The ASD Puzzle Autism Spectrum Disorders Strategies for the Music Classroom Carole Pearce Nelson...

The ASD Puzzle Autism Spectrum Disorders

Strategies for the Music Classroom

The ASD Puzzle Autism Spectrum Disorders

Strategies for the Music Classroom

Carole PearceNelson Elementary School

Music Therapist –Board Certified (MT-BC)

Masters in Music Education

Carole PearceNelson Elementary School

Music Therapist –Board Certified (MT-BC)

Masters in Music Education

OBJECTIVESThis training will address:

OBJECTIVESThis training will address:

1. General Characteristics about A.S.D.2. Knowing Your Students3. Music Room Considerations4. Lesson-Planning5. Knowing Your Musical Elements –

Sensory Adaptations6. “The Melt-down” – Behavior Strategies7. Assessment8. Performance Groups9. Resources

1. General Characteristics about A.S.D.2. Knowing Your Students3. Music Room Considerations4. Lesson-Planning5. Knowing Your Musical Elements –

Sensory Adaptations6. “The Melt-down” – Behavior Strategies7. Assessment8. Performance Groups9. Resources

Pervasive Developmental Disorder (Autism Spectrum

Disorder) DSM-IV

Pervasive Developmental Disorder (Autism Spectrum

Disorder) DSM-IV

Childhood Disintegrative Disorder (Heller’s Syndrome)

Rett’sDisorder

Pervasive Developmental Disorder – Not Otherwise Specified

Asperger’s DisorderAutistic

Disorder

Features of Autism Spectrum Disorder

Features of Autism Spectrum Disorder

Repetitive behaviors, interests and activities

Differences in socialization

Differences in communication

Autism

Pervasive Developmental Disorder- Not Otherwise

Specified (PDD-NOS)

Pervasive Developmental Disorder- Not Otherwise

Specified (PDD-NOS)

Does not meet all of the criteria for diagnosis

Often considered a milder form of autism

Doctors often are more likely to give diagnosis of PDD than autism to very young children

Does not meet all of the criteria for diagnosis

Often considered a milder form of autism

Doctors often are more likely to give diagnosis of PDD than autism to very young children

Comparison of Autism and Asperger’s Disorder


Autism Generally below

normal IQ General diagnosis

before age 3 Delay in language

onset About 50% are non-

verbal Limited grammar

and vocabulary

Autism Generally below

normal IQ General diagnosis

before age 3 Delay in language

onset About 50% are non-

verbal Limited grammar

and vocabulary

Asperger’s Disorder Generally normal IQ General diagnosis not

until age 3 or after Language onset time

normal All are verbal Average grammar

and vocabulary

Asperger’s Disorder Generally normal IQ General diagnosis not

until age 3 or after Language onset time

normal All are verbal Average grammar

and vocabulary



Autism Deficits in reciprocal

social interactions 1/3 have seizures

(primarily adolescents)

Sensory problems Obsessive interests

Autism Deficits in reciprocal

social interactions 1/3 have seizures

(primarily adolescents)

Sensory problems Obsessive interests

Asperger’s Disorder Deficits in reciprocal

social interactions Seizures

commensurate with general population

Sensory problems More occurrence of

“high-level” obsessive interests

Asperger’s Disorder Deficits in reciprocal

social interactions Seizures

commensurate with general population

Sensory problems More occurrence of

“high-level” obsessive interests

Accommodations Information

Accommodations Information

Augmentative communication device/visuals – Students should bring these to class!

It is their voice!

Augmentative communication device/visuals – Students should bring these to class!

It is their voice!

Communication StrategiesCommunication Strategies

Big Mac Tech Talk

Communication book

AAC Device

PREVENTING BEHAVIOR PROBLEMS

PREVENTING BEHAVIOR PROBLEMS

Find out what the classroom teacher is using

Have the classroom teacher include a slot for music

Give the icon, if earned, prior to leaving class

Find out what the classroom teacher is using

Have the classroom teacher include a slot for music

Give the icon, if earned, prior to leaving class

Individual Behavior ChartIndividual Behavior Chart

•Use objects/icons that interest students •It could be a stamp, a sticker, or a picture

•Remember, not all students like stickers or consider stickers important to work for

Music Room Considerations

Music Room Considerations

Safety First – Physical Layout

Labeling the roomRules and Boundaries

Safety First – Physical Layout

Labeling the roomRules and Boundaries

Room OrganizationRoom Organization

What do you see?What do you see? Vocabulary is at

student eye level The chairs are “quiet” Everything has an

assigned area Add a photo to the

chair where the student is assigned

Add a visual schedule Add visual class rules

Vocabulary is at student eye level

The chairs are “quiet” Everything has an

assigned area Add a photo to the

chair where the student is assigned

Add a visual schedule Add visual class rules

Room organization to promote independenceRoom organization to promote independence

Keep small items in bins with picture labels

Keep small items in bins with picture labels Label where classroom

tools are kept

Label where classroom

tools are kept

Picture labels could be added to shelves for instrument

and book organization to promote independence

Picture labels could be added to shelves for instrument

and book organization to promote independence

Visual Boundaries Visual Boundaries

Painter’s tape and furniture provide boundary lines between areas of room

Designated work spaceDesignated work space

Visuals to assist withrules and boundries

Visuals to assist withrules and boundries

Label what should not be touched

Individual seats labeled

Simplify rules; use picture supports

Universal “No” Sign

RulesRules

Lesson PlanningLesson Planning

The RoutineVisualsTransitions

The RoutineVisualsTransitions

Create a Predictable and Visual Routine

Create a Predictable and Visual Routine

Classroom ScheduleClassroom Schedule Individual Picture SchedulesIndividual Picture Schedules

Checklists or reminder cards that are posted in the work

area

Checklists or reminder cards that are posted in the work

area

Classroom Music Example Using Picture Symbols


Rationale: This provides the student with

autism the opportunity to understand and anticipate schedule transitions.

Rationale: This provides the student with

autism the opportunity to understand and anticipate schedule transitions.



Arrange picture symbols on your

chalkboard or dry-erase board in any order (e.g., an icon for warm-up, others for songs and activities for the day).

Have the student with autism choose the order in which these activities will occur.

Arrange picture symbols on your

chalkboard or dry-erase board in any order (e.g., an icon for warm-up, others for songs and activities for the day).

Have the student with autism choose the order in which these activities will occur.



As each activity is completed, take the icon down and put in a “Complete” box

or envelope.

Allow all the students in the class, not just the student with autism, to take turns choosing the icons.

As each activity is completed, take the icon down and put in a “Complete” box

or envelope.

Allow all the students in the class, not just the student with autism, to take turns choosing the icons.

IT’S ALL ABOUT…IT’S ALL ABOUT…

…being sensitive to your students’

reactions to music elements!!!!!!

…being sensitive to your students’

reactions to music elements!!!!!!

ELEMENTS OF MUSIC FOR SENSORY ADAPTATION

THE MOST IMPORTANT THINGS TO KEEP IN MIND!!!!!!

ELEMENTS OF MUSIC FOR SENSORY ADAPTATION

THE MOST IMPORTANT THINGS TO KEEP IN MIND!!!!!!

What one brain perceives as sounding pleasing, another brain may perceive as sounding irritating.

Fear results in fight or flight. A brain that is over-stimulated will fight the external sounds or tune them out. It is our job to make the music “connect” to the student.

The elements of music are often the perfect tools to reduce fear, engage a student and eventually help the student adapt. Learning cannot take place until this occurs.

What one brain perceives as sounding pleasing, another brain may perceive as sounding irritating.

Fear results in fight or flight. A brain that is over-stimulated will fight the external sounds or tune them out. It is our job to make the music “connect” to the student.

The elements of music are often the perfect tools to reduce fear, engage a student and eventually help the student adapt. Learning cannot take place until this occurs.

ADAPTING TEMPOADAPTING TEMPO

Think of the student’s current energy level.

Start there and gradually work towards the desired energy level (accelerando or ritardando – very effective)

Slow – can induce calmness, can be used to see how long a student can stay focused.

Fast - can animate the system, effective for improving motor skills (fine-motor skills such as instrument playing, gross-motor skills such as movement activities).

Think of the student’s current energy level.

Start there and gradually work towards the desired energy level (accelerando or ritardando – very effective)

Slow – can induce calmness, can be used to see how long a student can stay focused.

Fast - can animate the system, effective for improving motor skills (fine-motor skills such as instrument playing, gross-motor skills such as movement activities).

The Greeting Song

The Greeting Song

“Hey Hello”“Hey Hello”

ADAPTING RHYTHMADAPTING RHYTHM

Begin with…Pulse – beat, meter, patterns of strong and weak beats. The simplicity of this is very appealing to students.

Transition to…Patterns – rhythmic patterns keep the brain alert once it has processed the pulse. Chants are effective for students who are non-verbal because they break down language into patterned syllables.

Advance to…Perseveration (Repetition) – an ostinato, a repeated pattern; can be a driving force to make the brain pay attention and finally give in and adapt to the new stimulus, try adding another layer for texture

Begin with…Pulse – beat, meter, patterns of strong and weak beats. The simplicity of this is very appealing to students.

Transition to…Patterns – rhythmic patterns keep the brain alert once it has processed the pulse. Chants are effective for students who are non-verbal because they break down language into patterned syllables.

Advance to…Perseveration (Repetition) – an ostinato, a repeated pattern; can be a driving force to make the brain pay attention and finally give in and adapt to the new stimulus, try adding another layer for texture

Quick Reaction Games

Quick Reaction Games

“Beat Circles”Dalcroze-Based ActivityHelp to keep attentionSpontaneous, ImprovisationalGood for transitionsGood for variety of levels in one groupDevelopmentally SequencedTeacher Led or Student LedMany variations and adaptations for curriculum

“Beat Circles”Dalcroze-Based ActivityHelp to keep attentionSpontaneous, ImprovisationalGood for transitionsGood for variety of levels in one groupDevelopmentally SequencedTeacher Led or Student LedMany variations and adaptations for curriculum

TONE COLOR CONSIDERATIONS

TONE COLOR CONSIDERATIONS

What sounds pleasing to one person may be irritating or problematic for another.

Certain tone colors or frequencies may elicit behavior problems. Document.

Students who have difficulty discriminating between sounds often have the same problem in speech.

What sounds pleasing to one person may be irritating or problematic for another.

Certain tone colors or frequencies may elicit behavior problems. Document.

Students who have difficulty discriminating between sounds often have the same problem in speech.

InstrumentsInstruments

“The Best Band”Safety FirstThink of physical limitations, fine-motor skills and eye-hand coordination.Consult classroom teacher, ESE teacher, Physical Therapist or Occupational Therapist for adaptations.Primary Instrumental Activities – start/stop, steady beat, fermata, tempo changes, formIntermediate Instrumental Activities – note values, meter, rhythm patterns, complex tempo changes, form

“The Best Band”Safety FirstThink of physical limitations, fine-motor skills and eye-hand coordination.Consult classroom teacher, ESE teacher, Physical Therapist or Occupational Therapist for adaptations.Primary Instrumental Activities – start/stop, steady beat, fermata, tempo changes, formIntermediate Instrumental Activities – note values, meter, rhythm patterns, complex tempo changes, form

INSTRUMENTS FOR SENSORY ADAPATIONINSTRUMENTS FOR

SENSORY ADAPATION

Keyboard InstrumentsString InstrumentsPercussion InstrumentsWind InstrumentsVocalizationRecorded Music

Keyboard InstrumentsString InstrumentsPercussion InstrumentsWind InstrumentsVocalizationRecorded Music

See Handout “Instruments for Sensory Adaptation”

EFFECTIVE USE OF FORM

EFFECTIVE USE OF FORM

The structure of music is appealing to students because it is orderly and predictable like a routine.

Musical form aids in the development of attention span:

Music – evolves, peaks, resolves.Task – created, organized, completed

Attention for some students may be minutes, for others, only seconds. Document and ask for assistance in setting realistic goals for length of attention.

Think of form in varying lengths: one measure… then…one phrase…then…one verse… then…one piece. Plan according to your student’s present level and gradually increase.

The structure of music is appealing to students because it is orderly and predictable like a routine.

Musical form aids in the development of attention span:

Music – evolves, peaks, resolves.Task – created, organized, completed

Attention for some students may be minutes, for others, only seconds. Document and ask for assistance in setting realistic goals for length of attention.

Think of form in varying lengths: one measure… then…one phrase…then…one verse… then…one piece. Plan according to your student’s present level and gradually increase.

Movement ActivitiesMovement Activities

Primary: “Teddies to Turtles”Animal and transportation themes are effective.Proprioception: awareness of body motion/partsOpposites (basic and music elements)

Intermediate: “Meter Circles”Isolate basics of a music element and gradually progress to more difficult concepts within the element.Count how many repetitions it takes for the whole class to get it right.

Primary: “Teddies to Turtles”Animal and transportation themes are effective.Proprioception: awareness of body motion/partsOpposites (basic and music elements)

Intermediate: “Meter Circles”Isolate basics of a music element and gradually progress to more difficult concepts within the element.Count how many repetitions it takes for the whole class to get it right.

More on Movement More on Movement Use at the right time in the lessonStart at their energy level and

gradually go in the direction you wantTo help control and calm downTo help motivateGood order: In seat…then….standing

in place….then….locomotorUse as a reinforcement for good

behavior!

Use at the right time in the lessonStart at their energy level and

gradually go in the direction you wantTo help control and calm downTo help motivateGood order: In seat…then….standing

in place….then….locomotorUse as a reinforcement for good

behavior!

ADAPTING MELODY ADAPTING MELODY

Before speech, there were basic, instinctive human calls which contained inflection. They did not involve cognitive processing.

Melodic contours which are step-wise create a sense of anticipation, waiting for a sense of resolution.

Melodic contours that are erratic with leaps create a sense of restlessness.

Melody connects vocal sounds into self-expression then into word meanings.

Before speech, there were basic, instinctive human calls which contained inflection. They did not involve cognitive processing.

Melodic contours which are step-wise create a sense of anticipation, waiting for a sense of resolution.

Melodic contours that are erratic with leaps create a sense of restlessness.

Melody connects vocal sounds into self-expression then into word meanings.

ADAPTING HARMONYADAPTING HARMONY

“Yankee Doodle”For some students, music with a thick harmony is over-stimulating.

Live Music: Gradually reduce or increase the texture.

Recorded Music: It is the color or mood of the harmony that has the most effect on a student. Take this into consideration when planning. Listen especially for sudden changes in harmony and stop music before that point.

“Yankee Doodle”For some students, music with a thick harmony is over-stimulating.

Live Music: Gradually reduce or increase the texture.

Recorded Music: It is the color or mood of the harmony that has the most effect on a student. Take this into consideration when planning. Listen especially for sudden changes in harmony and stop music before that point.

ADAPTING DYNAMICSADAPTING DYNAMICS

Since dynamics indicate a state of emotion, predict how your students will react to recorded music especially.

Students with poor muscle control will demonstrate extreme dynamics or erratic changes when playing instruments. Be ready!

Activities involving crescendo and decrescendo can help to address this lack of motor control.

Dynamic changes also help students to attend and stay engaged.

Since dynamics indicate a state of emotion, predict how your students will react to recorded music especially.

Students with poor muscle control will demonstrate extreme dynamics or erratic changes when playing instruments. Be ready!

Activities involving crescendo and decrescendo can help to address this lack of motor control.

Dynamic changes also help students to attend and stay engaged.

“The Melt-Down!”Behavior Strategies“The Melt-Down!”

Behavior Strategies

THE BIG IDEA…..

“Behavior is Communication

!”

THE BIG IDEA…..

“Behavior is Communication

!”

Choice Board ExampleChoice Board Example

First / Then CardFirst / Then Card

Transition StrategiesTransition Strategies

Use a visual schedule with an all done envelope

Pre-warn students of ending activities and any change in routine

Create a predictable routine (ex. Opening song/activity, closing song/activity)

Use a visual schedule with an all done envelope

Pre-warn students of ending activities and any change in routine

Create a predictable routine (ex. Opening song/activity, closing song/activity)

Use a Time TimerUse a Time Timer

Use a traditional timer

Social/Behavioral Strategies

Social/Behavioral Strategies

Power Cards

Rules

Social Stories

Power Cards

Rules

Social Stories

What is a Power Card?What is a Power Card?

“…the power card strategy is a visual aid that incorporates the child’s special interest in teaching appropriate social interactions including routines, behavior expectations, the meaning of language and the hidden curriculum”

Elisa Gagnon

“Power Cards”

“…the power card strategy is a visual aid that incorporates the child’s special interest in teaching appropriate social interactions including routines, behavior expectations, the meaning of language and the hidden curriculum”

Elisa Gagnon

“Power Cards”

Social StorySocial Story

ADDITIONAL IDEAS ONBEHAVIOR AND INSTRUCTION

ADDITIONAL IDEAS ONBEHAVIOR AND INSTRUCTION

Characteristic of ASD Instead of ........ Try ............

Difficulty initiating, participating in and sustaining peer relationships

Letting the students choose groupsPre-assign groups prior to stating the demands of group work (monitoring interactions)

Lack of sharing their own interests and reciprocating with sharing interests of others

Unstructured cooperative groups

Pre-teach lessons

Assign jobs or parts

Offer a speaker pass to define reciprocal classroom participation - some students with AS may need forewarning to develop their response prior to being called upon (scripted participation)

Sensory ideas that can be used within a natural

environment

Sensory ideas that can be used within a natural

environment

Wearing head phones or ear plugs

Quiet squeeze or fidget toys

Using construction toys that snap or push together

Pushing crates, chairs, carts or other heavy, large objects

Move and sit disc

Wearing head phones or ear plugs

Quiet squeeze or fidget toys

Using construction toys that snap or push together

Pushing crates, chairs, carts or other heavy, large objects

Move and sit disc

MORE ABOUTBEHAVIOR AND INSTRUCTION

MORE ABOUTBEHAVIOR AND INSTRUCTION

Develops routines and rituals

Fast-paced transitions from one music task to

another

Give time frames for tasks.

Gauge work with time and ability (how many questions does the student really need to answer to demonstrate knowledge of the content)

Use visual timers, songs, or countdowns to cue transitions.

Keep a student folder

ASSESSMENTASSESSMENT

• Consider the IEP!! You have the right to see it and know what is expected from each student!

• Talk to the ESE teachers! • Use the Accommodations Form for testing

situations.• Ask an aid or teacher for help when administering

written or computer tests.• Be open-minded about how students demonstrate

knowledge during activities in the music room.• Subtle movements of hands, feet, head, knees, even

blinking!• Humming certain parts of a phrase on pitch, usually

resolution pitches.

• Consider the IEP!! You have the right to see it and know what is expected from each student!

• Talk to the ESE teachers! • Use the Accommodations Form for testing

situations.• Ask an aid or teacher for help when administering

written or computer tests.• Be open-minded about how students demonstrate

knowledge during activities in the music room.• Subtle movements of hands, feet, head, knees, even

blinking!• Humming certain parts of a phrase on pitch, usually

resolution pitches.

Performers with AutismPerformers with Autism

Some Ideas for Assisting Performers with Autism

Some Ideas for Assisting Performers with Autism

Rehearsal Strategies(Band/Orchestra/Choir):

Rehearsal Strategies(Band/Orchestra/Choir):

Simplify your rehearsal language from the podium

Practice rehearsal routines (e.g., where to sit,

where to keep music, etc.) outside of class

Ask for assistance from ESE or Classroom teachers

Simplify your rehearsal language from the podium

Practice rehearsal routines (e.g., where to sit,

where to keep music, etc.) outside of class

Ask for assistance from ESE or Classroom teachers

More Rehearsal StrategiesMore Rehearsal Strategies

Provide music in other forms (e.g., recordings, smart music, etc.)

Simplify parts (e.g., provide a reduced instrument part written by the instructor)

Visit concert venues prior to performance and practice performance routines

Provide music in other forms (e.g., recordings, smart music, etc.)

Simplify parts (e.g., provide a reduced instrument part written by the instructor)

Visit concert venues prior to performance and practice performance routines

Peer AssistancePeer Assistance

Have students help with equipment issues,

music organization, and expectations

Have peer work with the student privately

Have students help with equipment issues,

music organization, and expectations

Have peer work with the student privately

BIG IDEAS TO MEMORIZE!!BIG IDEAS TO MEMORIZE!!

Flight or Fight!!!! BEHAVIOR IS COMMUNICATION!

Meet them musically at their energy level!!

DOCUMENT behaviors associated with certain situations or musical stimuli!!

Address therapeutic needs as a way to access music learning goals!

MUSIC is one of the most effective tools in changing behavior and encouraging learning!

Flight or Fight!!!! BEHAVIOR IS COMMUNICATION!

Meet them musically at their energy level!!

DOCUMENT behaviors associated with certain situations or musical stimuli!!

Address therapeutic needs as a way to access music learning goals!

MUSIC is one of the most effective tools in changing behavior and encouraging learning!

Resources to ConsiderResources to Consider

Hourigan, Ryan M. “Teaching Music to Performers with Special Needs.” Teaching Music 15, no. 6 (2008): 26–29.

Iseminger, Scott H. “Keys to Success with 16, no. 6

Hourigan, Ryan M. “Teaching Music to Performers with Special Needs.” Teaching Music 15, no. 6 (2008): 26–29.

Iseminger, Scott H. “Keys to Success with 16, no. 6

ResourcesResources

CARD-USF http://card-

usf.fmhi.usf.edu/

Autism Society of America http://www.autism-

society.org

Autism Society of Florida http://www.autismfl.com/

NIMH Information page on autism

http://www.nimh.nih.gov/healthinformation/autismmenu.cfm

CARD-USF http://card-

usf.fmhi.usf.edu/

Autism Society of America http://www.autism-

society.org

Autism Society of Florida http://www.autismfl.com/

NIMH Information page on autism

http://www.nimh.nih.gov/healthinformation/autismmenu.cfm

Autism Help.info http://

www.autismhelp.info/main.htm

CDC Autism Information Center

http://www.cdc.gov/ncbddd/dd/ddautism.htm

First Words Project FSU http://firstwords.fsu.edu/

Indiana Resource Center for Autism articles to download

• http://firstwords.fsu.edu/ - http://www.iidc.indiana.edu/

irca/ftrainpapers.html

Autism Help.info http://

www.autismhelp.info/main.htm

CDC Autism Information Center

http://www.cdc.gov/ncbddd/dd/ddautism.htm

First Words Project FSU http://firstwords.fsu.edu/

Indiana Resource Center for Autism articles to download

• http://firstwords.fsu.edu/ - http://www.iidc.indiana.edu/

irca/ftrainpapers.html

ResourcesResources

John Wobus Autism Resources site

http://www.vaporia.com/autism/

OASIS Online Asperger Syndrome Information & Support

http://www.udel.edu/bkirby/asperger/

Tony Attwood http://

www.tonyattwood.com.au/

Autism Internet Modules http://www.autisminternetmodules.org/

John Wobus Autism Resources site

http://www.vaporia.com/autism/

OASIS Online Asperger Syndrome Information & Support

http://www.udel.edu/bkirby/asperger/

Tony Attwood http://

www.tonyattwood.com.au/

Autism Internet Modules http://www.autisminternetmodules.org/

MAAP Services for the Autism and Asperger Syndrome

http://www.maapservices.org/

Autism Asperger Publishing Company

http://www.asperger.net/

Future Horizons http://www.futurehorizons-

autism.com/

Florida Inclusion Network www.floridainclusionnetwork.

com

Jessica Kingsley Publishers http://[email protected]

MAAP Services for the Autism and Asperger Syndrome

http://www.maapservices.org/

Autism Asperger Publishing Company

http://www.asperger.net/

Future Horizons http://www.futurehorizons-

autism.com/

Florida Inclusion Network www.floridainclusionnetwork.

com

Jessica Kingsley Publishers http://[email protected]

ResourcesResources

Berger, D. (2002). Music therapy, sensory integration and the autistic child. United Kingdom: Jessica Kingsley Publishing.

Ryan Hourigan and Amy Hourigan. Teaching Music to Children with Autism: Understandings and Perspectives Music Educators Journal September 2009 96: 40-45, doi:10.1177/0027432109341370

Margie La Bella, MT-BC, MA. “Music Therapy and Education”, www.musictherapytunes.com

Berger, D. (2002). Music therapy, sensory integration and the autistic child. United Kingdom: Jessica Kingsley Publishing.

Ryan Hourigan and Amy Hourigan. Teaching Music to Children with Autism: Understandings and Perspectives Music Educators Journal September 2009 96: 40-45, doi:10.1177/0027432109341370

Margie La Bella, MT-BC, MA. “Music Therapy and Education”, www.musictherapytunes.com

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