HIGH SCHOOL AUTISM POINT PERSON TRAINING
9/6 /12
SABRINA BEAUDRY & PAM LEONARD
Describing Autism
WELCOME!
HOW DID WE GET HERE?
History of Point Person Trainings
Elementary School training began in 2009-2010. They are in their 4th year of training.
Middle School training began in 2010-2011. They are in their 3rd year of training.
High School & Transition begins today!
Outcomes of Year #1 for you:
1. Ability to expand building staffs’ knowledge relative to unique characteristics of a learner with ASD.
2. Ability to share latest research/evidence based practices for programming and supporting students with ASD with building staff.
3. Will provide leadership in your building in regard to creative planning for students with ASD.
Today’s Outcomes:
Will be able to describe the unique characteristics & thinking style of individual students on the autism spectrum.
Will be able to assist staff in your building to better understand the “behaviors” demonstrated by students on the autism spectrum.
Will use a functional observation tool in order to help create a detailed description of a students’ autism.
What is Autism Spectrum Disorder (ASD)?
What is it?
Difficult question!
Many ways to answer & describe.
Here are a few ways to help us and the staff in your buildings understand it…
Describing Autism
We know much more now than we did 10 years ago.
It is not as helpful to think of our students with ASD as high functioning or low functioning but rather how they think.
As we broaden our knowledge about ASD, it helps us understand the incredible variability of how our students’ autism is manifested.
Let’s begin to observe our students more closely and describe their individual
characteristics of ASD.
Different Ways To Describe Autism:
1. Traditional Medical Model-DSMIV-TR
2. Information from people on the spectrum themselves
3. Psychological Model/ Brain Based Theories
Tool for Observing & DescribingCommunication
Social Cognitive EmotionalRegulation
Sensory
Traditional Diagnostic Model
DSM-IV-TR – soon to be DSM-V ( May of 2013)
Most introductions to autism cite the DSM-IV-TR diagnostic criteria as a description of autism, but that is misleading because it is a diagnostic tool and not a descriptive tool. That means it doesn't really tell us what autism is, just how to decide if a person has autism or not.
(OCALI module Employee with Autism).
DSMIV – Pervasive Developmental Disorders
AutismDisorder
Rett’sDisorder
Disintegrative
Disorder
Asperger’sDisorder
PDD-NOS
Presently to receive a medical diagnosis of Autism or Asperger’s Syndrome, one must meet certain criteria in the following three areas:
AUTISM
Communication
Social Interaction
Restricted Interest/Repetiti
ve Behaviors
The DSM V has changed the diagnostic criteria and it will be called Autism Spectrum Disorders
The original three domains will become twoSocial/Communication DisorderFixated Interests and Repetitive
Behaviors
There will be three levels of severity
This will be changing in 2013
To have more consistency and clarity of diagnosis
Autism is defined by a common set of behaviors and so it makes sense to have a single diagnostic category
It is better to look at Autism as a spectrum rather than as an umbrella term related to several distinct diagnosis
Why Change?
Catherine Lord, Ph.D. looks at the change in the following manner during an interview with CBS:
“ The intention of changing the DSM …is not to exclude those that already have been diagnosed, but to better define the condition.”
What does this change mean?
More Info on DSMV:
http://www.socialthinking.com/index.php?option=com_content&view=article&id=559:dsm-5-my-thoughts&catid=76:michelles-blog&Itemid=121&utm_source=april+-+providers&utm_campaign=Newsletter&utm_medium=email
Power point Presentation from Little Friends on wiki
Another way to Describe ASD…Personal Accounts
Ask individuals with Autism:
How they feel about their autism
How autism impacts them individually
What helps them
What they wish other people understood
What People with Autism Told Olney in 2000
Primary Areas of Challenge:
Sensation
Attention
Emotion
Time and Place
Coping
(Adult Autism & Employment, Scott Standifer Ph.D)
Some Quotes:
“I loved repetition. Every time I turned on a light I knew what would happen. When I flipped the switch, the light went on. It gave me a wonderful feeling of security because it was exactly the same each time.” –Sean Barron
“I learned to talk at 4. I didn’t learn to communicate until 11 or 12.”-Bill Donovan
“I wanted to understand emotions. I had dictionary definitions for most of them and cartoon caricatures of others…I also had trouble reading what other people felt.”-Donna Williams
“I was never quite sure how to handle certain situations. It is very difficult…to know exactly when to say something when to ask for help, or when to remain quiet…Life is a game in which the rules are constantly changing without rhyme or reason.”-Anne Carpenter
What Would Your Student Say?
How does autism impact you in the following ways?
Sensation
Attention
Emotion
Time and Place
Coping
Another voice…
http://www.youtube.com/watch?list=UUab5MK_e_XquIDrGzT6_F9A&v=WwROzAiKS2w&feature=player_detailpagehttp://www.youtube.com/watch?list=UUab5MK_e_XquIDrGzT6_F9A&v=WwROzAiKS2w&feature=player_detailpage
BREAK
Psychological/ Brain Based Theories
Theory of mind
Executive Functioning
Central Coherence
Theory of Mind:
Refers to a person’s ability to think about people’s thinking
This typically is developed by the age of four
This is the ability that allows us to take the perspective of others and adjust our behavior according to that perspective
Challenges related to Theory of Mind:
Social communicationLanguage comprehensionPerspective takingLiteral interpretation of languageIntensive interests in topicEngaging in shared experiencesPredicting difficultiesUnderstanding how/why a character behavesAffects listening comprehension
Executive Functioning:
This is the ability to use problem solving skills for:
Planning/organization
Self monitoring
Controlling our impulses
Being flexible thinkers
Organizing our thoughts
Challenges related to Executive Function
Repetitive behaviorsRestricted patterns & interestsAttention issuesMemory for detailsOrganization challengesPlanningDifficulty inhibiting responses/impulsesDifficulty applying relevant knowledge across textsMonitoring and self-correcting comprehension is
difficult
Central Coherence:
This allows us to take various pieces of information and put it together to create the “whole picture”
It is the skill that allows us make sense of information from the context
Challenges related to Central Coherence:
Focus on specific details vs. big pictureStudents with ASD may prefer their perspective over
othersMakes students like to keep things the sameResults in trouble making connections and generalizingDifficulty making meaning from text using important
detailsDifficulty making connections (between words,
concepts, experiences)As text becomes longer, becomes more difficult to
make meaning
Functional Model
Applying information from DSM-IV
Applying information from individuals on the spectrum
Applying information from Psychological/ Brain Based Model
This functional model of autism does not make any attempt to explain the causes of autism or link the features together. It simply lists various features of autism that any particular person may or may not experience. With this list in hand, support staff and service providers can begin mapping the specific features of a particular purpose and move on to planning supports and options.
(OCALI module Employee with Autism)
We will cover the following domains for a functional model:
Communication
Social
Cognition
Emotional Regulation
Sensory
Tool for Observing & DescribingCommunication
Social Cognitive EmotionalRegulation
Sensory
To help us describe challenges in our students with ASD in a more functional way…
Let’s first briefly review important characteristics that we expect from our
typical students in our High School culture!
Expected communication abilities for a typical high schooler:
Raise hand to participate in class Navigate face bookSend emailExpress needsTextingFollow directions- written & auditory/multiple
stepAnswer on-the-spot questions in classMake friends/clicksClubsAsk for help
Expected communication skills
Follow non-verbalsProtestSelf-advocacyHumor/sarcasmCode switching- how to comm with different
people
Expected communication abilities for a typical high schooler:
Articulates need for help with school work
Agrees with teachers assignments, or complains about them away from them
Follows complex directions
Comprehends higher level/abstract language
Expresses when not feeling well/sick
Expresses when something is bothering them (at least to a friend)
Communicates appropriately to a wide variety of people and in various contexts
Ability to relate experiences
How does communication look for our students with ASD?
Perseverates on topics
Doesn’t seek out personalinformation about others
Poor timing of interactionsand in conversations
Does not expressempathy for others
May not appear tobe listening but reallyis
May appear to be bossy
Difficulty with nonverbal communication
Can’t explain what needhelp with
Speaks in the same way to everyone
Needs complex directionsbroken down
How would a teacher or employer describe the communication characteristics?
CreepyIsolatedRudeOdd/weirdAnnoyingFrustratingSelf-centeredDisrespectful“I need him to do……..”/ non-compliant
How would a teacher or employer describe the communication characteristics?
InflexibleAlways off topicPerseverativeWon’t follow directionsJust don’t get itDon’t careArgumentativeNot making connectionsCan’t apply content- generalize knowledge“well, he has autism” (excusing behaviors)
Describe Your Student’s Communication Characteristics
Communication
Social Cognitive EmotionalRegulation
Sensory
Expected Social Behavior for a high schooler
Hand holding plus a little/ hallways/ locker areas- self-monitor PDA according to adults around
FlirtingGossipingManage different levels of friendshipsAttempt different social activitiesSmall talkSocial technologyUse humor with each other- peersNonverbal interactions (hugs, high five/bumps, ect)
Expected Social Behavior for a high schooler
Social interactions outside of school dayFace to faceX-box live/ gamingIndependently plan for outside eventsFollow “in” dress codeAppropriate hygieneAge-appropriate slang/ sarcasmPersonal space knowledgeFollow hidden rulesComfortable in non structured school events/ locationsFind their niche
Expected Social Behavior for a high schooler
Part of a group of friends
Understands the “give and take” to relationships
Makes plans to do things with peers outside of school setting
Able to demonstrate “mature” perspective taking in relation to peers
Able to change social behavior dependent on the environment, context, and people present
Able to interpret & use various forms of non-verbal communication in order to maintain appropriate interactions
How does social behavior look for our students with ASD?
Doesn’t seek out personalinformation about others
Poor timing of interactionsand in conversations/ poor reciprocity
Narrow interests can interfere with relationshipdevelopment
Difficulty understandingthe perspectives of others
Difficulty with nonverbal communication (facial Expressions, gestures, body language,eye contact
Speaks in the same way to everyone
May have 1 “friend”;may inappropriatelyjoin group of peers-doesn’tunderstand concept of “friend”
Limited interactions withpeers outside of school
How would a teacher or employer describe the social characteristics?
AwkwardWeirdEccentricTerrible hygieneRude/ disrespectfulMakes others uncomfortableFrom another planetLoner/ DisconnectedBullied/ target for bullying
How would a teacher or employer describe the social characteristics?
ScaryFreaked outDisturbedComments about odd dress
Describe Your Student’s Social Characteristics
Communication
Social Cognitive EmotionalRegulation
Sensory
Expected cognitive abilities for a typical high schooler:
Ability to organize materials Make inferencesProblem solveAverage intelligenceShift focus easilyAve ACT scoreFlexible thinkingAbility to synthesize infoManage homework
Predict and generalizeListen/ comprehendInfer meaning from group discussion/ teacher lecturePick out main idea- see “big picture” comprehend grade level materialAdapting/ generalizing skill setsAccess resources/ use themIdentify when need to see resourcesAbility to complete smaller projects without much assistanceMonitor understanding of thingsActively involved in learningThink about a future for themselves
Expected cognitive abilities for a typical high schooler:
Average intelligenceFlexible thinkingGenerally even skill sets across academic areasIncreasing ability to think abstractly and infer
information (academically & socially)Ability to “see the big picture”Ability to generalize skillsAble to complete long term projects with some guidanceHandle organization of homework (for the most part)Ability to transition and shift attention from task to task
How do cognitive skills look for our students with ASD?
Difficulty in problem solvingor planning projects
May not have any fearor be overly cautious
Can’t organize homeworkInferred meaning is not understood
Can’t go from parts to whole
Doesn’t pick up oncues that attention should be on something else
May show impulsivebehavior or thoughts
Fixates on topic/routine
Can’t transfer skills acrosscontexts
Hard time multi-tasking
How would a teacher or employer describe the cognitive characteristics?
Won’t show his work…can’t give full credit if I don’t see the work
ObstinateDoesn’t careI worry about his academic abilities/ Won’t use assignment notebookUnorganizedManipulativeImpulsive
Describe Your Student’s Cognitive Characteristics
Communication
Social Cognitive EmotionalRegulation
Sensory
Expected emotional regulation in a typical high schooler
Scream and cry (at school sometimes)- with peersResponse does not match severity of problemCan hide emotions if need toWill talk to friends about problemsHave an adult to go to with problemsUse filter while in class when upset or have difference
of opinionCan problem solve differences of opinion/ perspectivesParticipate in class discussions – differences of opinionMay take a walk to blow off steam- have some coping
strategies to use when upset
Swearing among peers when madEmpathetic with each other (peers)Able to prioritize work when overwhelmedAble to differentiate emotional feelingsControl emotional impulses according to
environment/ context
Expected emotional regulation for a typical high schooler:
Attempts to keep emotional outbursts to an environment with friends.
Screams and yells when angry in the privacy of their homes or with friends.
Yells or cries vs. any aggressive behavior toward adults or peers.
Uses coping strategies independently
How does emotional regulation look for a student with ASD?
Unable to recognize&/or express emotions
May keep head down/fall asleep/ shut down
May not give anyemotional feedback
May leave area
May pace
May avoid any work presented
May demonstrate physicalaggression when overwhelmed
May see increase in obsessivetype characteristics
How would a teacher or employer describe the emotional regulation characteristics?
UnacceptableInsubordinateImmatureToo loud UnstableThey must be EDDistracting (to teacher & other students)ScaryQuirkyInconsolable
Describe Your Student’s emotional regulation
Communication
Social Cognitive EmotionalRegulation
Sensory
Expected Sensory Regulation for a typical high schooler:
Play with cell phonePick nail polishDraw on selves/ desks /Go to the bathroom/ get drinksFiddle with clothingFall asleepEat/ drinkMove around
Expected Sensory Regulation for a typical high schooler:
Can filter distractions from the various sensory systems.
Can independently implement strategies to compensate for any unique sensory needs.
When distracted it is not overwhelming to the point of not maintaining attention to activities/tasks/interactions, etc.
Can move through space without thinking about it.
How does a sensory system look for a student with ASD?
Hyposensitive Hypersensitive
SomatosensoryVestibular
ProprioceptionVisual
AuditoryOlfactory/gustatory
Bothered by neon lights,distracted by visual stimuliin room
Picky eater
“Don’t touch me!”;Needs to touch things
Covering ears, maynoises that otherseasily filter out
Loudly commentingon smells; headachesdue to smells
In your face; difficultywith personal boundaries
Fidgety; moves a lot;Paces; rocks
Atypical motormovements
How would a teacher or employer describe sensory system characteristics?
Describe Your Student’s Sensory System
Communication
Social Cognitive EmotionalRegulation
Sensory
One Last Way of Describing Autism…A Different “Culture”:
Culture refers to the characteristics of a particular group of people.
Cultural norms affect the ways people think, dress, talk, spend their leisure time, and other fundamental aspects of human behavior.
Autism as a Culture
Autism is not truly a culture, it is a developmental disability caused by a neurological dysfunction.
However for individuals with Autism, this dysfunction affects the ways that they think, talk, eat, spend leisure time, etc.
So what if we acted like Cross-Cultural Interpreters for our students with ASD??????
We understand
both cultures and interpret the non-autistic environment
s
What do I do?
How should I act?
Why is something important?
What do I say?
How do others think?
Assignment
1. Chose a student to observe & fill out the observation tool in order to describe the student’s autism.
2. Ask a teacher to prepare a list of concerns/questions related to the same student.
3. Meet with the teacher to listen to their concerns. Share your description of the student (from observation tool) to help the teacher understand why student acts the way they do.
4. Share results in November.
Top Related