Title: Socialization Opportunities and Strategies for Students with Autism Spectrum Disorder
1Socialization Opportunities and Strategies for
Students with Autism Spectrum Disorder
- Type A and Type B Programming
Pam Schoemer Birmingham Public Schools Dave
Schoemer Clarkston Community Schools Megan
Little Grand Ledge Public Schools Mary
Garriagus Holt Public Schools Terri Peters
Holt Public Schools
2Two Ways to Address A Socialization Deficit
- Utilize social skills curriculum to teach
isolated social skills to students with autism
spectrum disorder in specific settings and then
practice isolated skills in a generalized
setting. - Teach general education students about autism
spectrum disorder and specific information about
students with autism spectrum disorder in their
building. Develop tolerance and acceptance
within the general education population.
Students with autism spectrum disorder will then
be able to practice social skills in all settings
within the building gaining competency in natural
environments.
3LINK and KNEX ProgramDeveloping Peer to Peer
Support Systems
- General Education Student Support in Reverse
Mainstream and General Education Settings
4Goals for Students with ASD
- Socialization Skills
- Independent Functioning
5Development of the Concept
- Local School District - 7000 Students
- 40 Miles North of Detroit, Oakland County,
Michigan - Center Program for Students with Autism
- 13 Local School Districts in Oakland County
- Send Students to the Autistic Program
6History of the Autistic Program
- 1987 - Elementary
- 1990 - Middle School
- 1992 - High School
- 1993 - Pre-Primary Program
- 1994 2nd Elementary
- 1996 - Post High School Program
- 1999 2nd Middle School
7Evolution of the Center Based Autistic Program
- Reverse Mainstream - Moderated Behavior
- Integration Behavioral Systems
- Integration Academic Systems
- Integration Socialization Systems
- Reverse Mainstream - Curriculum Makeover
8Philosophical Departures
- 1. If you exist - you have entry level skills.
- 2. Same aged/Cross Aged Peers moderate
- behaviors of students with autism.
- 3. Abandon existing educational technology.
- 4. General Education Curriculum - Partnering
- 5. Experimental Approach
913 PRINCIPLESSOCIALIZATION COMPONENT
- 1. Social Skills can only develop with social
- opportunities
- 9. The LINK Program will expand all possible
- Academic, Social, Behavioral, and Learning
- Opportunities
- 10. Staff Behavior is ModeledPositive or
Negative - 12. Students will be directly included in
discussions that are related to them in the
educational setting
10KNEX ProgramDemographics of Clarkston Schools
- Approximately 7000 students attend Clarkston
Schools - 70 students with Autism in center program
- 32 students with Autism serviced in
- Type B setting
11KNEX Program - Paradigm Shifting
- History of Change Process
- Delivery Models
- Measurable Growth
12KNEX ProgramChange Requires Discomfort
- Change is here to stay
- It will not be trouble-free
- You are accountable!
13KNEX ProgramUnderstanding the Center Program
- All A.I. Students were integrated
- Departure from traditional roles and functions
- Peers utilized for social integration
14KNEX Program - Change Process
- Philosophical change
- Medical Vs. Clinical Vs. Educational
- Utilizing center strategies without resources
15KNEX Program - Alexs Story
- Who was Alex?
- Ready Fire Aim
- What did we learn?
16Steps and Stages What were we going to do with
Alex?
- Met with the team
- Placement was random
- Sent general education teacher to conference
- Pulled in administration
- Attempted to prioritize needs
17KNEX ProgramBehavioral Supports
- For Socialization to occur behavior must be
addressed - Development of behavior plans
- - Team consensus
- - Plan must be mobile
- - Consistent implementation
- - Individualized to meet the students needs
- - Developmentally appropriate
18KNEX Program - Group Meetings
- Meetings called Case Conferences
- Identified concerns - building understanding of
Autism - Primary Goal - Participation only
19KNEX Program - Meeting Mechanics
- Always use a board!
- Model Responses
- Start with the student
- Positives- Concerns- Brainstorming
- Roles in the group
- Get to know the students
- All ideas are good ideas
20Alexs Number 1 Need
- Then Lunch utilized 2 students
- Non-reciprocal interaction
- Communicated with family regarding likes and
dislikes of foods - Fading process of staff
- Accidental carryover - Playground
21KNEX Program - Strategies to Utilize
- Review cafeteria schedule
- Dietary considerations
- Early dismissal, shorten time
- Remove variables - money, selection process
- Crisis person on-call
- Secondary Observe, Inservice, VIP seating
- Idiosyncratic behavior
22KNEX Program - Playground
- Developed schedule amongst core group
- Calendar with substitute
- Daily sheet
- Informed teacher of schedule
- Clipboard
- Talked to supervisor
- Observing playground
- Adult support still attending
23KNEX Program - Developing Social Supports in all
Specials
- Philosophy They are not ready
- Selected 1 Special
- Identify Positives and Concerns
- Areas of interests seating, time of day,
medication, sound, sensory, etc. - Modified Academics
- Goal Socialization Independent Skills
- Behavior plan
24KNEX Program Academic Dilemmas
- Direct Instruction Controversy
- Non-sequential learning styles
- Level of academic modifications
- Peers learned modifications
- Feedback during case conferences
- Re behavioral difficulties
- Dream of parents
- Cultural issues
25KNEX Program - Team Roles
- Caseload teacher Implement Coordinate
- Social Worker Social
- Speech Therapist Academic
- Psychologist Behavioral
26Social Learning TheoryAlbert Bandura
- Attention
- Retention
- Reproduction
- Motivation
27Social Learning Theory and AutismAttention
- Variables Related to Attention
- Similarities Between Model and Observer
- Attractiveness of the Model - Autism
28Social Learning Theory and AutismRetention
- Two Ways to People Retain Information
- Visual Imagery
- Verbal Descriptions
- Autism Spectrum Disorder So many people with
ASD are visual in nature Need 1000s of images
to retain information
29Social Learning Theory and AutismReproduction
- Converting Symbolic Representations into
Actions - Organizing Behavior with a Modeled Pattern
- Behavioral Reproduction occurs with practice
30Social Learning Theory and AutismMotivation
- To imitate a behavior there must be a motivating
factor - The success of the model vicarious
reinforcement - Autism
- Perceived Competencies in the Model How
effective is the Model? - How the Model is Reinforced?
31Socialization Opportunities
- Staff Modeling Gilbert Grape
- Students With Autism Must Be
- Approachable
- The Network
- Medium of Exchange
32Socialization Opportunities
- Staff Modeling Gilbert Grape
- Students With Autism Must Be
- Approachable
- The Network
- Medium of Exchange
33KNEX ProgramRole of the Peer Helper
- Social Participation
- Cognitive participation
- Social Connection
- Role Model
- Extended Social Group
- Impact on Staff
- They are not
- Paraprofessionals or teachers
34Socialization Opportunities
- Staff Modeling Gilbert Grape
- Students With Autism Must Be
- Approachable
- The Network
- Medium of Exchange
35Socialization Opportunities
- Staff Modeling Gilbert Grape
- Students With Autism Must Be
- Approachable
- The Network
- Medium of Exchange
36Definition of Medium of Exchange
- The medium of exchange is any material, task,
prop, interest area, etc. that connects a student
with autism to a general education peer or staff
person - Typically the medium of exchange is something
that does not require language for the connection
or interaction to occur
37Examples of Medium of Exchange
- General Education Curriculum
- Encyclopedic Interests
- Computer Interests and Related Technology
- Nintendo
- Computer Games
- Jigsaw Puzzles - www.jigzone.com
- UNO, Topple, Trouble, Jenga, Simon
- Top 40 Music
- T.V. Show Theme Songs
38Medium of ExchangeVerbal Fascinations
- Example of Utilizing Student Interest
- to Develop a Medium of Exchange
- Greetings - Robert
- WRIF - Stump the Staff - Dan
39Medium of Exchange SensoryMust be
Individualized
- Silent Fall Example
- Behavior of Student - There may be
- more to it
- Wide Variety of Interests
- Connecting with the Student
40Medium of ExchangeSensory Preoccupations
- An Example of Utilizing Students
- Sensory Preoccupation to Develop a
- Medium of Exchange
- Head Position - Ryan
- Spinning Objects - Russell
41Medium of Exchange
Material
A.I. Student
LINK Student
42Teacher and Medium of Exchange
Role Content Enrich
Age Appropriate Participate
Model 80-120
Fun Evolve Helper Coach Interactive 15-20
LINK
A.I. Student
Teacher
LINK
A.I. Student
Medium
43Working with Students that have ASD You Must
- Care for the Student and have Respect for the
Disability
44LINK Program/KNEX Program
- Recruitment
- Training
- Maintenance
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46LINK Program RecruitmentElementary Recruitment
- 4th and 5th Grade Students
- Once a week for 1/2 hour
- Cross Aged LINK Students
- Middle School and High School
- Alternative High School
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48LINK Program RecruitmentSecondary Recruitment
- At Risk Students
- Study Hall
- National Honor Society
- Student Government
- Class Accreditation
- Elective Class - Service Learning
49LINK Program Permission Slip
50KNEX Program RecruitmentOrienting the class to
Autism
- 20 min. orientation (developmentally
appropriate) - Read literature
- Received parental approval
- Answered questions honestly
51KNex Program - Recruitment
- Met throughout the day
- Permission slips
- Answered parental questions
- Random selection of students
- Used board by accident
- Rewarded every time
52KNex Program - Recruitment
- Strategies Now
- Prioritize in schedule
- Weekly time, location
- Selection of students
- Secondary
- Proximity
- Double up in classes
- Observations in classes
53LINK Program Training Elementary Training
- Developmentally Appropriate
- Childrens Books About Autism
- Teacher and Paraprofessional Modeling
- Visual Organization Systems for LINKS
- Ongoing - Continuous Training
54Developmentally Appropriate Books Available for
Elementary Training
- Moris Story A book about a boy with autism
Zachary Gartenberg - Andy and his Yellow Frisbee Mary Thompson
- My Brother, Matthew Mary Thompson
- Little Rainman Karen Simmons
- My Brother Sammy Becky Edwards
- Russell is Extra Special Charles A. Amenta III
55LINK Training Curriculum
- Staff Introductions/Student Introductions
- Overview of Autism
- Information About Specific Students
- Organizational System for Attendance and
Behavioral Issues of LINK Students - Emergency Evacuation Plan for Significant
Behavioral Issues of Students with Autism - Specific Information about LINK Students Role
within the Program
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57LINK Program Rules
58LINK Program TrainingSecondary Training
- Hour By Hour Case Conferences
- ½ Day Inservice 1st Day/Semester
- Student By Student Case Conferences
- Support Staff Field Trip
- Autistic Program Training Manual
- Monthly Case Conferences
- Videotape Student with Teacher for Training
59LINK Program - Case Conferences
- Weekly or Monthly Meetings
- Problem Solving Focus
- May Include the Person with Autism
- Teaching Support Strategies in the Case
Conference that will Generalize to General
Education Environment
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61LINK ProgramElementary Maintenance
- Lunch Groups
- LINK of the Week
- Monthly Incentives
- Monthly Field Trips
- Teacher - Student Relationship
62LINK Program - Monthly Incentives
- Guess the number of Jelly Beans in the Jar
(April) - Turkey Coloring Contest (November)
- Guess the Date of the Teachers Birthday (Any
Month) - Guess the Number of Shamrocks in the Jar (March)
- How Many Days until the End of the School Year?
(May)
63LINK of the Week - Nomination Form
- As staff members you are expected to fill out the
- LINK of the Week nomination ballot. Please fill
out - form below and put in the LINK of the Week box.
- Thanks
- --------------------------------------------------
------------------- - Staff Name___________ Date____________
- I nominate (LINK Students Name) in _______Hour
because - he/she_____________________________________ with
- (A.I. Students Name) in
Class.
64LINK Program Secondary Maintenance
- LINK of the Week
- Field Trips
- Monthly Incentives
- Exciting Curriculum
- Credit Incentive
- Teacher Student Relationships
- Grade Point Challenge
- Lunch out of the Building
- Going out for Lunch
- Semester Field Trips
65K-12 Curriculum Council Application
66The LINK ProgramWhat Does This Look Like After
15 Years?
- Where are the Students with ASD Working who were
supported by the LINK Students?
67KNEX Program Socialization Strategies Now
- Elementary Provide systematic feedback, honor
peer ideas, inform all staff - Secondary 2-3 peers per class
- Implement strategies weekly
- Inform all support staff custodians
- secretaries, lunchroom supervisors
- ALL Caseload teacher should know the student the
best
68KNEX Program AcademicWhat did we learn?
- Modified schedule
- Fade adult support
- Define needs within environment
- Problem solve with group
- Invite staff, peers, administrations
- Convey outcome to staff
- Utilizing their solutions
- Use fascination- dice
69KNex ProgramAcademic Supports
- Visual Schedules
- Communication System
- Sensory Diet
- Modified Curriculum (no dual system)
- -Varying levels of modifications
- Cognitive abilities do not hinder opportunities
- Reverse Mainstreaming effects delivery of
instruction in AI classroom - Acquisition- Fluency- Proficiency
70KNEX ProgramBehavioral Management
- Summary of Behavioral Approach 2nd 5th Grade
- Consensus of Time Away Sequence by Team
- Time Away Dilemmas
- Coordination of Staffing
- Staff Responsibilities
- Student Debriefing
- Parental Involvement and Trust
- Administrative Responsibilities
71Behavioral, Academic and Socialization
ComponentsCompatible with each other to Ensure
Opportunities
Student with Autism Spectrum Disorder
Social
Academic
Behavioral
Balance
72LINK Program and KNEX Program Benefits to
Students with ASD
- Peer Support
- Socialization Skills
- 11 Support
- Velcro Buddies
- Age Appropriate Expectations
- Independence
73LINK and KNEX Program Benefits for Students
Supporting Students with ASD
- Organizational Skills
- Diversity
- Collaboration
- Self Esteem
- Empathy
- Additional General Education Content
- Problem Solving
- Connection to School
- Responsibility
74LINK and KNEX ProgramReciprocal Benefits
- 1. Opportunities for learning in
- both populations of students.
- 2. Growth occurs in both
- populations.
- 3. Cost effective and productive.
75Questions or Comments