Autism Spectrum Disorders

Characteristics and Instructional Supports

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Autism Spectrum Disorders

Neurological Basis Genetic link Appears in first few years of life Characteristics vary across individuals Incidence is increasing: 1 in 166 children

under 18 More boys than girls

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Varying Diagnoses:“Pervasive Developmental Disorders”

Autism

Asperger’s Syndrome

PDD-NOS

Childhood Disintegrative Disorder

Rett’s Syndrome

Continued

development

of new skills

Progressive

permanent

loss of skills

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Core Characteristics of ASD

Communication Verbal skills vary May be more proficient with gestures or

pictures May use vocabulary that is different than

original meaning Repetitive words may be used out of context Concrete vs. abstract understanding of

vocabulary and idiosyncratic phrases Lack of reciprocity in conversation

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Core Characteristics of ASD

Social Skills Interpretation of others’ words or tone Interpretation of others’ behavior Judgment of meaning and expectations Initiation and response Understanding of “rules”

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Core Characteristics of ASD

Restricted Repertoire of Interests or Behavior Repetitive behavior (for stimulation, to reduce anxiety,

in times of stress, etc.)

Perseveration… “getting stuck” Talking about a favorite topic Completing a task Physical movement

High level of interest in one topic and low in others

There is comfort in routine and “sameness”

Favorite areas of interest may be highly motivating

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Core Characteristics of ASD

Sensory Processing & Movement Hyper-sensitive (over reactive) Hypo-sensitive (under reactive) Spatial positioning in space Motor Planning

OLFACTORY(smell)

& TASTEVESTIBULAR(movement)

AUDITORY(Hearing)

VISUAL(sight)

TACTILE(touch)

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Other Characteristics of ASD

Executive function Difficulty organizing and handling multiple tasks Difficulty with transition and change

Getting Stuck (perseveration) Physical movement On tasks On topics

Processing speed

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Other Characteristics of ASD

Anxiety and stress

Problematic behavior Self-stimulatory (ritualistic, self-stimulatory, stereotypical-

repetitive, self-injurious) Impulsive, with lack of judgment Without understanding social “rule” Act without fear (no interpretation) To communicate when there is no other way!

Jamie Burke2003

Bad behavior, my friends, is just violent speech

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A spectrum disorder: different children are affected to different degrees in each area

“If you’ve seen one child with Autism, you have seen

one child with Autism.”

Autism?

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Thoughts to ponder…

Competence is defined more by social skills than by intellectual skills.

Without social competence… what happens?

Students are more likely to learn from teachers who… demonstrate caring and make an effort to

understand who they are and what they mean by their behavior and other forms of communication.

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Outcomes for All Students(Schwartz, 2000)

Membership Relationships

Inclusion

Skills

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Membership

Neighborhood school placement

Participation in physical spaces, activities with peers

Accommodations to participate in general education instruction

Participation in: teacher-designed groups student-designed groups class-wide activities school-wide activities out of school activities

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Relationships

Companion

Learner

Teacher

Helper

Helpee

Friend

Students need:•Opportunity to interact

•Opportunity for various roles

•Communication method

•Social skills

•Adults who value them (role model)

•Informed peers

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Knowledge/Skills

Social

Communication

Academic

Self-Management

Personal Hygiene

Adults need to provide:

Accommodations and modifications

Individualized interventions

Communication system

Collaboration

Positive Behavioral Supports

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Evidence-based strategies

A specific intervention or instructional approach that has a base of high quality research over a range of different individuals, in a range of places, over a range of behaviors.

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Evidence-based strategies

Instruction based on a behavioral model

Clear cues

Direct explicit instruction

Prompting as needed to get the response

Reinforcement of performance (what actually motivates the student, not just praise or stickers!)

Repeated practice

Within the context of every-day activities

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Evidence-based strategies

Self-management of behavior - how to respond in social and stressful situations Scripts: modeling and video-taping scenarios

(peer tutors are helpful!) Social Stories:

Descriptive statements of the setting, subject, etc. Directive statements about how to respond Affirmative statements that describe beliefs about the

situation Control statements: analogies to promote understanding Cooperative statements to identify who is available to

help and how that help will be provided.

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Telling My Friends that I am Back

Sometimes I leave the room to take a walk and calm down.

 When I come back into the classroom I will go to my seat and quietly tell my neighbor “I am back.”

 My teachers like it when I come back into the room and am using a quiet voice.

My friends will be happy when I am back in the classroom. When I am quiet, my friends can finish doing their school work.

I also like to be happy and finish my work.

If I have difficulty being quiet, I can squeeze my rubber ball.

If I am having trouble staying in my seat or finding my work, I can raise my hand to get help from my teacher. She will say “I’ll be right there” and then she will come to my desk.

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Evidence-based strategies

“Positive Behavior Support”

“Functional” Assessment: what is motivating and maintaining the inappropriate behavior

1. Use SUPPORTS to prevent the behavior and minimize the need for the behavior

2. TEACH alternative & replacement behavior

3. A RESPONSE PLAN when the behavior occurs should be more focused on minimizing the effectiveness of the behavior than punishing it

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Effective Program Elements

Individualized planning Emphasis on social skills development Predictability and routine Planning for transitions and change to routine Systematic, behaviorally based instruction Family involvement Functional approach to problem behavior

(Dawson & Osterling, 1997; Iovannone, Dunlap, Huber, and Kincaid, 2003)

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A Supportive Environment

Identify sensory influences

Design VISUAL cues and schedules

Design organized physical environments

Set physical and activity boundaries

Organize tasks

Use assistive technology

CHOICE

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CHOICE: Types of Choices

WITHIN: Which materials to use?

BETWEEN: This or that?

WITH WHOM: Which partner?

WHERE: Location for activity?

WHEN: When to take a break?

REFUSAL: Snack or not?

TERMINATE: Keep going or finished?

Be prepared to honor choices!

Be prepared to follow up

with next steps

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CHOICE: Incorporate into regular routines

Recess activities Snack time Seating options to complete classwork Center activities Book Materials (markers, crayons, pens ,etc.) Job in cooperative groups

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SCHEDULES: Daily w/ details

Sample daily schedule with times & words.

Some classes include further details.

Use of a “picture clock” may also be helpful.

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SCHEDULES: Individual

Located on a wall within the classroom; part of a “transition” area for the student

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SCHEDULES: To promote interaction

This schedule was placed purposefully by the classroom teacher’s desk to facilitate more interaction during “check-in” times.

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SCHEDULES: As an activity

This schedule operates as an activity on its own.

Each morning the student works with an adult or peer to “assemble” the schedule.

This gives the student a chance to ask questions or learn more about the day.

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SCHEDULES: Between-Task Schedules

To break down a block of time into more specific activities

Ex. Guided Reading = Read aloud with teacher, Complete worksheet, SSR

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SCHEDULES: Within task

To break down a specific task into a series of steps.

This strip also serves as a reminder to the student when s/he is at the sink washing hands.

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Boundary Setting

Use visuals to clearly define areas:

Furniture – where class meets for literature

Tape – to show proper desk/chair placement

Activities – color code materials

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Organize a Task:

Develop work “system” geared to student’s skill level - Use visual cues so student can understand: What work?

How much work?

How will I know when the work is finished?

What comes next?

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“When I’m done…”

When I’m done, I can go to the

computer.

When I’m done, I can read a book.

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Countdown Card

How much longer?

5

4

3

2

1

Countdown cards show a visual of the amount of time remaining.

Consider moving each time segment to the back as student completes work.

“Time” is made much more concrete using this card.

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TURN TAKING

Move name to back Move name to envelope Move name off card

For pairs, write names on each side

? TURN

Sam

Kyla

Jack

Shawn

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To help students learn the “content”

Software that can help: Boardmaker – www.mayer-johnson.com

Writing w/ Symbols 2000 & BuildAbility - www.donjohnston.com

PixWriter & Picture It – www.slatersoftware.com

Kidspiration, Inspiration – www.inspiration.co

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Boardmaker: Adapted stories

www.adaptedstories.com (fee for subscribing; monthly story w/ activities)

http://lserver.aea14.k12.ia.us/atteam/at/al.html (free)

www.mcps.k12.md.us/curriculum/pep/teachercreate.html (free)

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Closing Thoughts, Questions,

Comments?

Maryland Coalition for Inclusive Education www.mcie.org