Introduction To Structured Teaching For Translation

AN INTRODUCTION TO AN INTRODUCTION TO STRUCTURED TEACHINGSTRUCTURED TEACHING

Presented by: Presented by:

Valerie Gruenwald, Valerie Gruenwald,

School School PsychologistPsychologist

Palatine, Illinois, Palatine, Illinois, USAUSA

Introduction to Structured TeachingIntroduction to Structured Teaching 22

STRUCTURED TEACHINGSTRUCTURED TEACHING

Based on the Heartland Model for Teaching Based on the Heartland Model for Teaching Students with Autism, developed by the Students with Autism, developed by the Heartland Area Education Agency in Iowa, USAHeartland Area Education Agency in Iowa, USA

Merges best practices from a variety of methods, Merges best practices from a variety of methods, primarily primarily TEACCHTEACCH((TTreatment and reatment and EEducation of ducation of AAutistic and related utistic and related CCommunication-handicapped ommunication-handicapped ChChildren) ildren)

Developed at the University of North Carolina, Developed at the University of North Carolina, Chapel HillChapel Hill



Goal: Goal:

The primary goal of this educational The primary goal of this educational approach is to develop approach is to develop

independenceindependence and and communication skillscommunication skills

for both academic skills and life skills.for both academic skills and life skills.



Emphasis: Create conditions needed for Emphasis: Create conditions needed for success success

Use the student’s strengths to – Use the student’s strengths to –

plan plan accommodationsaccommodations that will that will increase the likelihood of success and increase the likelihood of success and minimize the likelihood that problems will occurminimize the likelihood that problems will occur


Cognitive/behavioral difficulties Cognitive/behavioral difficulties observed in autism observed in autism

Autism restricts the individual’s ability to:Autism restricts the individual’s ability to: scanscan the environment the environment determinedetermine what is relevant and what is irrelevant what is relevant and what is irrelevant

to the situation to the situation selectively selectively attend toattend to and interpret the important and interpret the important

cues, while cues, while ignoringignoring the unimportant the unimportant organizeorganize planplan actact in accordance with external demands in accordance with external demands


Cognitive/behavioral difficulties Cognitive/behavioral difficulties observed in autism observed in autism

When these difficulties are combined with When these difficulties are combined with communication and socialization deficits communication and socialization deficits (ability to ask questions, learn from (ability to ask questions, learn from modeling), the result is:modeling), the result is:

Dependence upon othersDependence upon others for prompts about for prompts about what to do.what to do.


Individuals with autism tend to:Individuals with autism tend to:

Do best withDo best with

Concrete informationConcrete information

Specific information, Specific information, memorizationmemorization

StructureStructure

Visual information/cuesVisual information/cues

Clear expectations & Clear expectations & rulesrules

Have difficulty withHave difficulty with

Abstract ideasAbstract ideas

Generalization, application of Generalization, application of knowledge and skills knowledge and skills

Organizing behavior, time, Organizing behavior, time, steps to accomplish a goalsteps to accomplish a goal

Auditory processing and Auditory processing and language comprehensionlanguage comprehension

Judgment – interpreting Judgment – interpreting general rules for specific general rules for specific situationssituations


Individuals with autism tend to:Individuals with autism tend to:

Do best withDo best with

Routines and Routines and predictabilitypredictability

Learning specific ways to Learning specific ways to deal with situationsdeal with situations

Information about what Information about what toto dodo

One thing at a timeOne thing at a time

Have difficulty withHave difficulty with

Surprises and unexpected Surprises and unexpected changeschanges

Problem-solvingProblem-solving

Figuring out what Figuring out what toto do do when told only what when told only what notnot to to dodo

Managing multiple demandsManaging multiple demands


GLOBAL STRATEGYGLOBAL STRATEGY

The global strategy is to use The global strategy is to use visual structurevisual structure and and visual supportsvisual supports to: to:

make the environment more predictable and make the environment more predictable and understandableunderstandable

enable the student to perform activities more enable the student to perform activities more independentlyindependently

enable the student to better understand enable the student to better understand communication and to express himselfcommunication and to express himself


Using visual structure in the environment Using visual structure in the environment makes the most of strengths in:makes the most of strengths in: visual organizationvisual organization comprehension of information presented visuallycomprehension of information presented visually concrete thinkingconcrete thinking following a routinefollowing a routine

Visual supports also minimize auditory Visual supports also minimize auditory processing/language difficulties, and reduce processing/language difficulties, and reduce the likelihood of anxiety, over-stimulation, the likelihood of anxiety, over-stimulation, and confusion. and confusion.



Main Components:Main Components: Physical structure – Arrange the classroom and Physical structure – Arrange the classroom and

materials to provide visual cues to help the materials to provide visual cues to help the student know what to do, and to reduce student know what to do, and to reduce distractions.distractions.

Create a quiet environment, free of Create a quiet environment, free of unnecessary “clutter” (things and noise)unnecessary “clutter” (things and noise)

Create physical and visual boundaries to Create physical and visual boundaries to define specific areasdefine specific areas

Organize the environment so that the student Organize the environment so that the student knows where to go and what to do once he knows where to go and what to do once he gets theregets there



Typical classroom areas:Typical classroom areas:

Group InstructionGroup Instruction

1:1 Teaching1:1 Teaching

Independent WorkIndependent Work

Play/LeisurePlay/Leisure

Sensory ActivitiesSensory Activities



Tools:Tools: Furniture arranged to create barriersFurniture arranged to create barriers DividersDividers Tiled flooring and area rugsTiled flooring and area rugs Tape (electrical tape in different colors) to Tape (electrical tape in different colors) to

define areasdefine areas Labels/pictures to clearly mark containers, Labels/pictures to clearly mark containers,

files, etc. for student materialsfiles, etc. for student materials



Use of color, photos, names – Use of color, photos, names –

Use unique personal colors, as well as Use unique personal colors, as well as photos and printed names, to help the photos and printed names, to help the students locate their places in the setting.students locate their places in the setting.

VisuallyVisually answer the questions: answer the questions: ““What is my place?” What is my place?” ““What are my things?”What are my things?”



Examples:Examples: place at table/ chairplace at table/ chair independent work areaindependent work area place when lining upplace when lining up locker/cubbylocker/cubby mail folder or drawermail folder or drawer bins with tasks and materialsbins with tasks and materials



SCHEDULES AND WORK SYSTEMSSCHEDULES AND WORK SYSTEMS

SCHEDULESSCHEDULES

A schedule answers the questions: A schedule answers the questions: Where do I go? Where do I go? When? When?

It may also help to answer: It may also help to answer: Who will be there? Who will be there? What will happen?What will happen?



A A scheduleschedule teaches a student to anticipate teaches a student to anticipate events and to organize them in time. events and to organize them in time.

There is less anxiety and frustration when the There is less anxiety and frustration when the student understands what will happen next, student understands what will happen next, and when he will get to engage in pleasurable and when he will get to engage in pleasurable activities. activities.

The student can wait for preferred activities The student can wait for preferred activities much better if he knows that he can count on much better if he knows that he can count on those activities at a certain time.those activities at a certain time.


SCHEDULES AND WORK SYSTEMSSCHEDULES AND WORK SYSTEMS Schedules: Schedules:

Teach the concept that activities are separate and Teach the concept that activities are separate and distinctdistinct

Teach “First-Then” conceptTeach “First-Then” concept Establish routinesEstablish routines Make the day predictableMake the day predictable Give advance warning of transitionsGive advance warning of transitions Let the student know when breaks and Let the student know when breaks and

pleasurable activities will occur, as well as work-pleasurable activities will occur, as well as work-related activities related activities

Draw on strengths in sequential memoryDraw on strengths in sequential memory Provide flexibility Provide flexibility



Visual Schedules: Visual Schedules: Range in complexity depending upon the Range in complexity depending upon the

student. student.

Duration: Duration: ““First – Then” First – Then” Partial day Partial day Whole dayWhole day



Represent information using (in order Represent information using (in order of complexity): of complexity): ObjectsObjects PhotosPhotos Icons/ line drawings (e.g., Boardmaker Icons/ line drawings (e.g., Boardmaker

software program)software program) Pictures + wordsPictures + words Print onlyPrint only



Visual Schedules – typical example:Visual Schedules – typical example: Each student has an individual picture schedule, Each student has an individual picture schedule,

most often located at his independent work area. The most often located at his independent work area. The tagboard strip holding the schedule pictures is the tagboard strip holding the schedule pictures is the student’s personal color and/or has his photo or student’s personal color and/or has his photo or printed name at the top. printed name at the top.

The pictures are attached to the schedule strip with The pictures are attached to the schedule strip with Velcro, and can be removed and carried to the next Velcro, and can be removed and carried to the next location/activity.location/activity.

A larger, identical picture is taped at each location A larger, identical picture is taped at each location within the room, and has several Velcro dots within the room, and has several Velcro dots underneath, where the student attaches his schedule underneath, where the student attaches his schedule picture.picture.



At the conclusion of each activity, the adult gives At the conclusion of each activity, the adult gives the student a “check schedule” card (depending the student a “check schedule” card (depending upon the student’s level, this may be a small upon the student’s level, this may be a small tagboard strip of the student’s individual color, tagboard strip of the student’s individual color, possibly with his name, or simply a checkmark or possibly with his name, or simply a checkmark or other visual cue).other visual cue).

The student goes to his schedule, puts the The student goes to his schedule, puts the “check” card in an attached envelope or cup, “check” card in an attached envelope or cup, removes the top picture from the schedule, takes removes the top picture from the schedule, takes it to the illustrated location, and places it on one it to the illustrated location, and places it on one of the Velcro dots.of the Velcro dots.



Variations:Variations:

Stationary (stays in one location, as described Stationary (stays in one location, as described above) or portable (carried by the student to each above) or portable (carried by the student to each location)location)

Individual or group: A group schedule is typically Individual or group: A group schedule is typically used only for the highest level students who can used only for the highest level students who can manage a larger environment and general, rather manage a larger environment and general, rather than personalized, cuesthan personalized, cues

Top to bottom or left to right: Left to right Top to bottom or left to right: Left to right corresponds to the sequence for reading; top to corresponds to the sequence for reading; top to bottom is the format typically used for listsbottom is the format typically used for lists



There are many ways to represent the There are many ways to represent the

schedule. It should be in whatever format is schedule. It should be in whatever format is

most meaningful for the particular student. most meaningful for the particular student.

As it becomes possible, take steps toward a As it becomes possible, take steps toward a

format that is convenient and similar to what format that is convenient and similar to what

is used by same-age peers.is used by same-age peers.



Routine: Routine: Check the scheduleCheck the schedule Go to the locationGo to the location Follow the system in place for completing Follow the system in place for completing

the activitythe activity



REMINDER: REMINDER: Schedule – Answers questions: Schedule – Answers questions: Where do I go? Where do I go? When? When?

Work System: Answers questions: Work System: Answers questions: What do I do? What do I do? How do I accomplish my work?How do I accomplish my work?



WORK SYSTEMWORK SYSTEM: :

A highly structured method for presenting work A highly structured method for presenting work which allows the student to work independently. which allows the student to work independently.

Incorporates a consistent routine for Incorporates a consistent routine for accomplishing a series of tasks – academic or accomplishing a series of tasks – academic or practical life skills.practical life skills.



Most commonly used in independent Most commonly used in independent work work stationsstations. In this application, it includes:. In this application, it includes:

Where to find the tasks that need to be completedWhere to find the tasks that need to be completed

Where to do the workWhere to do the work

Where to put each task once it is doneWhere to put each task once it is done

In what order to do the tasksIn what order to do the tasks

What to do when all the work is finishedWhat to do when all the work is finished



The work system “talks” to the child. When The work system “talks” to the child. When the student arrives at his independent work the student arrives at his independent work station, the set-up should “tell” him what it is station, the set-up should “tell” him what it is he needs to do without any extra he needs to do without any extra explanations or directions from the teacher.explanations or directions from the teacher.



4 Questions to be answered by the work system4 Questions to be answered by the work system

1. What do I have to do?1. What do I have to do?

2. How much do I have to do? 2. How much do I have to do?

3. How do I know when I’m finished?3. How do I know when I’m finished?

4. What do I do – or what do I get - when 4. What do I do – or what do I get - when I’m finished?I’m finished?



Example – physical setup: Example – physical setup: Student desk labeled with a “work” icon and a Student desk labeled with a “work” icon and a

strip holding removable cards (Velcro) with strip holding removable cards (Velcro) with numbers 1, 2, 3, and “check schedule” numbers 1, 2, 3, and “check schedule”

Shelf to left of desk with three boxes/bins Shelf to left of desk with three boxes/bins containing taskscontaining tasks

Each bin is numbered 1, 2, or 3 and has a Velcro Each bin is numbered 1, 2, or 3 and has a Velcro dot next to the numberdot next to the number

Large box to right of desk is labeled “Finished”Large box to right of desk is labeled “Finished”



Example – process:Example – process: Student removes card with number 1 from the Student removes card with number 1 from the

strip on the deskstrip on the desk Attaches to Velcro next to matching number 1 on Attaches to Velcro next to matching number 1 on

the first binthe first bin Takes the task from the bin and puts it on his deskTakes the task from the bin and puts it on his desk Completes the taskCompletes the task Puts the task in the “Finished” boxPuts the task in the “Finished” box Repeats process for number 2, then number 3Repeats process for number 2, then number 3 Takes remaining “check schedule” card and goes Takes remaining “check schedule” card and goes

to his schedule to see what he needs to do nextto his schedule to see what he needs to do next



4 Questions: 4 Questions: 1. What do I have to do? 1. What do I have to do?

The tasks in the binsThe tasks in the bins

2. How much do I have to do? 2. How much do I have to do? 3 tasks3 tasks

3. How do I know when I’m finished? 3. How do I know when I’m finished? All the tasks are in the “Finished” boxAll the tasks are in the “Finished” box

4. What do I do when I’m finished? 4. What do I do when I’m finished? Check my scheduleCheck my schedule



Other examples for connecting the work Other examples for connecting the work system to the tasks to be completed:system to the tasks to be completed: Match colors, shapes, or symbols Match colors, shapes, or symbols (letters, numbers)(letters, numbers)

Take tasks from “Work” bin/folder, place in Take tasks from “Work” bin/folder, place in “Finished” bin/folder when done“Finished” bin/folder when done

Take tasks in order from a divided file-holderTake tasks in order from a divided file-holder


The goal of the independent work station The goal of the independent work station is have a set place where the student is have a set place where the student accomplishes work independently, with accomplishes work independently, with enough structure and visual cues to enough structure and visual cues to eliminate the need for adult assistance eliminate the need for adult assistance and prompting. Though initial teaching and prompting. Though initial teaching will be necessary for the student to learn will be necessary for the student to learn the process for his work system, the adult the process for his work system, the adult should reduce her involvement as quickly should reduce her involvement as quickly as possible. as possible.




Tasks and skills are taught in the 1:1 Tasks and skills are taught in the 1:1 teaching setting. Once they are mastered, teaching setting. Once they are mastered, they can be transferred to independent work they can be transferred to independent work to both reinforce the skill and to reinforce to both reinforce the skill and to reinforce working independently.working independently.



Other applications of a work system:Other applications of a work system: The steps of a bathroom routineThe steps of a bathroom routine

Pull down clothingPull down clothing Use toilet Use toilet WipeWipe FlushFlush Pull up clothingPull up clothing Wash handsWash hands Dry handsDry hands Put paper towel in trashPut paper towel in trash Check scheduleCheck schedule



The steps of an entrance/locker routineThe steps of an entrance/locker routine Take off backpack and coatTake off backpack and coat

Open backpackOpen backpack

Notebook and lunch in basketsNotebook and lunch in baskets

Coat in lockerCoat in locker

Backpack in lockerBackpack in locker

Check scheduleCheck schedule



Performing a classroom job (attendance)Performing a classroom job (attendance) Look around group tableLook around group table

Place each student’s picture (or name) under “At Place each student’s picture (or name) under “At School” School”

Place other pictures (or names) under “At Home”Place other pictures (or names) under “At Home”

Take attendance to officeTake attendance to office

Check scheduleCheck schedule



Common formatsCommon formats

Each picture or word/phrase for steps of the Each picture or word/phrase for steps of the routine is attached to a laminated card with routine is attached to a laminated card with VelcroVelcro

As each step is completed, it is removed and As each step is completed, it is removed and placed in envelope or plastic bag attached to placed in envelope or plastic bag attached to the back or bottom of the cardthe back or bottom of the card

The pictures or words/phrases are glued to The pictures or words/phrases are glued to the right side of a card, then laminated; a flap the right side of a card, then laminated; a flap opens and closes over each stepopens and closes over each step



Common formatsCommon formats

As each step is completed, the flap is closed As each step is completed, the flap is closed (Velcro dot)(Velcro dot)

The pictures or words/phrases are glued to The pictures or words/phrases are glued to the card, then laminated. As each step is the card, then laminated. As each step is completed, it is crossed off using an completed, it is crossed off using an erasable markererasable marker



QUESTIONS SO FAR? QUESTIONS SO FAR?


INSTRUCTIONAL ACCOMMODATIONSINSTRUCTIONAL ACCOMMODATIONS

Incorporate Incorporate visual organizationvisual organization, , visual visual clarityclarity, and , and visual instructionsvisual instructions into teaching into teaching activities to help students learn skills and to activities to help students learn skills and to perform them as independently as possible.perform them as independently as possible.

Visual Organization Visual Organization Organize the space and materials, make it easy to Organize the space and materials, make it easy to

follow the sequence of steps.follow the sequence of steps. Limit the area and materials to what is neededLimit the area and materials to what is needed Make the purpose of each section and component Make the purpose of each section and component

clearclear


Use containers, divided sections, etc. to separate Use containers, divided sections, etc. to separate tasks and their component partstasks and their component parts

Visual Clarity – Highlight important Visual Clarity – Highlight important information to clarify concepts and help information to clarify concepts and help focus attention on the most relevant focus attention on the most relevant information.information. Examples: color coding; labeling important Examples: color coding; labeling important

categoriescategories

INSTRUCTIONAL INSTRUCTIONAL ACCOMMODATIONSACCOMMODATIONS


Visual Instructions – Provide the student with Visual Instructions – Provide the student with information about what to do and the information about what to do and the sequence of steps to complete the task. sequence of steps to complete the task. Visual instructions will help the student to be Visual instructions will help the student to be flexible and to generalize a skill. flexible and to generalize a skill.

Can include:Can include: Pictures/ photosPictures/ photos Sample productSample product Written instructionsWritten instructions

INSTRUCTIONAL INSTRUCTIONAL ACCOMMODATIONSACCOMMODATIONS


CREATING TASKS FOR ACADEMICSCREATING TASKS FOR ACADEMICS

Begin with emerging skills Begin with emerging skills

Present tasks in a way that uses the Present tasks in a way that uses the student’s strengths; build in support for student’s strengths; build in support for weaknessesweaknesses



Typical developmental sequence of concepts: Typical developmental sequence of concepts: MatchingMatching Copying a simple modelCopying a simple model ““Go together” (sorting objects/ pictures/ symbols Go together” (sorting objects/ pictures/ symbols

into categories)into categories) Repeating patternRepeating pattern Logical sequenceLogical sequence More advanced sorting (alphabetizing, numerical More advanced sorting (alphabetizing, numerical

order)order) Following directions to carry out complex tasksFollowing directions to carry out complex tasks



Reading vocabularyReading vocabulary

Typically, because of strengths in visual skills, Typically, because of strengths in visual skills, and weaknesses in auditory processing and and weaknesses in auditory processing and language skills, students with autism become language skills, students with autism become much stronger readers using a much stronger readers using a sight wordsight word approach rather than approach rather than phonicsphonics..

To help strengthen the association between a To help strengthen the association between a word and its meaning, word and its meaning, pairpair words with pictures words with pictures



Reading comprehensionReading comprehension Receptive and expressive language weaknesses Receptive and expressive language weaknesses

make reading comprehension difficult for make reading comprehension difficult for students with autism. students with autism.

Inferential comprehension typically remains very Inferential comprehension typically remains very difficult for even the highest functioning difficult for even the highest functioning individuals. individuals.

Difficulty with putting ideas into words to Difficulty with putting ideas into words to communicate knowledge and thoughts is a core communicate knowledge and thoughts is a core obstacle for students trying to express what they obstacle for students trying to express what they understand.understand.



Developmental sequence for reading Developmental sequence for reading comprehension activities: comprehension activities: Choose the correct pictureChoose the correct picture Fill in the blank (choose word from word bank)Fill in the blank (choose word from word bank) Choose the correct sentenceChoose the correct sentence Sequence the ideas presentedSequence the ideas presented Locate the needed information in a passage and Locate the needed information in a passage and

write the word/phrase/sentence to answer a basic write the word/phrase/sentence to answer a basic questionquestion

Generate own knowledge and ideas in response Generate own knowledge and ideas in response to questions or a graphic organizerto questions or a graphic organizer



WritingWriting

Writing is often the most difficult academic Writing is often the most difficult academic skill for students with autism because of the skill for students with autism because of the combined factors of:combined factors of: Global language weaknessesGlobal language weaknesses

Difficulty putting ideas into wordsDifficulty putting ideas into words

Fine motor and motor planning weaknesses that Fine motor and motor planning weaknesses that affect handwritingaffect handwriting



Many of the strategies listed for reading Many of the strategies listed for reading comprehension activities can also be used comprehension activities can also be used for other writing activities. Additionally, for other writing activities. Additionally, alternatives to handwriting can allow the alternatives to handwriting can allow the student to communicate his ideas and student to communicate his ideas and knowledge more effectively.knowledge more effectively.



Alternatives to handwriting:Alternatives to handwriting:

Pre-printed wordsPre-printed words Letter tiles or stampsLetter tiles or stamps Alpha Smart Alpha Smart Word processingWord processing

With these accommodations, some individuals With these accommodations, some individuals with autism learn to communicate much more with autism learn to communicate much more effectively through written language than through effectively through written language than through spoken language.spoken language.



MathMath Some individuals with autism have difficulty Some individuals with autism have difficulty

grasping the grasping the conceptconcept of of quantityquantity, and therefore , and therefore with the related concepts of basic mathematical with the related concepts of basic mathematical operations. operations.

The Touch Math method makes adding and The Touch Math method makes adding and subtracting a very concrete and systematic subtracting a very concrete and systematic processprocess

Students who can learn to count can carry out Students who can learn to count can carry out basic addition and subtraction operationsbasic addition and subtraction operations

Touch Math can also be applied to money skillsTouch Math can also be applied to money skills


FOSTERING INDEPENDENCEFOSTERING INDEPENDENCE

The goal of all we have covered so far is to The goal of all we have covered so far is to enable the student to be as independent as enable the student to be as independent as possible, and to reduce the dependence on possible, and to reduce the dependence on prompts from others in order to carry out prompts from others in order to carry out activities. When prompts are needed, use activities. When prompts are needed, use only what is necessary to allow the student only what is necessary to allow the student to carry out the activity, and move as quickly to carry out the activity, and move as quickly as possible toward increasing independence. as possible toward increasing independence.


FOSTERING INDEPENDENCEFOSTERING INDEPENDENCE Prompting: “Least to most hierarchy” of Prompting: “Least to most hierarchy” of

prompts = highest to lowest level of prompts = highest to lowest level of independenceindependence

Visual cues in the environment allow the Visual cues in the environment allow the highest level of independencehighest level of independence

All the below require another personAll the below require another person GestureGesture VisualVisual Verbal (spoken)Verbal (spoken) Physical (hand-over-hand; shadowing)Physical (hand-over-hand; shadowing)


LANGUAGE DIFFICULTIESLANGUAGE DIFFICULTIES

CommunicationCommunication – An exchange of information – An exchange of information between a person communicating and a between a person communicating and a listener.listener.



The individual with autism: The individual with autism:

has difficulties with both receptive and expressive has difficulties with both receptive and expressive languagelanguage

processes language at a slower paceprocesses language at a slower pace lacks understanding of body language, gestures, lacks understanding of body language, gestures,

facial expressionsfacial expressions has difficulty with the communication process has difficulty with the communication process

(talk, listen, think, respond)(talk, listen, think, respond)



has difficulty with conversational turn-has difficulty with conversational turn-taking, which includes:taking, which includes:

Joint attention – Joint attention – “We are both paying attention to “We are both paying attention to the same thing at the same time.”the same thing at the same time.”

Reciprocity – Reciprocity – “We are both partners in this “We are both partners in this conversation. We take turns talking and listening.”conversation. We take turns talking and listening.”


COMMUNICATION SKILLSCOMMUNICATION SKILLS

RequestRequest AttentionAttention ItemsItems ActivitiesActivities Sensory aidsSensory aids To end an activityTo end an activity

Reject or RefuseReject or Refuse ItemsItems Events/ activitiesEvents/ activities PersonPerson



CommentComment Give informationGive information Seek informationSeek information GreetGreet Respond to social overturesRespond to social overtures Initiate social interactionsInitiate social interactions Take turnsTake turns ClarifyClarify NegotiateNegotiate



Steps for communicating a messageSteps for communicating a message

Gain a listener’s attentionGain a listener’s attention

Construct a request, message, or Construct a request, message, or response (requesting is an earlier skill)response (requesting is an earlier skill)

Wait for response – Was communication Wait for response – Was communication successful?successful?



Snack time – generally best place to begin Snack time – generally best place to begin working on basic communication skills. working on basic communication skills. Child is motivated, and subject of Child is motivated, and subject of communication is concrete. communication is concrete.


Common early communication formatsCommon early communication formats

_________ I want ___________________ I want __________(name)(name) (item)(item)Photo choicesPhoto choices Photo choicesPhoto choices

I feel _____________ I feel _____________ (emotions, ill, tired, etc.)(emotions, ill, tired, etc.)

I need _________I need _________(break, walk, sensory bin, etc.)(break, walk, sensory bin, etc.)



Accommodations:Accommodations:

Use pictures/ objects/ photos/ print for Use pictures/ objects/ photos/ print for receptive receptive andand expressive language. expressive language.



Sequence of communication behaviorsSequence of communication behaviors:: Emotional behaviors - e.g., crying, tantrumsEmotional behaviors - e.g., crying, tantrums Gestures – e.g., reaching, pointingGestures – e.g., reaching, pointing Object exchange – e.g., hand adult a bowl or cupObject exchange – e.g., hand adult a bowl or cup Picture exchange - picture “tells” the listener what Picture exchange - picture “tells” the listener what

is desiredis desired Sentence (or phrase) stripsSentence (or phrase) strips Verbal request (or alternative form of Verbal request (or alternative form of

communication, e.g., sign language)communication, e.g., sign language) Expanded verbal communicationExpanded verbal communication



Methods and toolsMethods and tools PECS - Picture Exchange Communication SystemPECS - Picture Exchange Communication System

ALS (Aided Language Stimulation) ALS (Aided Language Stimulation) communication boardscommunication boards

Pictured or printed choicesPictured or printed choices

Sentence startersSentence starters

ScriptsScripts

Social storiesSocial stories



Accommodating for difficulties:Accommodating for difficulties:

Reduce spoken languageReduce spoken language

Especially when confused or distressedEspecially when confused or distressed

Use simple, concrete, consistent Use simple, concrete, consistent phrases/ sentencesphrases/ sentences



SENSORY ISSUESSENSORY ISSUES

Sensory CharacteristicsSensory Characteristics May be underactive: tired, uninterested, May be underactive: tired, uninterested,

unengagedunengaged

May be overactive: restless, distracted by May be overactive: restless, distracted by excessive energyexcessive energy

Repetitive movements persist despite efforts to Repetitive movements persist despite efforts to stop themstop them

Student may be clumsy or have poor fine and/or Student may be clumsy or have poor fine and/or gross motor coordinationgross motor coordination



NeedsNeeds::

Space/ distance from othersSpace/ distance from others

Quiet Quiet

Pressure on the bodyPressure on the body

MovementMovement

Engrossing activities that help to calm the student Engrossing activities that help to calm the student or to increase alertness or to increase alertness

Sensory breaks built into the scheduleSensory breaks built into the schedule



Accommodations, strategies, and items to help Accommodations, strategies, and items to help with sensory regulation:with sensory regulation: quiet area away from othersquiet area away from others

headphonesheadphones

weighted vest, hug vest, spandex clothing itemsweighted vest, hug vest, spandex clothing items

weighted blanket, lap weights, weighted “collar” weighted blanket, lap weights, weighted “collar” across shouldersacross shoulders

body sockbody sock

bean bag chairsbean bag chairs



sensory objects (tactile, visual)sensory objects (tactile, visual)

seat cushionsseat cushions

therapy balltherapy ball

swingswing

music (including favorite songs)music (including favorite songs)

books (especially repetitive; include favorites)books (especially repetitive; include favorites)

heavy workheavy work

relaxation sequencesrelaxation sequences



Sensory strategies to increase Sensory strategies to increase arousal/alertness:arousal/alertness: Focus on changing sensations (unpredictable, Focus on changing sensations (unpredictable,

varying input)varying input)

Movement:Movement: fast, irregular movements on swingfast, irregular movements on swing change rhythm while doing power walks, dancing, change rhythm while doing power walks, dancing,

trampoline, bouncing on ball, reaching and trampoline, bouncing on ball, reaching and stretchingstretching

stand and turn aroundstand and turn around



Movement:Movement: animal walks animal walks

tug of wartug of war

imitate head movementsimitate head movements

gross motor activities: jumping, hopping, gross motor activities: jumping, hopping, skipping; run to target and backskipping; run to target and back

stand or sit on ball while workingstand or sit on ball while working



Tactile:Tactile: sandpaper, thera-putty, gel in baggie, cold water sandpaper, thera-putty, gel in baggie, cold water

play, fidgetsplay, fidgets

vibration: squiggle pen, vibrating pillowvibration: squiggle pen, vibrating pillow

Visual:Visual: flashlight to highlight paper, brightly colored flashlight to highlight paper, brightly colored

paper, varying fontpaper, varying font

Auditory:Auditory: fast music, changing pacefast music, changing pace



Olfactory:Olfactory: peppermintpeppermint

Oral:Oral: battery-operated toothbrushbattery-operated toothbrush

spicy, sour, crunchy foods to chew onspicy, sour, crunchy foods to chew on

ice waterice water


BEHAVIOR ISSUESBEHAVIOR ISSUES

Emotional and Behavioral CharacteristicsEmotional and Behavioral Characteristics Emotional responses can be intense and Emotional responses can be intense and

uninhibiteduninhibited Moods can change quickly, often without any Moods can change quickly, often without any

identifiable causeidentifiable cause Reactions may not be appropriate to the Reactions may not be appropriate to the

situationsituation Anxiety is often a problem; student may have Anxiety is often a problem; student may have

unusual fearsunusual fears



Rigidity is often tied to strong emotionRigidity is often tied to strong emotion Explosive outbursts are common and may Explosive outbursts are common and may

last a long timelast a long time The individual has difficulty calming down The individual has difficulty calming down

once upsetonce upset Distraction is often the best toolDistraction is often the best tool Short attention span for other than intense Short attention span for other than intense

interests; easily distracted by internal interests; easily distracted by internal thoughts and feelings, as well as thoughts and feelings, as well as environmental sights, sounds, smells, etc.environmental sights, sounds, smells, etc.



Needs:Needs: Very clear rules and expectations posted at Very clear rules and expectations posted at

relevant locationsrelevant locations

ConsistencyConsistency

Frequent opportunities to practice positive Frequent opportunities to practice positive behaviorsbehaviors

Clear, immediate feedback and reinforcementClear, immediate feedback and reinforcement



Tools:Tools: Pictures illustrating positive behaviorsPictures illustrating positive behaviors

Behavior charts showing progress to positive Behavior charts showing progress to positive reinforcementreinforcement

Social storiesSocial stories



Reinforcement/ consequences must:Reinforcement/ consequences must: Be quickBe quick

Make senseMake sense

Matter to the childMatter to the child



Specific practice of positive behaviors and Specific practice of positive behaviors and frequent reinforcement are important tools in frequent reinforcement are important tools in helping students with autism learn social helping students with autism learn social skills, self-control, and responsiveness to skills, self-control, and responsiveness to external demands. These skills are essential external demands. These skills are essential for gaining the social acceptance that will for gaining the social acceptance that will provide the best opportunities for inclusion provide the best opportunities for inclusion in community and vocational roles. in community and vocational roles.



Because of difficulties with reading social Because of difficulties with reading social cues, regulating feelings and behavior, and cues, regulating feelings and behavior, and generalizing skills from one context to generalizing skills from one context to another, individuals with autism need to another, individuals with autism need to systematically learn how to behave in systematically learn how to behave in specific situations. specific situations.



Social feedback typically does not have the Social feedback typically does not have the same “power” that it does for individuals same “power” that it does for individuals without autism, and therefore careful without autism, and therefore careful management of positive and negative management of positive and negative consequences becomes necessary for consequences becomes necessary for optimal learning to occur. optimal learning to occur.

Consequences should emphasize the Consequences should emphasize the reinforcementreinforcement of of positivepositive behaviors rather behaviors rather than the than the punishmentpunishment of of negativenegative behaviors. behaviors.



Reinforcement is used to increase or Reinforcement is used to increase or strengthen desired behaviors. strengthen desired behaviors.

Positive reinforcement occurs when the Positive reinforcement occurs when the student increases behavior to student increases behavior to getget something something he he wantswants..



Examples of positive reinforcers: Examples of positive reinforcers: Consumables – desirable things to eat, drink, or Consumables – desirable things to eat, drink, or

useuse Tangibles – desirable things to touch, hold, or Tangibles – desirable things to touch, hold, or

keepkeep Tokens – neutral objects to be exchanged for Tokens – neutral objects to be exchanged for

desirable thingsdesirable things Social – interactions such as smiles, touch, praiseSocial – interactions such as smiles, touch, praise Natural – classroom privileges, free time, activity Natural – classroom privileges, free time, activity

choiceschoices



Punishment is used to Punishment is used to decreasedecrease or or weakenweaken undesiredundesired behaviors. behaviors.

Examples of punishment appropriate in school Examples of punishment appropriate in school settings:settings: Overcorrection – requiring student to complete a Overcorrection – requiring student to complete a

task beyond the natural parameters of the task beyond the natural parameters of the consequences of his behavior (e.g., tears and consequences of his behavior (e.g., tears and drops pieces of paper -> required to pick up own drops pieces of paper -> required to pick up own paper bits and place in trash, plus all other scraps paper bits and place in trash, plus all other scraps from the floor).from the floor).

Response cost – Loss of an expected reinforcer, Response cost – Loss of an expected reinforcer, token, or privilegetoken, or privilege


OUR PROGRAMOUR PROGRAM

Classroom staffingClassroom staffing

Ideal ratio: 5-6 students, with close to 1:1 Ideal ratio: 5-6 students, with close to 1:1 ratio of staff to students for most of the dayratio of staff to students for most of the day



SpecialistsSpecialists

Speech/Language Pathologist – addresses Speech/Language Pathologist – addresses broad range of functional and social broad range of functional and social communication, need for alternative forms of communication, need for alternative forms of communication (e.g., high-tech augmentative communication (e.g., high-tech augmentative communication devices (computerized communication devices (computerized talkers), and low-tech (Picture Exchange talkers), and low-tech (Picture Exchange Communication System (PECS) or Aided Communication System (PECS) or Aided Language Stimulation (ALS) boards)Language Stimulation (ALS) boards)




Occupational Therapist - addresses both Occupational Therapist - addresses both sensory and fine motor needssensory and fine motor needs

Social Worker – teaches social skills, creates Social Worker – teaches social skills, creates social stories and other tools for developing social stories and other tools for developing social skillssocial skills




School Psychologist – evaluates learning School Psychologist – evaluates learning strengths and weakness and helps with strengths and weakness and helps with adapting instruction accordingly; addresses adapting instruction accordingly; addresses behavior issuesbehavior issues

Adapted Physical Education Teacher Adapted Physical Education Teacher

Music TherapistMusic Therapist

Art TherapistArt Therapist



Sample Day Sample Day

EntryEntry Locker routine Locker routine Sensory time – regulation/ calming/ alertingSensory time – regulation/ calming/ alerting Schedule reviewSchedule review Group activity Group activity

GreetingGreeting Answering questionsAnswering questions Asking questions, making comments, giving Asking questions, making comments, giving

complimentscompliments Calendar/ weatherCalendar/ weather




RotationsRotations Independent work stationIndependent work station 1:1 instruction1:1 instruction Sensory areaSensory area Independent reading Independent reading Play/leisure Play/leisure




Computer Computer Music/ books on tapeMusic/ books on tape Skills addressed by related services Skills addressed by related services

(specialists)(specialists) Fine motorFine motor LanguageLanguage Social skillsSocial skills




Classroom and office jobsClassroom and office jobs Specials (each is typically once or twice a Specials (each is typically once or twice a

week for 60 minutes total)week for 60 minutes total) Adapted Physical EducationAdapted Physical Education Music TherapyMusic Therapy ArtArt



Sample DaySample Day

Related services (typically once or twice a Related services (typically once or twice a week for 60 to 120 minutes total)week for 60 to 120 minutes total) Speech/language groupSpeech/language group Social skills groupSocial skills group Cooking groupCooking group



Sample DaySample Day

““Peer buddies” – students from regular Peer buddies” – students from regular education classes join students with autism education classes join students with autism for games, reading, or other organized for games, reading, or other organized activitiesactivities

““My Day” closing – review of the day’s My Day” closing – review of the day’s activities, with a sheet to go home to parentsactivities, with a sheet to go home to parents


QUESTIONSQUESTIONS

Introduction To Structured Teaching For Translation

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