Presented by: Pam Leonard & Sabrina Beaudry Institute Day IPSD 204 2-25-11
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Transcript of Presented by: Pam Leonard & Sabrina Beaudry Institute Day IPSD 204 2-25-11
Programming for Students with High Functioning Autism (HFA) or Asperger Syndrome (AS) in the General Education Setting
Presented by: Pam Leonard
&Sabrina Beaudry
Institute Day IPSD 204
2-25-11
…a Neurological Disorder …a Spectrum Disorder …a Developmental Disorder …life long NOT… a result from poor parenting NOT…curable at this timeDoes NOT have a determined
cause, although there are many theories…
What are HFA and AS ?
HFA◦ Impairment in social
interaction◦ Restricted patterns of
behavior, activities, interest
◦ Qualitative impairment in communication
◦ Before the age of three significant delays or abnormal skills in language for social interaction, symbolic play, social interaction
ASPERGER◦ Impairment in social
interaction◦ Restricted patterns of
behavior, activities, interest
◦ Impairment significantly impacts social, occupational or other areas of functioning
◦ No significant cognitive delay
◦ No significant language delays
What’s the difference?According to DSM-IV
“the ability to infer other people’s mental states (their thoughts, beliefs, desires, intentions, etc.), & the ability to use this information to interpret what they say, make sense of their behavior & predict what they will do next.” (Howlin, Baron-Cohen, and Hadwin, 1999)
Theory of Mind
Theory of mind test Sally&Anne False Belief Test
False Belief Test:1. Sally hides an object and then leaves
the room. Anne moves the object.2. Sally returns and the child with AS is
asked, “Where will Sally look for the object?”
3. This requires thinking about others’ thoughts & understanding that others can believe something that is contradictory to reality.
Sally and Anne cont…NT child: points to the spot where
Sally originally placed the objectChild with AS: Unable to inhibit the
knowledge that Anne has moved the object without Sally’s knowledge, s/he points to the spot where Anne has moved the object
This perspective taking ability develops between 3-41/2 years of age in NT children
And so we will operate from the fact that …….HFA/AS are neurological disorders and
thus….
We need to accept that these students think differently than most of us because their brains are structured differently
And that these are students whoHave strong cognitive skills
Are able to access the general ed curriculum
Are able with instruction can learn to take the perspective of others
Today we will look at how HFA and AS impact the skills of :
Flexible thinking
Social communication
Organization
Social problem solving
oAccept how others do things.oManage our moods.oTransition oSee the world through someone else’s eyesoTalk about a variety of topicsoDemonstrate empathy
FlexibilityIt enables us to:
Flexibility: What we may seeDifficulty with takingperspective of others
Extremely rulebound
Homework issues
Literal thinking
Narrow interests
Difficult to motivate
Rigidity
Difficulty withtransitions
Michelle Garcia WinnerSuper FlexSocial Detective
Kari Dunn Buron & Mitzi Curtis5 Point Scale
Mind the Gap
Flexibility…Resources
Let’s take one of the resources and talk about how we would apply itWhat we teach
How we teach
How we reinforce
How we generalize
It is the ability to effectively use and adjust communication messages for a variety of purposes with an array of communication partners within diverse circumstances (IRCA-Beverly Vicker)
Social Communication: What is it?
◦Repair our communication breakdowns◦Clarify what we mean◦Use our language to express emotions◦Know how to match what we say to who we
are talking to (social role recognition)◦Demonstrate intent◦Demonstrate appropriate reciprocity◦Demonstrate appropriate conversational
turn taking◦Demonstrate appropriate topic
maintenance◦Interpret meaning…jokes, infer…
Social Communication It enables us to:
Social Communication: What we may see
Sounds rude orinterrupts
Lectures people
Physical proximity
May be verbose
May appear manipulative
Odd eye gaze
Ineffective greetings
Trouble initiating conversation
Michelle Garcia Winner Inside Out Thinking About You, Thinking About Me Think Social Worksheets!Carol Gray Social Stories Comic Strip ConversationsScott Bellini Building Social Relationships Video modelingJed Baker Social Skills Picture BookOther Use of Social Scripts
Social Communication…Resources
Let’s take one of the resources and talk about how we would apply itWhat we teach
How we teach
How we reinforce
How we generalize
Being able to see the whole picture and how everything needs to work together to complete a project, or organize a physical space , or manage a group of people
Organizational Skills: What is it?
◦Follow directions◦Keep our facts straight◦Know what’s relevant and what’s not◦Save time◦Not be so anxious◦Complete assignments◦Know how to get started◦Locate things/Know where they are
Organizational Skills:They enable us to
Organizational Skills: What we may see
Messy desks and papers
Doesn’t know howto start a project
Can’t make a plan
Poor note taking
Homework issues
Difficulty sequencing
Teach Me Language
Software to facilitate graphic organizers
Websites for free graphic organizers ( but pick one and use consistently )
Resources found at www.curriculumconnection4sped.pbworks.com
Organization…Resources
Let’s take one of the resources and talk about how we would apply itWhat we teach
How we teach
How we reinforce
How we generalize
The ability to apply social rules when trying to solve a problem
that involves others.
Social Problem Solving: What is it?
Apply our understanding of social rules and roles.
Generate solutions for interactions.
Resolve conflict.It allows us to think about others
perspectives.Keep and maintain friendships
&/or intimate relationships.
Social Problem Solving It enables us to:
Social Problem Solving: We May See
Acting out
Refusing/Arguing
Literal interpretations
Impaired perspectivetaking
Recites rules but doesn’t apply to themselves
May see withdraw
May look like theyare lying
Don’t pick upon social nuances
Carol GrayComic strippingMichelle Garcia WinnerBehavior Mapping I LAUGH curriculum for perspective takingKari Dunn Buron & Mitzi Curtis5 point ScaleA 5 Could Make Me Lose ControlWhen My Worries/Autism Gets Too BigOtherSOCCSS processing toolThe Way from A-Z
Social Problem Solving…Resources:
Let’s take one of the resources and talk about how we would apply itWhat we teach
How we teach
How we reinforce
How we generalize
Resource: Social Problem SolvingSITUATION /OPTIONS/ CONSEQUENCES/
CHOICE/STRATEGIES/SIMULATION
SOCCSS
Some closing thoughtsStudents with autism think
differently than the “typical” student
The key to our success in working with students with autism is in presenting information in a manner that makes sense to them
Remember- they want to be effective communicators and problem solvers but they simply don’t always know how.
Resources
www.curriculumconnection4sped.pbworks.com