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![Page 1: Using the Messages & Characteristics of Your Students with ASD to Guide Their School Programs Supplementary Slides Beverly Vicker, M.S. Indiana Resource.](https://reader034.fdocuments.us/reader034/viewer/2022051820/56649dd45503460f94acbe04/html5/thumbnails/1.jpg)
Using the Messages & Characteristics of Your Students with ASD
to Guide Their School ProgramsSupplementary Slides
Beverly Vicker, M.S.
Indiana Resource Center for Autism
Indiana University- Bloomington
![Page 2: Using the Messages & Characteristics of Your Students with ASD to Guide Their School Programs Supplementary Slides Beverly Vicker, M.S. Indiana Resource.](https://reader034.fdocuments.us/reader034/viewer/2022051820/56649dd45503460f94acbe04/html5/thumbnails/2.jpg)
Reading Comprehension
• Is being recognized as equally important in reading
• Has strong connections to language skills• Is complex because of the overlap with
language skills• Growing concern for depth of reading
comprehension – see handout on Bloom’s taxonomy as guide for instruction and assessment
• Growing base of literature providing• assessment and intervention ideas
![Page 3: Using the Messages & Characteristics of Your Students with ASD to Guide Their School Programs Supplementary Slides Beverly Vicker, M.S. Indiana Resource.](https://reader034.fdocuments.us/reader034/viewer/2022051820/56649dd45503460f94acbe04/html5/thumbnails/3.jpg)
Challenge- Getting the Child with ASD to be an Active Reader
![Page 4: Using the Messages & Characteristics of Your Students with ASD to Guide Their School Programs Supplementary Slides Beverly Vicker, M.S. Indiana Resource.](https://reader034.fdocuments.us/reader034/viewer/2022051820/56649dd45503460f94acbe04/html5/thumbnails/4.jpg)
Some Children are Hyperlexic
• These children may read aloud fluently and appear to be an excellent oral reader. They often started reading very young.
• They have extreme difficulty comprehending connected text; they may have meaning for single words
• Their reading problem is often hidden until the curriculum shift from learning to read to reading to learn.
![Page 5: Using the Messages & Characteristics of Your Students with ASD to Guide Their School Programs Supplementary Slides Beverly Vicker, M.S. Indiana Resource.](https://reader034.fdocuments.us/reader034/viewer/2022051820/56649dd45503460f94acbe04/html5/thumbnails/5.jpg)
Foundation Skills for Reading Success
• Background knowledge
• Script knowledge
• Event retelling
• Understanding of narrative
structure
![Page 6: Using the Messages & Characteristics of Your Students with ASD to Guide Their School Programs Supplementary Slides Beverly Vicker, M.S. Indiana Resource.](https://reader034.fdocuments.us/reader034/viewer/2022051820/56649dd45503460f94acbe04/html5/thumbnails/6.jpg)
Background Knowledge from Experience, Books, Video, TV,
Movies• Background
knowledge for a specific topic or activity may be:– Absent– On target– Distorted– Incomplete– Totally inaccurate
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Restricted Interests or What is Called Stimulus Over-selectivity may
Contribute to the Problem
![Page 8: Using the Messages & Characteristics of Your Students with ASD to Guide Their School Programs Supplementary Slides Beverly Vicker, M.S. Indiana Resource.](https://reader034.fdocuments.us/reader034/viewer/2022051820/56649dd45503460f94acbe04/html5/thumbnails/8.jpg)
Experiences do not Equal Background Knowledge
• Child may have failed to have noticed important aspects
• Child may have failed to code various aspects
• Child may not have interconnected the information• Activating background knowledge is a
prime reading comprehension strategy
![Page 9: Using the Messages & Characteristics of Your Students with ASD to Guide Their School Programs Supplementary Slides Beverly Vicker, M.S. Indiana Resource.](https://reader034.fdocuments.us/reader034/viewer/2022051820/56649dd45503460f94acbe04/html5/thumbnails/9.jpg)
Benefits of Improving/Providing Needed Background Knowledge
• Could improve comprehension in various formats
• Could improve attending
• Could improve participation
• Could improve attitude/interest in school
![Page 10: Using the Messages & Characteristics of Your Students with ASD to Guide Their School Programs Supplementary Slides Beverly Vicker, M.S. Indiana Resource.](https://reader034.fdocuments.us/reader034/viewer/2022051820/56649dd45503460f94acbe04/html5/thumbnails/10.jpg)
Script Knowledge is Important for Reading
![Page 11: Using the Messages & Characteristics of Your Students with ASD to Guide Their School Programs Supplementary Slides Beverly Vicker, M.S. Indiana Resource.](https://reader034.fdocuments.us/reader034/viewer/2022051820/56649dd45503460f94acbe04/html5/thumbnails/11.jpg)
Some May Lack Script Knowledge
Which Impacts Comprehension My script of child’s
generic birthday party
• Invitation• Purchase gift• Greet at party• Games• Food• Presents opened• Thank and leave
Possible script for child with ASD-often particular to child
• Trip to strange house
• Noisy children• Yucky food• Left toy (present)
behind
May need to teach scripts
![Page 12: Using the Messages & Characteristics of Your Students with ASD to Guide Their School Programs Supplementary Slides Beverly Vicker, M.S. Indiana Resource.](https://reader034.fdocuments.us/reader034/viewer/2022051820/56649dd45503460f94acbe04/html5/thumbnails/12.jpg)
Ability to Recount an Event
• Look for ability to use sequence, detail, specific rather than vague vocabulary (depends on age)
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Challenge: Separating Reality from Fantasy
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Narrative Structure – in English
• Setting and characters• Problem• Attempt at solution• Consequence or another attempt (or episode)• Ending
See handout on retelling narrative structure development; how is narrative structure being taught in school?
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Children with ASD will Prefer to Give You all the Details
about a Story• Children with ASD have good
memories but that does not mean they understand the structure and can apply it.
• Children with ASD have difficult with identifying motivation of characters, message of the author
• Children with ASD prefer
nonfiction books
![Page 16: Using the Messages & Characteristics of Your Students with ASD to Guide Their School Programs Supplementary Slides Beverly Vicker, M.S. Indiana Resource.](https://reader034.fdocuments.us/reader034/viewer/2022051820/56649dd45503460f94acbe04/html5/thumbnails/16.jpg)
Interventions for Narrative Structure and Story Retelling
• Use a story board to assist retelling.
• Use story web• Do a sorting task of actions in
the story to decide what is very important and what is not.
• Help the student generalize narrative structure knowledge.
![Page 17: Using the Messages & Characteristics of Your Students with ASD to Guide Their School Programs Supplementary Slides Beverly Vicker, M.S. Indiana Resource.](https://reader034.fdocuments.us/reader034/viewer/2022051820/56649dd45503460f94acbe04/html5/thumbnails/17.jpg)
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Non Fiction• Preferred genre of children and adults
with ASD; no social element to decipher
• Predominant genre for adults without disabilities
• Gaining more prominence in schools
• Increase in literature providing strategies
![Page 19: Using the Messages & Characteristics of Your Students with ASD to Guide Their School Programs Supplementary Slides Beverly Vicker, M.S. Indiana Resource.](https://reader034.fdocuments.us/reader034/viewer/2022051820/56649dd45503460f94acbe04/html5/thumbnails/19.jpg)
Non fiction genre