1 Overhead Slides Teaching Students with Autism Spectrum Disorders.

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Overhead Slides

Teaching Students with Autism Spectrum Disorders

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Questions I have about teaching students with autism spectrum

disorders

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What are the general areas of delays and concerns that characterize individuals with autistic spectrum disorders?

How do the characteristics of autism spectrum disorders impact teaching and learning?

Focus QuestionsPart One

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are complex, neurological disorders that affect the functioning of the brain

can be present in a variety of combinations and may accompany other disabilities

Autism Spectrum Disorders

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Autism Spectrum Disorders

Impairments in social behaviour Communication difficulties Stereotypic or unusual behaviours

Autistic Disorder

Childhood Disintegrative DisorderRett’s Disorder

Pervasive Developmental Disorder Not Otherwise Specified

Asperger’s Disorder

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Social Impairments

Multiple nonverbal behaviours eye-to-eye gazes facial expressions body postures gestures

Peer relationships Spontaneous seeking of others Social or emotional reciprocity

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Communication Impairments

Delay in language development

Difficulty initiating or sustaining a conversation

Repetitive or idiosyncratic language

Lack of varied spontaneous imaginative play

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Repetitive Patterns of Behaviour

Preoccupation with patterns of interest

Inflexible adherence to routines

Repetitive motor mannerisms

Preoccupation with parts of objects

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Asperger’s Disorder social impairments and unusual behaviours average or above cognitive abilities communication and anxiety are issues language development not significantly delayed

Rett’s Disorder occurs only in females, very rare

Childhood Disintegrative Disorder regression in multiple areas after normal development

Pervasive Developmental Disorder Not Otherwise Specified does not meet diagnostic criteria for autism

Other Autism Spectrum Disorders

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General Characteristics of ASD

Communication difficulties Social interaction difficulties Unusual behaviours Unusual patterns of attention Unusual sensory responses Anxiety Learning difficulties

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Nonverbal communication difficulties Expressive language delays Oral language differences Language use not for social purposes Echolalia speech Perseveration on a topic Restricted vocabulary Difficulty with conversations Comprehension difficulties

Communication

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Social Interaction

Establishing and maintaining relationships playing with others taking turns and sharing

Theory of mind understanding other perspectives making sense of social behaviour making sense of feelings and emotions making sense of communication

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Implications for InstructionIdeas and Examples

Communication

Social interaction

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Communication

Instruction based on assessment results

Instruction should emphasize: paying attention imitating comprehending words and instruction using language for social reasons developing functional communication

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Social InteractionSocial Skill Development

Tolerating others in own space Imitating the actions/vocalizations of others Engaging in parallel activities Taking turns Using eye contact Explicitly teach theory of mind concepts

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Unusual Behaviours

Diagnostic criteria preoccupation with patterns of interest inflexible adherence to routines repetitive motor mannerisms preoccupation with parts of objects

Unusual response to sensory stimuli Challenging aggressive destructive behaviours

Behaviours are the tip of the iceberg. It is essential to delvebelow the surface to identify the message of the behaviour.

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Stimulus overselectivity Impairment in joint attention Difficulty disengaging and shifting attention Short attention span

Unusual Patterns of Attention

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Sensory Characteristics

Often hypersensitive or hyposensitive to tactile auditory visual and olfactory olfactory gustatory vestibular and proprioceptive

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Anxiety Characteristics

Difficulty regulating emotions Inability to express oneself clearly Sensory processing needs High need for predictability Difficulty understanding social situations

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Unusual behaviours

Attention

Sensory responses

Anxiety

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Unusual or Challenging Behaviours

Teaching students new skills and interests Understanding responses to sensory stimuli Preparing the student for planned changes Developing calming strategies Assisting the student to monitor level of arousal or

anxiety Adapting the learning environment

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is clear and concise is consistent with comprehension level focuses their attention emphasizes the most relevant information

Patterns of Attention

Information and instructional activities should be provided in a format that:

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Sensory Responses

Assess sensory responses. Be aware of different experiences of sensory

stimulation. Use alerting strategies to help enhance students

when hyposensitive. Implement strategies to calm students when

hypersensitive.


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Anxiety

Provide warnings about transitions and changes. Provide daily and weekly schedules. Use social scripts to encourage calming and teach

coping skills. Provide facts about anxiety-arousing situations. Establish a calming area.


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Who should be involved in the development of an individualized program plan (IPP)?

What are the roles and responsibilities of each participant?

How can the collaborative team best communicate, problem-solve and plan for transitions?

Focus QuestionsPart Two

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Individualized Program Plan Process

1. Gathering information

2. Setting the direction for the IPP

3. Developing the IPP

4. Implementing the IPP

5. Reviewing the IPP

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Personal and educational data Strengths and needs Long-term goals Short-term objectives Strategies and accommodations Transition plans Resources How progress will be evaluated Assignment of responsibility Process for review and evaluation

Components of Effective IPPs

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Uneven cognitive profile Deficits in attending to relevant cues Language impairments Difficulties with abstract reasoning Planning, organizing and problem solving Strong rote memory and visual spatial skills

Learning Characteristics

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organization skills problem-solving skills visual cues and reminders concrete language

Learning

Instruction should be based on assessment results and emphasize:

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What are the elements that lead to successful home and school collaboration?

Collaboration

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Gathering relevant background information Maintaining communication Planning problem-solving and decision-

making goals and objectives placement transition plans

Coordinating resources

Collaborating with Parents

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What information needs to be gathered? What planning, problem-solving and/or decision-

making needs to take place at this time? How will goals and objectives be addressed? Is placement an issue at this time? What transition plans are necessary?

Which resources and professionals should be involved?

Who should be invited to participate in the meeting?

Planning a Collaborative Meeting

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Introduction of participants Purpose of the meeting Sharing new information

What’s working Concerns/issues

Brainstorming Planning

Who What When

Review date

Develop an Agenda

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1. Set a positive tone, introductions, logistics.

2. Give each participant the opportunity to share.

3. Brainstorm possible options.

4. Summarize the discussion and review plans.

5. Establish plans and times for follow-up.

Conducting a Successful Collaboration Meeting

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IPP – Part OneGroup Activity

Group Number:

Name of student Strengths and needs Long-term goals Short-term objectives

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What worked well? What would you change for next time?

Collaboration MeetingRole-play

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Transition StrategiesStarting Off on the Right Foot

Teacher preparation Preparing the student Preparing the classroom Promoting understanding

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Visit student in current setting to observe: behaviour classroom routine and organization structure successful adaptations and modifications visual systems used to support the student effective instructional strategies student’s level of participation

Transition StrategiesPreparing the Teacher and Staff

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Meet with sending staff to exchange information about: effective ways to motivate student student’s likes and dislikes sensory-related issues effective behaviour management strategies

and/or Behaviour Support Plan relevant health issues

Meet with parents

Transition StrategiesPreparing the Teacher and Staff

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Student: Date of birth/age: Family situation (e.g., parents, siblings, involvement of extended family,

how does the child relate to his family, etc.) Diagnosis (how did the diagnosis come about, who diagnosed the child,

concerns about the diagnosis): Parent concerns and expectations: Interventions (e.g., Early Intervention Programming, therapies, etc.): What types of supports and therapies are currently in place? What type of involvement does the child have in the community (e.g.,

sports, religious school, other outside activities)? What works at home and in other settings? What worked at previous school setting? Specific concerns or issues to be aware of.

Understanding Your Student

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Use videotapes or pictures of new teacher and classroom.

Prepare scrapbook or social story. Plan visit or visits to future classroom with

familiar person. Plan preferred activities for student in new

setting. Prepare a calendar for student.

Transition StrategiesPreparing the Student

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Identify key people for student. Assign an adult mentor. Provide training in how to use lock and lockers. Enlist the assistance of peers. Develop a plan/script for handling teasing. Create a homework plan. Teach specific skills necessary for new setting.

Transition Strategies – Preparing the Student for Junior and Senior High

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Consider desk positioning to facilitate attention to ensure that teacher assistant is unobtrusive.

Consider sensory issues. Consider possible distractions. Define specific spaces for specific purposes such

as calming area individual learning area.

Transition StrategiesClassroom Accommodations

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Provide an in-school mentor Organizational support Modified academic demands Allow more time for cognitive processing Homework support and modification Accommodate for sensory needs Identify safe, calming area for student

Transition Strategies – Junior and Senior High Accommodations

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Remember that students mirror the teacher’s attitude.

Address concerns, questions and misconceptions.

Invite guest speakers. Use activities to foster awareness and

understanding. Coach peers to be effective partners.

Transition StrategiesPreparing Classmates

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Collaborate with parents, community agencies, support services and student.

Develop transition goals.

Teach specific skills necessary for new setting.

Transition to Adult Life

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Visual support

Structuring the environment

Instructional Approaches and Accommodations

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Schedules (no surprises) Visual rules (what are the rules today) Visual tools to organize (materials) Social experiences (solving problems) Independence (theme boards and cues) Visual bridges (communicating about life) Behaviour tools (anxiety and relaxation)

Visual Supports

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Example of a weekly schedule

Example of a daily schedule

Example of a group schedule

Example of a visual chore chart

Example of a simple visual schedule to

support arrival routine

Visual Schedules

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Visual SchedulesDesk Strip

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Visual SchedulesWritten Reminders

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Visual Rules

Walking in the hall

Hands to yourself

Walk Don’t run

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Visual Rules

Asking for help

1. When I don’t know what to do.

2. I can raise my hand.

3. I get help, then I practice.

4. I can do it. I feel good!

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Visuals to Organize Independent Work

JOB CARD

Job

1.

2.

3.

4.

ALL DONE

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Visuals to Organize Class Discussions

Sea Life

Kelp

Plants

Mammals with smooth skin

Animals

Mollusks with shells

Algae Seaweed

Eels Octopus

Fish with scales

Stinging fish

Jellyfish Stingray

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Read a paragraph.

Ask yourself questions – What did I just read?

Paraphrase – Put it in your own words.

RAP Strategy

Visuals to Organize Reading

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Visuals to Organize WritingLinear Outline

Date: Name:

Subject/Title Introduction

Subtopics

1.

2.

3.

Supporting Information

Summary References

From Alberta Learning, Make School Work for You: A Resource for Junior and Senior High Students Who Want to be More Successful Learners (Edmonton, AB: Alberta Learning, 2001), p. 94.

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When someone says “Hi” to me, I say “Hi” back.

Visuals to Aid Social Experiences

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Visuals to Aid Socialization

When I Want to Tell a Joke

I look at the other person.

I ask, “Do you want to hear a joke?”

If they say, “Yes,” I start.

If it’s a riddle, I ask the question.

I wait for the other person to find an answer.

When the other person says, “I don’t know,” or doesn’t answer,

I tell them the answer.

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Visuals to Support Independence

Getting Ready for MathYou Need

Pencils Math notebook

Ruler Math book

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What to do Before Class is Over Check agenda. Write down new assignments. Get materials for homework. Ask for help if you don’t understand or

can’t find the materials.

Independence

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Visual Bridges

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Visual BridgesSchool/Home

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Visual BridgesHome/School

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Behaviour Tools

When It’s Too Noisy

It’s too noisy!

I can put on headphones.

I’m happy!It’s quiet now.

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When I’m Stressed

I’m stressed !! I take 5 deep breaths.

Visual Tool

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When I am Upset

I need to relax!

Relax Take deep breaths

Don’t kick Don’t hit Don’t yell

Behaviour Tool

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Structuring the Environment

Structure the classroom Attend to sensory issues Organize materials Provide routines Use schedules Use First/Then cards Introduce changes gradually

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Structure for Carpet Time

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Structuring a Work Station

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Group Number:

Name of Student:

Transition Plan:

Accommodations:

IPP – Part Two

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Discussion Questions

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What general instructional approaches are recommended for students with ASD?

What types of environmental supports and routines promote independence?

How can communication and social functioning be enhanced for students with ASD?

Focus QuestionsPart Three

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Visual support Structuring the environment Encouraging independence Task analysis Addressing sensory issues Applied behaviour analysis

Instructional Approaches

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Fading prompts

Fading physical presence

Encouraging IndependenceA Goal For Every Student

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I Independent G Gestural promptIV Indirect verbal promptV Direct verbal promptM Model MP Minimal physical promptPP Partial physical prompt F Full physical prompt

Encouraging IndependenceHierarchy of Prompts

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Breaking a large task into smaller subskills Teaching and reinforcing subskills Forward chaining

teaching each subskill in sequence

Backward chaining last step in subskill taught first

Task Analysis

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Task AnalysisPrompt Hierarchy

Student’s Name: Task: Program:

Date

Prompting Hierarchy I – Independent G – Gesture IV – Indirect verbal (What do you need to do next?) V – Direct verbal, “You need to borrow” M – Model using sample MP – Minimal physical prompt PP – Partial physical prompt F – Full physical prompt

Sample Task Analysis Data Sheet

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How can direct instruction enhance learning and decrease problematic behaviours?

Focus Question

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Test-teach-test Scripted lessons with clearly defined tasks Sequenced tasks from simple to complex Well-defined response expectations Consistent instructional language Carefully planned reinforcement Rapid-paced lessons Independent work after mastery

Direct Instruction

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Stimulus Prompt Response Consequence Inter-trial interval

Discrete Trial Training

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Shaping behaviours reinforce approximations to the desired behaviour.

Example: John will be reinforced when he plays for two minutes. John will be reinforced when he plays for four minutes. John will be reinforced when he plays for six minutes.

Shaping Procedures

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What is the routine Purpose of the routine Task analysis of the routine How will the routine be taught

visuals written directions backwards or forward chaining

Write or sketch the routine

Planning a Routine

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Visual Guide to Planning a Routine

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Auditory

Visual

Tactile

Gustatory and olfactory

Vestibular and proprioceptive

Is the child extremely sensitive to sounds?

Are visual stimuli distracting the child?

Are certain textures aversive?

Are there strong preferences in tastes and smells?

What is the child’s need to move and experience different types of pressure?

Assessing Sensory Issues

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Alerting/energizing Gross motor activities Fresh air Cold Water Play activities with toys

and bright lights Loud energetic music Sudden fast movement

Relaxing/calming Quiet music Deep pressure Sucking activities Deep breathing Repetitive behaviour Weighted vests or blankets Tensing and relaxing

Sensory Diet

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To Alert Use bright lights Use a slant board Listen to loud music Hold fidget item Wear cooler clothing Erase the board or do

classroom task Chew gum Drink something cold

To Calm Use a study carrel Use a room divider Listen to calm music Hold fidget item Wear warm clothing Sit on an inflated cushion Chew gum Suck on straw, candy

Sensory Diet for Older Children

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Adding a Sensory Break

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Incorporating Movement in the Class

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Hopscotch Can Be a Sensory Break

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Using Bean Bag Chairs for Deep Pressure

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Carrying a Heavy Load Can Be a Sensory Break

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Mouthing, sucking, teething

Hand-flapping or finger- flicking

Yelling, making loud noises

Visual stimulation, fingers in front of eyes

Deep tactile, masturbation

Cup with straw, plastic tubing, chewing items

Koosh toy, silicon gel ball, squishy ball, slinky toy

Walkman, stories, clickers Kaleidoscope, pinwheel

ribbon Deep pressure, weighted

vest, headband, cap, wristband

The Source of Autism, Linguisystems, 1997.

Sensory AccommodationsAutism Modification Toys

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Inappropriate sensation seeking Playing with saliva Smelling hair or feet Placing inedible objects in mouth Aimless running or spinning Eating shirt sleeves Putting hands in pants

Substituting More Appropriate Sensory Activities

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Playing with saliva Smelling hair or feet Placing inedible objects in

mouth Aimless running or

spinning Eating shirt sleeves Putting hands in pants

Putting lotion on hands Scratch and sniff stickers Sucking on water bottle Playing tag or swinging on

swings Providing chewing toys/

gum/straws, etc. Using Koosh balls, squeeze

toys, etc.

Substituting More Appropriate Sensory Activities

Inappropriate sensory More appropriate activities sensory activities

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To enhance use of forms of communication To increase use of different communicative

functions To expand receptive and expressive skills To acquire pivotal social language skills To maintain two-way communication

Communication Goals

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Assessing Forms of Communication

Speech/vocalization

Sign language

Body language

Pictures

Written language

Behaviour

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Requesting

Obtaining attention

Protesting/refusing

Expressing feelings, commenting and gaining information

Greetings

Assessing Functions of Communication

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Expressive language may be more developed

May only hear last word or most familiar word

Difficulty with multi-step directions Difficulty with abstract language Limited vocabulary Literal interpretation Difficulty understanding social cues

Receptive LanguageComprehension Difficulties

Twachtman Cullen, 2000 100

Point out social information.“Look, Tommy’s waving at you. Can you wave back?”

Point out emotional information.“Mary got hurt. Look, she’s crying.”

Point out anticipatory information. “Look, Joey’s going to throw the ball. Put your hands up.”

Structure the commenting function. “Look at the bird eating the seed. He must be very hungry.”

Code feelings and reactions.“You are very angry that Joey took your ball. Say, “Joey, give me that ball!’”

Ways to Index the Environment

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Echolalia

May have a large vocabulary in a very limited subject area

Two-way conversation may be difficult

Expressive Language Difficulties

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Tolerating other people

Attending to others

Taking turns

Waiting

Initiating, responding and sustaining conversations

Pivotal Social Language Skills

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Ensure that a communication system is in place. Focus on developing interaction. Use clear, concise language. Allow time to process information. Teach listening skills and check comprehension. Use visual supports. Provide social scripts for spoken language. Teach subtleties of tone and intonation.

Strategies to Facilitate Communication

Quill, 1995 104

I didn’t say she stole my money (but someone said it). I didn’t say she stole my money ( I definitely didn’t say it). I didn’t say she stole my money (but I implied it). I didn’t say she stole my money (but someone stole it). I didn’t say she stole my money (but she did something). I didn’t say she stole my money (but she stole someone

else’s). I didn’t say she stole my money ( but she took something

else).

ComprehensionTone and Intonation of Language

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To develop friendship skills

To increase understanding of rules of social interaction

To increase number and quality of positive social interactions

Social Interaction Goals

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Direct teaching Puppets/role-playing Cartooning Peer support Social scripts Social stories

Social Skills Strategies

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Decide what social skill needs to be taught. Complete a task analysis. Identify which steps child can do. Observe levels of prompting. Choose a direct teaching strategy such as

discrete trial training.

Direct Teaching

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Using Puppets, Role-playing and Videotapes to Teach Social Skills

Fullerton, Stratton, Coyne & Gray, (1996)

Cartooning Social Situations

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Provide peers with skills be persistent give cues not answers teach communication skills

Provide cooperative learning activities Provide support to the student

recess buddy

Encourage friendships

Peer Support

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Social Scripts

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Introduce changes and new routines.

Explain reasons for others’ behaviour.

Teach situation-specific social skills.

Assist in teaching new academic skills.

Creating Social Stories

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Assess and identify student needs. Observe the specific situation. Take the perspective of the child. Write the social story. Read the story with the child frequently. Enhance the social story through modelling

and role-playing.

Social Story Process

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Descriptive sentences Directive sentences Perspective sentence Formula for writing social stories

2–5 descriptive or perspective statements + 1 directive statement

Writing Social Stories

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Sometimes a person says, “I’ve changed my mind.” (Descriptive)

That means he had one idea, but now he has a new idea. (Descriptive)

I will work on staying calm when someone changes their mind. (Directive)

I can think of someone writing something down, scratching it out and writing something new. (Directive)

Social StoryWhen I Change My Mind

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Social StoryEating Lunch at School

Sometimes I eat lunch at school. (Descriptive)

People feel comfortable when I eat my food nicely. (Perspective)

Other kids will think I’m friendly when I wait for them to sit down and get their lunch before I start eating. (Perspective)

I will try to chew my food slowly with my mouth closed. (Directive)

When I eat slowly with my mouth closed, people will be happy to sit at the same table with me. (Perspective)

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Write a Social Story

What skill/task does your student need that can be taught through a social story?

With a partner, do a task analysis on the social skill.

Write the social story.

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How is a behaviour intervention plan developed and implemented?

How can precision teaching enhance learning and decrease problematic behaviours?

Focus QuestionsPart Four

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Develop self-control

Increase positive behaviours

Decrease negative behaviours

Reduce anxiety

Follow specific school routines

Behaviour Goals

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Determine which behaviour to target.

Determine the function of the behaviour.

Implement positive, proactive strategies.

Playing Behaviour Detective

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1. Determine which behaviour to target.

2. Assess function and contributing factors.

3. Identify alternate or incompatible behaviours.

4. Develop strategies to increase positive behaviours.

5. Develop strategies to decrease negative behaviours.

6. Create a behaviour support plan.

Programming for Challenging Behaviour

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Determining Which Behaviour to Target

Is it life threatening? Does it pose a health risk? Does it interfere with learning? Is it likely to become more serious? Has it been a problem for some time? Does it interfere with acceptance?

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Behaviour is Communication

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We need to understand WHY the behaviour is occurring BEFORE we can properly respond to the behaviour.

Determine the Functions of the Behaviour

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Activity 13: Brainstorm PossibleFunctions of Behaviour

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Common Functions of Behaviour

Attention Escape/avoidance Getting something Sensory/self-regulation Other

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Functional Behaviour AssessmentData Collection

Behavioural observations

Interviews

Motivation Assessment Scale

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Time:

Setting:

Social situation:

Antecedents Behaviour Consequences

ABC Observation

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Motivation Assessment Scale

Motivation Assessment Scale Name Rater Date Behaviour Description Setting Description 0 = Never, 1 = Almost Never, 2 = Seldom, 3 = Half the Time, 4 = Usually, 5 = Almost Always 6 = Always QUESTIONS ANSWERS 1. Would the behaviour occur continuously, over and over, if this 0 1 2 3 4 5 6

person were left alone for long periods of time? (For example, several hours.)

2. Does the behaviour occur following a request to perform a 0 1 2 3 4 5 6 difficult task? 3. Does the behaviour seem to occur in response to you talking to 0 1 2 3 4 5 6 other persons in the room? 4. Does the behaviour ever occur to get a toy, food or activity that 0 1 2 3 4 5 6 this person has been told that he or she can’t have? 5. Would the behaviour occur repeatedly, in the same, for very 0 1 2 3 4 5 6 long periods of time, if no one were around? (For example, rocking back and forth for over an hour.) 6. Does the behaviour occur when any request is made of this 0 1 2 3 4 5 6 person?

Sample Sensory Score Escape Score Attention Score Tangible Score 1986, V. Mark Durand, Ph.D.

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When the Behaviour is Motivated by Attention

Reduce attention to the behaviour.

Teach positive ways of getting attention.

Teach appropriate communication.

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When the Behaviour is Motivated by Tangibles

Teach appropriate communication.

Reinforce communication.

Increase choices.

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When the Behaviour is Motivated by Avoidance

Teach, “I want a break.”

Teach to communicate, “no.”

Increase choices.

Practice relaxation and anxiety reduction.

Modify demands.

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When the Behavior is Motivated by a Sensory Need

Increase sensory supports.

Replace with alternative activities.

Teach student to make requests for sensory preferences.

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Increase Positive Behaviours

Environmental adaptations

Positive/proactive approaches

Reinforcements

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Material reinforcers Primary/edible reinforcers Activity reinforcers Social reinforcers Sensory reinforcers Exchangeable reinforcers – token economy

Types of Reinforcers

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Likes Dislikes Indifferent

Activities Activities Activities

Sensory stimuli Sensory stimuli Sensory stimuli

Edibles Edibles Edibles

Social reinforcers

Social reinforcers

Social reinforcers

Reinforcements

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Material Primary/edible Activity

Social Sensory Exchangeable – Token Economy

Identify Reinforcers

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Try proactive strategies first.

Identify the least restrictive strategies.

Develop planned response within the team.

Decrease Negative Behaviours

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Reducing attention to the behaviour

Redirection

Removal from reinforcements or timeout

Three Reactive Strategies

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Helping Develop Self-control

Identify the interfering behaviour. Observe the antecedents to the behaviour. Decide on appropriate reinforcers. Provide the student with visuals of the antecedent,

desired behaviour and reinforcer. Rehearse the scene. Support the student in the situation by using the

visuals.

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Antecedent: Walking by other students in the classroom.

Desired behaviour: Going to desk and reading quietly.

Reinforcement: Personal music time.

Developing Self-control in the Classroom

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Behaviour Support Plan

Key understandings Antecedent events Warning signs Immediate measures Positive behaviour supports Assistance from peers Reactive plan Signatures

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Activity 15IPP – Part Three

Communication objectives

Communication strategies

Social interaction objectives

Social interaction strategies

Behaviour objectives

Behaviour strategies

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Thank you

Questions

1 Overhead Slides Teaching Students with Autism Spectrum Disorders.

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Transcript of 1 Overhead Slides Teaching Students with Autism Spectrum Disorders.