & Expand Potential”

For more information:

Call: 1-800-675-2709

Email: [email protected]

or Visit us:

www.beautifulmindsofprinceton.com

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NJCIE Autism in Academic Areas

Education

Transcript of NJCIE Autism in Academic Areas