Choice-making• Desired activity- highly motivating• Can be used along side premack principle

techniques (see first…next card)• Allows for individualization within lessons• Can direct students to lifelong learning

opportunities• Leisure activities once taught can be used in

other structured settings throughout the day (generalization)

• Gives the control of the environment in the eyes of the student

• Allows for how they are feeling/ level of activity and sensory needs

Options are always good… Choicemaking

Using boardmaker

http://www.mayer-johnson.com/

Positive behavioral approaches with choicemaking

I am working for……

Using boardmaker

http://www.mayer-johnson.com/

Play based behavior

• Self-stimulating behavior (preoccupation with parts of things or texture)

• Appropriate self-play• On the “fringes” wants to play, watches- does not know

how to engage• When put in play situations will sustain• Will join play when asked• Will initiate and invite others

Teaching play

• Put in or take out objects (give and get)• Playing next to someone• Reciprocal (turn taking with objects coming

toward them)• Team sports (turn taking with objects toward

a common goal)• Adding competition adds another dimension

to all of this!

Scripting specific sequence

Using boardmaker

http://www.mayer-johnson.com/

How to get ready to roller-skate…

Another example of sequenced task strip

Using boardmaker

http://www.mayer-johnson.com/

Task strip of an sequenced activity

Assessment• Uneven motor development

( potentially due to avoided activities)• Formal evaluations often do not always

lead to appropriate goals- may require informal assessment

• Determine learning style, level of independence, motivator/strengths

• Determine length of attention• Determine emerging skills (watch play

with a variety of equipment)• Get functional!!

Formal Measures of Assessment• (Breslin, 2009) researched the use of visuals

with students with autism spectrum disorder (ASD) when administering the Test of Gross Motor Development, 2nd edition (TGMD-2).

• Breslin’s work revealed statistical significance when using or not using visuals for students with ASD on the TGMD-2. The difference for 17 of the students that might have placed them in adapted physical education based on exit-entrance criteria.

Assess enjoyment

Circle the net activity that you liked the most

Using boardmaker

http://www.mayer-johnson.com/

Theory of Mind (ToM)

• Understanding the other person “perspective” or their intentions.

• Most research currently points to a continuum of ToM. Their ability to take on someone’s perspective varies as individuals on the spectrum vary.

• Deficits in how their behavior affects others around them.

• Almost all students with autism have deficits in this area.

The Incredible 5-point scaleby Kari Dunn Buron (2003)

•http://www.5pointscale.com/•http://www.practicalautismresources.com/printables

Additional Resources• Power Cards- takes a students “hero” and

describes how the hero would behave (solution to the situation). Getting at ToM. Based on the work of Elisa Gagon.

• Structured teaching- The structure of the room and tasks are such that the student learns how to learn. Highly structured tasks to gain independence that have a high degree of success. New learning tasks can then be brought into that structure when mastery is met.

What is assistive tech?IDEA (2004) defines AT as "any item, piece of

equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used, maintain, or improve functional capabilities of young children with disabilities" (P.L. 108-446)

"For students without disabilities, technology makes things easier.For students with disabilities, technology makes things possible."--M.P. Radabaugh

Why assistive tech in PE?

• Allow for choice making

• Allow for communication of needs

• Allow for highly stimulating environment

• Allow for commenting

• Allow for greater participation

• Allow for access to all games/activities

• Allow for teacher to take data quickly

Proloquo2Go app $189Dynamic display- push buttons and go to other pages. Make complete sentences.

Easy to program

Voice output

Great for commenting, requesting and choosing activities

Autism timer app

• Customize amount of count down time

• Beeps or vibrates when done

• No background on the screen other than the timer

Ifitness app 150 pics of exercisesSet your own workouts

Track progress

Gives you starting and lift position. Some of the exercises have a short video attached

ABC Data app

Easy to program data collection to meet unique needs of students.

The next best thing to sliced breadBubble Wrap!!

• Cut pieces of bubble wrap to:

• Count number of laps a student does

• Count number of trials a student does before moving on to new task

There is also a bubble wrap app!

Time Timer app- visual representation of time

Tap a lap app

Keep track of laps

Learn to pace yourself with split times

Measure progress toward IEP goals

Video Modeling Picture scheduler app

Van Laarhoven, T. & Jankuj, P. (2009). Using Picture Scheduler Application for iPod Touch

My choice board app

• Customizable

• Drag choice to top

• Put in your own pictures

Research is Needed

http://ndar.nih.gov/ndarpublicweb/

• Differences in protocol for appropriate assessment

• Levels of physical fitness and strategies to improve fitness

• How behavior affects access to physical activity

Examples of tech in behavior modification

• Pony tail holders make great warning prompts. Have student go and put one on wrist

• Visual timers are awesome for those that don’t know time- how long are we doing this for?

ReferencesAmerican Psychiatric Association. (2000). Diagnostic and Statistical Manual of Mental Disorders (4th ed., text rev.).

Washington, DC: Author.Auxter, D., Pyfer. J., & Huettig, C. (2001). Principles and methods of adapted physical education and recreation.

Boston: McGraw-Hill.Berkeley, S. & Zittel, L. (2001). Locomotor and object control skills of children diagnosed with autism. Adapted Physical Activity Quarterly, 18, 405-416.Breslin, C. (2009). Effects of visual supports on the performance of the test of gross motor development by children

with autism spectrum disorder. (unpublished doctoral dissertation). Auburn University, Auburn, Alabama.Block, Martin E. (2003). Children with Asperger Syndrome. Implications for general education and youth sports.

JOPHERD.Blubaugh, N., & Kohlmann, J. (2006). TEACCH model and children with autism. Teaching Elementary Physical

Education, 17(6), 16-19. Bryan, L. C., & Gast, D. L. (2000). Teaching on-task and on-schedule behaviors to high-functioning children with

autism via picture schedules. Journal of Autism and Developmental Disorders, 30(6), 553-567.Collier, D., & Reid, G. (2003). The autism spectrum disorders: Preventing and coping with difficult behaviors – part

IV. Palaestra, 19(3), 36-45.Center for Diease Control. (2009). Prevalence of Autism Spectrum Disorders --- Autism and Developmental

Disabilities Monitoring Network. United States, 2006.Charlope-Christy, M., & Haymes, L. (1998). Using objects of obsession as token reinforcers for children with

autism. Journal of Autism and Developmental Disorders, 28(3), 189-198.Dettmer, S., Simpson, R., Smith Myles, B., & Ganz, J. (2000). The Use of Visual Supports to Facilitate Transitions of

Students with Autism. . Focus on Autism and Other Developmental Disabilities, 15 (3), 166-175. DOI: 10.1177/108835760001500307Dunlap, G. (1984). The influence of task variation and maintenance task variation and maintenance tasks on the

learning and affect of autistic children. Journal of Experimental Child Psychology, 37, 41-64. Dunlap, G., & Koegel, R. L. (1980a). Motivating autistic children through stimulus variation. Journal of Applied

Behavior Analysis, 13, 619-628.

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Jenison Public Schools, Jenison Michigan.The New Social Story Book. Arlington, Tx: Future Horizons.Lavay, B.W., French, R., & Henderson, H.L. (1997). Positive behavior management strategies for physical educators.Champaign, Il: Human Kinetics.Liberman, Lauren J. (2003) Strategies for teaching students with autism in physical education. JOPHERD.Mangus, B., Henderson, H., & French, R. (1986). Implementation of token economy by peer tutors to increase on-task physical activity time of autistic children. Perceptual and Motor Skills, 63, 97-98. Menear, K. S., & Smith, S. (2008). Physical education for students with autism: Teaching tips and strategies. TEACHING Exceptional Children, 40(5), 32-37. National Autism Center (2009). National Standards Project-Addressing the need for evidence-based practice

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ReferencesNASPE National Association for Sport and Physical Education (2004). Moving into the Future: National Standards for Physical Education, 2nd Edition. Author.O’Connor, John, French, R., & Henderson, H.L. Use of Physical Activity to Improve Behavior of Children with Autism. Palestra, 16 (3).Odom, S., Brown, W., Frey, T., Karasu, N., Smith-Canter, L., & Strain, P. (2003). Evidence-Based Practices for Young

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Reid, G., & O;Connor, J. (2003). The autism spectrum disorders: Activity selection, assessment, and program organization. Palaestra, 19(1), 20-27.Rosenthal-Malek, A., & Mitchell, S. (1997). Brief Report: The effects of exercise on the self-stimulating behaviors and positive responding of adolescents with autism. Journal of Autism and Developmental Disorders, 27 (2), 193-202.Schultheis, S. F., Boswell, B. B., & Decker, J. (2000). Successful physical activity programming for students with autism. Focus on Autism and Other Developmental Disabilities, 15(3), 159-162. Sherrill, C. (1986). Adapted physical education and recreation: A multidisciplinary approach. Dubuque, IA: Wm. C.

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developmentally disabled students through visual schedules and social stories. Research in Developmental Disabilities 28, 386–396.Zhang, J., & Griffin, A. J. (2007). Including children with autism in general physical education: Eight possible solutions. Journal of Physical Education, Recreation and Dance (JOPERD), 78(3), 33-37.