Connecting to Students with Autism Spectrum Disorders Melissa Alexander, PhD Susan Schwager, EdD.
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Transcript of Connecting to Students with Autism Spectrum Disorders Melissa Alexander, PhD Susan Schwager, EdD.
Outline: During this session we will…• Describe difficulties with both
expressive and receptive communication
• Identify strategies to help improve communication within in the gymnasium
Autism Spectrum Disorders
• For the purpose of this presentation, will use ASD to refer to children with autism, Asperger’s Syndrome, and PDD-NOS– Change in labels due to new DSM- V–Many similarities, though they are
different disorders!– Great variation of abilities with each
characteristics running on a spectrum
Definition Expressive
• The ability to communicate one’s thoughts• Often think of verbal communication but
also includes:– body language – facial gestures – augmentative devices such as a computer.
• Many individuals with autism are non-verbal, have limited speech, or echolalia– Not a problem for people with Asperger’s
Syndrome
Feel the Frustration
Person with Envelope
Rest of the group
Communicate the phrase in the envelope
**Only use the words given and don’t show your group the phrase**
Guess the phrase without looking at any information in the envelope
Communication Strategies
• Sign language• Augmentative Devices: – Communication boards, – Ipad/ Electronic systems (DynaVox)
• PECS• Emotions chart
Helping with Expressive Communication• Learn and use their communication
techniques• Not just for the classroom!• Learn some basic signs
• Incorporate their techniques• Placement of equipment• Rules to support equipment
• Have alternative tools/strategies• Recognize potential frustration
Receptive Communication
• A person’s ability to understand what others are trying to communicate to him or her, including:– Interpretation of body language and
facial expressions– Processing spoken conversations –Recognizing sarcasm, use or
metaphors, and humor • Often problematic for people with
ASD
Improving Receptive Communication
• Use visual representation of material–Demonstration– Posters with pictures– “Pick a hand”– Task cards –Cue cards–Video modeling
DONE ACTIVTY TIME
Dance Party: Dance to music 5 minutes
Warm-Up: Red Warm-up Day 10 minutes
Mrs. Smith explains fitness stations
5 minutes
Station 1: Crunches 3minutes
Station 2: Ball Toss to partner 3 minutes
Station 3: Lunges 3 minutes
Station 4: Wall squats 3 minutes
Sign Language
• Many children use to communicate• Can also reinforce your verbal
statement• Many websites available with videos– aslpro.com
• Have a cheat sheet • Encourage the whole class to use
BATHROOM1.Make “T” (thumb between index finger and middle finger)2.Twist wrist back and forth
SIT1.For both hands, put index and middle fingers together. Have the right hand up and the left hand palm down.2.Move right hand on top of left hand
STAND1.Right hand makes “V” (V shape with index and middle finger) and left hand is palm up.2.Move right hand so fingers point down on left palm
Modifying Your Speech to Improve Clarity
• Give specific information• Use short phrases• Use consistent language• Avoid abstract concepts• Avoid long lists of information• Avoid nonverbal communication/body
language*• Avoid use of slang or sarcasm expressions*• Avoid using pronouns*
Sum it up!
What the teacher wants:Find a partner and get a ball from the bin. Then find a place in the gym where you and your partner can toss the ball back and forth practice stepping with opposition.
What the teacher says:Grab a buddy and a ball. Find a spot on the gym floor to toss the ball back and forth and practice stepping with the opposite foot.
Sum it!
What the teacher could say…Help the teacher out… come up with a replacement phrase
What the teacher wants:Find a partner and get a ball from the bin. Then find a place in the gym where you and your partner can toss the ball back and forth practice stepping with opposition.
“Stealing Second” is not a crime
• What are some common phrases you use that could be misinterpreted?
• Some we came up with– Run down field – Shoot the ball– Run home–Make a basket– Cut it out– Pick up the pace
“Stealing Second” is not a crime
• Rephrase for a literal interpretation
Run down field Run towards the goal, or dribble towards the net
Play through the whistle
Keep playing until you hear the whistle
Run home Run to the home plate
Make a basket Throw the ball into the basket
Cut it out Stop _________.
Pick up the pace Specifically describe the behavior
Conclusion
• Communication is essential for learning to occur
• Though communication difficulties may exists for children with ASD there are strategies that may help– Use their strategies– Incorporate visual–Modify language
Meeting the Physical Education Needs of Children with Autism Spectrum Disorders
Available through NASPE and Human Kinetics
Topics Discussed:1.Characteristics of children with ASD2.Instructional Strategies 3.Integrating Social Skill Development4.Behavior Management Strategies5.Curriculum Models and Implications for
students with ASD6.Working with Others