MEREDITH PENNER, M.ED.P R O G R A M & T R A I N I N G S P E C I A L I S T, B C I U # 2 2

Educating the Student with Autism Spectrum Disorder in the General Education Classroom

Gaskins Overview

Formal resolution between the Pennsylvania Department of Education (PDE) and a group of families and advocacy organizations who had filed a class-action lawsuit against PDE on behalf of a group of children with disabilities in 1994.

Gaskins…

Goal is to ensure that the IEP team first considers the regular classroom with supplementary aids and services before considering a more restrictive environment

Increase opportunities for students with disabilities to receive the supports and services needed to be educated with nondisabled peers in regular classrooms in their home schools

General Education

General Education with accommodations & modifications

General Education with modifications & adaptations

General Education with focus on IEP goals NOT grade level curriculum (collaboration with special education

teacher)

General Education with 1 on 1 supports

% of day spent in alternate setting (smallest amount

possible)

Separate setting for majority of

day within public school

APS

•

% of special education students placed in:

General Ed >80% 65%General Ed 40-79% 24%General Ed < 40 8.7%Alternate Placements 3.3%

100 schools were identified over the last 5 years in PA for improvement plans in these various categories as a result of the Gaskins Settlement

Approximate State Targets (2010)

Least Restrictive Environment

Child must be educated in the general education setting to the greatest extent possible considering all of the possible supplemental aids and services

Inclusion does not mean that the student’s progress must be measured by mastery of general education curriculum, but could be measured by progress made toward IEP goals and objectives

The levels of supports and accommodations needed are to provide students the opportunity to participate with their non-disabled peers in a general education setting NOT to be used as a basis for placing them in an alternate (more restrictive) setting

Burns,Edward. (2003) A Handbook for Supplementary Aids and Services. Springfield Ill: Charles C. Thomas

Supplemental Aids and Services

Collaborative Adults working together to support students

Instructional development and delivery of instruction that

addresses diverse learning needsPhysical

adaptations and modifications to the physical environment

Social-Behavioral supports and services to increase appropriate

behavior and reduce disruptive or interfering behavior

DSM-IV General Deficit Areas of ASD

CommunicationSocial skillsRestricted interestsSensory integrationBehavior

Additional Core Deficits

Difficulty identifying important global concepts and elements of tasks

Difficulty with processing auditory information-understanding, retaining and retrieving

Difficulty generalizing skills-skills must be taught in context

Difficulty with sequencing information or steps in a taskDifficulty with transitioningDifficulty with time concepts and time managementUneven academic, social, or emotional development

(high functioning in some areas, low in others

What specifically is ASD???

Classic Autism usually non-verbal, unengaged, and unable to

perform well on standard diagnostic tests. Affects communication, social skills, and

verbal/nonverbal play Sometimes paired with Intellectual Disabilities

High Functioning Autism use meaningful language, read, write, do math, show

affection, complete daily tasks but can't hold eye contact, maintain a conversation, engage in play, pick up on social cues

PDD-NOS “catch all” all function levels whose symptoms don't fully

correlate with classic autism

Asperger’s Syndrome Affects the same triad of impairments as autism Usually average to above average intelligence Diagnosed around or after age 3

Characteristics of Asperger’s Syndrome

Engaging in one-sided, long-winded conversations, without noticing if the listener is listening or trying to change the subject

Displaying unusual nonverbal communication, such as lack of eye contact, few facial expressions, or awkward body postures and gestures

Showing an intense obsession with one or two specific, narrow subjects, such as baseball statistics, train schedules, weather or snakes

Appearing not to understand, empathize with or be sensitive to others' feelings

Having a hard time "reading" other people or understanding humor Speaking in a voice that is monotonous, rigid or unusually fast Moving clumsily, with poor coordination

http://www.mayoclinic.com/

Why do educators need to know about ASD?

U.S. FACTS: A new case of autism is diagnosed nearly every 20

minutes There are 24,000 new cases diagnosed in the U.S.

each year The economic impact of autism is more than $90

billion and is expected to more than double in the next decade.

Autism receives less than 5% of the research funding of many less prevalent childhood diseases.

There is no medical detection or cure for autism.

http://www.talkaboutcuringautism.org/autism/latest_autism_statistics.htm

How does ASD affect learning and behavior?

Affects the neurodevelopment, resulting in distinct learning and behavioral styles

Underlying biological/genetic cause that produces organic and/or physical changes during brain development-resulting in atypical cognitive and social development

Affects individuals uniquely

Affects the ability to integrate sensory information and regulate emotions

Role of General Educators in the IEP

Provide information about how the included student performs academically and socially in the general education setting

Identify types and amounts of support students may need in their classroom (SaS)

Develop accommodations and modifications to allow students to access the general education curriculum

Regular education classroom teachers are an integral member of the IEP team for the included student

Activity/lesson

Goal/Objective of

target student

Accommodations &

Modifications

Prompting level

Assessment Tool

Sample Planning Template:

Interventions and Strategies for Students with ASD

No single intervention or strategy has proven to be successful for all students with ASD

To maximize the effect of the intervention, consider the student’s following: Communication proficiency Preferred mode of communication Cognitive ability Learning style Interests and motivators

Interventions and Strategies for Students with ASD

Students with ASD require direct instruction in all areas due to the difficulty with generalization

Interventions/strategies must be connected to and generalized across settings, partners, materials, etc.

Use of video modeling helps students with ASD to see first hand examples of target behaviors in authentic environments

Strategies to Facilitate Successful Inclusion

Consistent classroom routinesProvide visual schedules, rules, choice boards

and instructions (either pictures or words)Social Stories

http://www.polyxo.com/socialstories/Be aware of situations causing anxiety and

stress-use pre-teaching, priming, and sensory breaks to reduce anxiety

Strategies…

Plan for transition or changes in schedule-transition cue, schedule changes written in different color, discuss changes with student prior to event happening if possible

Be cognizant of specially-designed instruction as per IEP-preferential seating, peer buddy, writing accommodations, etc. (Goals at a Glance or Meet ____)

Highlight directions or tasks, number steps, provide an example

Simplify directions

More strategies

Make sure purpose of activity is clearly explained…students with ASD have difficulty making inferences

Use subjects or items of interest to increase motivation and participation

Use scripts and model expectations for group work

Color coding subject areas…folders and notebooks for organization

Communication Concerns

Difficulty with answering “wh” questionsDifficulty with understanding figurative

language, persuasive techniques, idioms, words with multiple meanings

Difficulty finding most important details or information-stories and text

Strategies for Improving Communication Skills

Pre-teach new concepts and content vocabulary prior to group instruction using visual cues

Model procedures, expectations, thinking strategies, or directions

Post visual reminders for components of essential concepts or questions (posting subject goals, objectives, content vocabulary)

Communication Strategies

Pair verbal instructions with visual cuesIdentify verbally and visually when

transitions occurUse auditory signals to alert students of

important information, repeat informationProvide handouts for information being

taught orally (key words, open notes)

Communication Strategies

Be careful of comments or information you say around students with ASD, they may copy it or repeat it out of context

Try to avoid assessments that rely heavily on essay or short answer questions (fill in the blank or multiple choice are better)

Allow students to dictate open ended responses to reading assignments if there is a processing or writing deficit that could impact their reading assessment (also an allowable accommodation on the PSSA)

More Communication Strategies

Provide communication supports to help with student independence in initiating conversations (choice cards for asking for help)

Encourage conversations, pull more language, don’t except one word answers

If you know about an event a student participated in ask the student about it, try to engage student in a conversation about it

Sensory Integration Issues

Sensory integration refers to the manner in which the brain processes, organizes and interprets information coming from the sensory system

Students with ASD have a variety of sensory impairments

Difficulty with gross and fine motor movements, locating their bodies in space, and regulating the level of sensory input

Sensory Difficulties

Students with ASD may have difficulty with sensory processing in the following areas: -Sensitivity/insensitivity to sensory

information -Attention and focus

-Regulation of activity level-Transitions to between activities-Control of impulses, behaviors, and/or fear in dangerous situations-Oral Motor (objects in mouth, etc)-Recognition of personal space

Sensory Accommodations to Promote Focus

Locate student desk in an area that will allow the students to adjust to changes

Clearly defined areas within the classroom (work, leisure, break, prohibited areas)

Seat cushionsProvide opportunities for movement (songs,

exercises during transitions)Suggest a sensory break (walk, deliver note

or books to other teacher)

Sensory Accommodations: Writing

Allow student to type assignments (Alpha Smart)

Use graph paper to organize math problems and lined paper for writing tasks

Pencil gripsMechanical pencils (students who press too

hard)Markers (students who press too lightly)

More Writing Accommodations

Use slant boardRemind students to hold paper with non

dominant hand Shortened writing assignments, multiple

choice options, fill in the blank, provide answers orally

Peer note taker

Accommodations for Sensory Sensitivities

Menu or choice card for sensory breaks/stress release activities (leave noise environment, etc)

Have “obsessive”/stress release items in a designated place. Provide clears instructions of when, where and how items can be used

Approach student from front if possibleHave student use headphones in loud/over

stimulating situations Students with sensory difficulties should not

be denied breaks, recess or P.E class

Socialization/Social Skills

Students with ASD may exhibit deficits in some or all of the following:

Engaging in reciprocal interactionsMaintaining eye contact Attention to gestures or facial expressionsConforming to rules of social behaviorEngaging in conversations on nonpreferred

topics

Social Skill Deficits:

Transitioning between conversation topicsFeeling empathyEngaging others appropriately in social

situations Initiating, terminating, and repairing

conversations Understanding importance of small talk and

other social speech

Strategies to Improve Social Skills

Provide explicit instruction and reminders of conversation etiquette

Teach students to recognize facial features/emotions in others

Practice newly learned skills in various settings

Practice a menu of relaxation strategies and/or establish code words to use when they are upset

Card system for high stress timeStress thermometer

Strategies to Improve Social Skills, cont.

Social storiesPractice transitionsTeach acceptance of student differences Increase student engagement with visual

cues

Behavioral Issues

Students with ASD may exhibit immature or developmentally inappropriate behaviors

Outbursts may result from frustration, anxiety, communication frustration, social interactions

Strategies for Minimizing Inappropriate Behaviors

Ritualistic and Compulsive Intervene early before behavior turns into a habit Teach when the behavior may occur Teach replacement behavior

Strategies for Minimizing Inappropriate Behaviors

Impulsivity Manage the environment to minimize impulsive

behaviors Social stories Rehearse appropriate behaviors

Strategies for Minimizing Inappropriate Behaviors

Stereotypic Develop a sensory diet Develop a menu of appropriate sensory interventions

to aid with sensory regulation Squeezing a koosh ball, swinging, asking for a break,

computer time, weighted belt

Strategies for Minimizing Inappropriate Behaviors

Aggression Remove or minimize environmental stressors that

trigger behaviors Clearly define all components of a task Provide clear directions Be aware of any possible aggressive behaviors via

individual behavior plans as designed by the classroom teacher-follow plans as directed

If a behavior is escalating to a form of physical aggression, notify the teacher immediately

Do not intervene or try to deal with behavior if child is in physical danger or others are in danger

Strategies for Minimizing Inappropriate Behaviors

Inappropriate social interactions Rehearse appropriate social interactions Reward appropriate behaviors Use social stories

Restricted Interests

These subjects dominate their concentration and contribute to their inability to transition and their inflexibility

Stereotypical behaviors may include Repeated hand and body movements Atypical response pattern to stimuli Difficulties with attention Obsession with certain objects or parts of objects Watching environmental stimuli such as lights,

sounds, etc.

Strategies for Accommodating Restrictive Interests

Allow breaks to pursue their own interests-strict time limit

Introduce new activities related to interest

Teaching and Promoting Disability Awareness

Model it yourselfUse person first languageGive age appropriate examples of ways we are all

the same and differentIf necessary to talk about a specific student, do so

ONLY with parent permissionAllow students to talk about their own challenges

(with parent permission)Use nationally recognized months to springboard

activities (March- Disability awareness, April- Autism Awareness,

http://www.ctserc.org/library/bibfiles/childlit-disab.pdf

References

(2005).http://www.pde.state.pa.us/special_edu/lib/special_edu/Settlement_Agreement-FINAL_%28no_draft%29.pdf. Retrieved October 21, 2007, from Pennsylvania Department of Education Web site: http://www.pde.state.pa.us/

View the entire Settlement Agreement at: www.pde.state.pa.us/special_edu/lib/special_edu/Settlement_Agreement.pdf.

National Education Association, (2006).The Puzzle of Autism. 1, 1-33. http://www.talkaboutcuringautism.org/autism/latest_autism_statistics.htm http://www.mayoclinic.com/