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Socialization Opportunities and Strategies for Students with Autism Spectrum Disorder

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Title: Socialization Opportunities and Strategies for Students with Autism Spectrum Disorder


1
Socialization 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
2
Two 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.

3
LINK and KNEX ProgramDeveloping Peer to Peer
Support Systems
  • General Education Student Support in Reverse
    Mainstream and General Education Settings

4
Goals for Students with ASD
  • Socialization Skills
  • Independent Functioning

5
Development 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

6
History 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

7
Evolution of the Center Based Autistic Program
  • Reverse Mainstream - Moderated Behavior
  • Integration Behavioral Systems
  • Integration Academic Systems
  • Integration Socialization Systems
  • Reverse Mainstream - Curriculum Makeover

8
Philosophical 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

9
13 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

10
KNEX 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

11
KNEX Program - Paradigm Shifting
  • History of Change Process
  • Delivery Models
  • Measurable Growth

12
KNEX ProgramChange Requires Discomfort
  • Change is here to stay
  • It will not be trouble-free
  • You are accountable!

13
KNEX ProgramUnderstanding the Center Program
  • All A.I. Students were integrated
  • Departure from traditional roles and functions
  • Peers utilized for social integration

14
KNEX Program - Change Process
  • Philosophical change
  • Medical Vs. Clinical Vs. Educational
  • Utilizing center strategies without resources

15
KNEX Program - Alexs Story
  • Who was Alex?
  • Ready Fire Aim
  • What did we learn?

16
Steps 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

17
KNEX 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

18
KNEX Program - Group Meetings
  • Meetings called Case Conferences
  • Identified concerns - building understanding of
    Autism
  • Primary Goal - Participation only

19
KNEX 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

20
Alexs 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

21
KNEX 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

22
KNEX 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

23
KNEX 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

24
KNEX 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

25
KNEX Program - Team Roles
  • Caseload teacher Implement Coordinate
  • Social Worker Social
  • Speech Therapist Academic
  • Psychologist Behavioral

26
Social Learning TheoryAlbert Bandura
  • Attention
  • Retention
  • Reproduction
  • Motivation

27
Social Learning Theory and AutismAttention
  • Variables Related to Attention
  • Similarities Between Model and Observer
  • Attractiveness of the Model - Autism

28
Social 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

29
Social Learning Theory and AutismReproduction
  • Converting Symbolic Representations into
    Actions
  • Organizing Behavior with a Modeled Pattern
  • Behavioral Reproduction occurs with practice

30
Social 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?

31
Socialization Opportunities
  • Staff Modeling Gilbert Grape
  • Students With Autism Must Be
  • Approachable
  • The Network
  • Medium of Exchange

32
Socialization Opportunities
  • Staff Modeling Gilbert Grape
  • Students With Autism Must Be
  • Approachable
  • The Network
  • Medium of Exchange

33
KNEX 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

34
Socialization Opportunities
  • Staff Modeling Gilbert Grape
  • Students With Autism Must Be
  • Approachable
  • The Network
  • Medium of Exchange

35
Socialization Opportunities
  • Staff Modeling Gilbert Grape
  • Students With Autism Must Be
  • Approachable
  • The Network
  • Medium of Exchange

36
Definition 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

37
Examples 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

38
Medium of ExchangeVerbal Fascinations
  • Example of Utilizing Student Interest
  • to Develop a Medium of Exchange
  • Greetings - Robert
  • WRIF - Stump the Staff - Dan

39
Medium 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

40
Medium of ExchangeSensory Preoccupations
  • An Example of Utilizing Students
  • Sensory Preoccupation to Develop a
  • Medium of Exchange
  • Head Position - Ryan
  • Spinning Objects - Russell

41
Medium of Exchange
Material
A.I. Student
LINK Student
42
Teacher 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
43
Working with Students that have ASD You Must
  • Care for the Student and have Respect for the
    Disability

44
LINK Program/KNEX Program
  • Recruitment
  • Training
  • Maintenance

45
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46
LINK 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

47
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48
LINK Program RecruitmentSecondary Recruitment
  • At Risk Students
  • Study Hall
  • National Honor Society
  • Student Government
  • Class Accreditation
  • Elective Class - Service Learning

49
LINK Program Permission Slip
50
KNEX Program RecruitmentOrienting the class to
Autism
  • 20 min. orientation (developmentally
    appropriate)
  • Read literature
  • Received parental approval
  • Answered questions honestly

51
KNex Program - Recruitment
  • Met throughout the day
  • Permission slips
  • Answered parental questions
  • Random selection of students
  • Used board by accident
  • Rewarded every time

52
KNex Program - Recruitment
  • Strategies Now
  • Prioritize in schedule
  • Weekly time, location
  • Selection of students
  • Secondary
  • Proximity
  • Double up in classes
  • Observations in classes

53
LINK Program Training Elementary Training
  • Developmentally Appropriate
  • Childrens Books About Autism
  • Teacher and Paraprofessional Modeling
  • Visual Organization Systems for LINKS
  • Ongoing - Continuous Training

54
Developmentally 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

55
LINK 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

56
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57
LINK Program Rules
58
LINK 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

59
LINK 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

60
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61
LINK ProgramElementary Maintenance
  • Lunch Groups
  • LINK of the Week
  • Monthly Incentives
  • Monthly Field Trips
  • Teacher - Student Relationship

62
LINK 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)

63
LINK 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.

64
LINK 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

65
K-12 Curriculum Council Application
66
The LINK ProgramWhat Does This Look Like After
15 Years?
  • Where are the Students with ASD Working who were
    supported by the LINK Students?

67
KNEX 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

68
KNEX 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

69
KNex 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

70
KNEX 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

71
Behavioral, Academic and Socialization
ComponentsCompatible with each other to Ensure
Opportunities
Student with Autism Spectrum Disorder
Social
Academic
Behavioral
Balance
72
LINK Program and KNEX Program Benefits to
Students with ASD
  • Peer Support
  • Socialization Skills
  • 11 Support
  • Velcro Buddies
  • Age Appropriate Expectations
  • Independence

73
LINK 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

74
LINK and KNEX ProgramReciprocal Benefits
  • 1. Opportunities for learning in
  • both populations of students.
  • 2. Growth occurs in both
  • populations.
  • 3. Cost effective and productive.

75
Questions or Comments
  • Thank you for your time.
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