Title: Information, Strategies, Solutions for Working With Autism Spectrum Students Aspergers SyndromeHighF
1Information, Strategies, Solutions for Working
With Autism Spectrum StudentsAspergers
Syndrome/High-Functioning Classic Autism
- Gail Bauer
- Autism Specialist
- Sedgwick County Cooperative
- gbauer_at_sped618.org
2Famous People
- Andy Warhole
- Albert Einstein
- Isaac Newton
- Hans Christian Anderson
- Satoshi Tajiri
- Bill Gates
- Temple Grandin
3Pervasive Developmental Disorders (PDD)
- Pervasive Developmental Disorders
- Autism
- Asperger Syndrome
- Pervasive Developmental Disorders-Not
Otherwise Specified - Retts Syndrome
- Childhood Disintegrative Disorder
4Characteristics
- Social
- Communication
- Restricted behavior (sensory)
5High Functioning Autism vs... Aspergers Syndrome
- High Functioning Autism(HFA) is not a
standardized term - HFA-demonstrate classic signs of autism in early
childhood, but have higher cognitive, social and
adaptive behaviors - HFA-impairments of communication
- Aspergers Syndrome-early language and cognitive
skills are not significantly delayed
6Prevalence
- Ongoing research
- -1 in 150
- -1 to 1.5 million Americans
- -Fastest growing Developmental Disability
- -10-17 annual growth
- Growth comparison in the 1990s
- -US population 13
- -Disabilities 16
- -Autism increase 172
- -41 Boys to girls
7Iceberg Model
- Behaviors of Autism
- --------------------------
- Social
- Communication
- Difficulty with Change
- Sensory Processing
- Cognitive Style
- Adapted from TEACCH
85 Areas of Impairment
- Language
- Social
- Motor
- Sensory
- Cognitive
9Strengths
- Strengths in visual processing, weaknesses in
auditory processing. - Good rote memory
- Focused (on their interests)
- Advanced knowledge (technology/science)
- Extensive vocabulary
10Complex Range of Difficulties and Challenges
- Higher skills may mask difficulties
- Hidden Curriculum
- Poor organizational skills
- Fine and Gross motor difficulties
- Sensory issues
- Splinter skills
- Emotions
11 Dual Diagnosis
- Anxiety
- Depression
- Obsessive Compulsive Disorder
- ADHD
- Oppositional Defiant Disorder
- Sensory Integration Disorder
- Mental Retardation
12Real World Examples
- Socially awkward
- Gullible (easy target for bullies)
- Often unaware of others feelings
- Less developed conversational skills
- Inappropriate body language or facial expressions
- Difficulty managing stress emotionally
vulnerable - Unusually loud, high or monotonous voice
- Limited play and leisure skills
- Unusually accurate memory for details
- Difficulty with sleeping and eating
- Trouble with organizational skills
- Difficulty with perspective taking
- Easily upset by changes in routine
- Literal
- Lack peer and friendship
- Does not understand of human relationships
13The curious incident of the dog in the night-time
14What to do??????
- Think Visual
- Think Simple
- Think Consistent
- Think Knowledge
15Knowledge
- Asperger Time
- Environment
- Simplify Language
- Change
- Praise
- Visual
16Benefits of Visual Strategies
- Faciliates communication
- Increases attention
- Easy
- Inexpensive
- Increases independence
- Successful
- Decreases inappropriate behavior
17Language Associated Characteristics
- Odd speech
- Unnatural rhythm or rate
- Monotone
- Volume control
- Excessive, minimal or selective talking
- Literal
- Difficulty interpreting non-verbal
- Large vocabularies
18Communication
- Struggle with group instruction
- Difficulty understanding abstract language
- Literal interpretations
- No Theory of Mind
- Rigid
- Poor social communication
- Voice issues
- Repetitive questions
- Perseveration
19What to do?
- Teach rules
- Set time limits on special interests comments
- Break downs conversational skills into small
targets (greeting, topic introduction, turn
taking, topic maintenance, topic closure) - Teach appropriate verbal utterances
- Help
- Encourage structured interactions with others
- Limit unstructured time
- Respect the childs limitation
- Use visuals to reduce interrupting
- Teach nonverbals
- Direct instruction-SLP
20Auditory Processing
- May comprehend the auditory information but may
need additional time to process this information. - Multi-step auditory directions are difficult to
follow. -
21Try
- Repeat group instructions directly
- Gain attention
- Use short simple sentences with key words
- Visual cues
- Processing time
- Explain abstract language
- Encourage clarification
- Dont insist on eye contact
22Cognitive Characteristics
- Rigid
- Difficulty perceiving danger
- Overselectivity to information
- Narrow focus/specialized interests
- Difficulty with executive functions
- Repetitive or ritualistic behaviors
- hyperlexia
23Problems With
- Theory of Mind
- Executive Functions
- Impulsivity
- Rigidity
- Memory
- Superior talents and strengths
- Learning disabled
24What to do?
- Use structure and visual support
- Use specialized interests
- Introduce change in a systematic manner
- Allow additional time
- Use short blocks
- Accommodations
- Evaluate comprehension
- Use strengths to engage socially
25Simple Modifications
- VISUALS
- Reduce number of problems
- Change short-answer questions to multiple choice
- Dictate answers
- Use computer for written assignments
- Transition reminders
- Highlight information
- Checklists/ procedures
- Extra supplies
- Dictate book reports or similar assignments
- Scribe
- Time lines
- Timers (www.timetimer.com)
- Early or late release for passing period
- Rubrics
- Sticky notes
- Check work
26Other Ideas
- Develop a communication center in both rooms that
the student knows to look at or check in with. - Give paraprofessional extra schedule cards and
visual supports. - Provide paraprofessional with their own visual
supports.
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28Check work
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31 Rubric Date__________________ Directions After
writing assignment or completing a worksheet,
Student will score his writing using the
following rubric. The goal is to receive at
least 9 out of 12 points.
Todays score_________
32Organize
- Environment-provide physical and conceptual
boundaries - Use Schedules-daily, classroom, individual,
monthly or weekly (timeline) - Teach an organizational system
33Environmental
- Provide study carrels (portable or permanent)
- Larger Desk
- Seating preference
- Where to hand in work
- Extra supplies
- Group vs... individual
34Physical Organization
- The way we set up, organize the physical
environment. -
- Includes where/how the furniture and materials
are in a variety of environments. -
- The amount of physical structure depends on the
level of self-control - demonstrated by the child, not the cognitive
functioning level.
35Resource Room
- Label areas (computer, home base, reading,
teacher, paraprofessional, group work, desk work,
supplies) - Label students desk, specific area, where
finished work goes, finished later work. - Consider level of distraction
- Color code areas and activities
- Schedule (individual, daily, weekly, class)
- Home base/chill zone/island
36Home base
- School is often stressful for students with
Aspergers Syndrome - May tune out, daydream, or be emotionless, then
suddenly act out - May not display inappropriate behaviors at school
but may loose control at home - Help students to manage stress by creating a safe
place for the student to regain control. - Cue card
- Plan and review daily events
- Escape stress of the current environment
37General Education classroom
- Seating
- Group versus individual
- Clutter
- Extra supplies
- Larger desk
- Finished work
- Finish later
38Classroom Accommodations
- Visual Supports
- Schedules
- Organizational Systems
- Procedure cards
- Maps
- Lists
- Samples
- Sticky Notes
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40Schedules
- We all use some sort of schedules
- Age appropriate
- Helps increase flexibility
- Helps increase independence
- Helps decrease anxiety and meltdowns.
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45Personal Organization
- Overloaded
- Not motivated
- Different levels
- gtwhere to stand
- gthow to get from A to B
- gtwhere to write on a worksheet or blank
- sheet
- gtright materials right lesson
- gtbring and take home
- gtwritten directions
- gtcolor coded notebooks/text books
46Try
- Visuals
- gtmap
- gtlist
- gtworksheets
- gtschedules
- gtfolders
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49Consider the one notebook system
- Appropriate 4th grade through High School
- Schedule on front (may put a check off one on the
inside) - Divider for each subject
- Three hole punch-punch every paper and file.
Completed papers or work that goes home put in
pockets - Clear Zipper pencil bag for supplies (tape list
of supplies to each bag) - Other visual supports (social stories, rules,
procedure cards etc.)
50 Extras
- Reference box-provides extra supports for
students in specific classrooms - Student at a glance-a one page summary of the
student that the IEP team provides to regular
educators and others who may come into contact
with a student. - Hot Pass-permission for student to leave class
when they feel anxious or overwhelmed, includes
information concerning where to go and who to see
- Rule Book-rules to follow, to address the hidden
curriculum, visual, allows student to see things
from the perspective of others.
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54Procedure Cards
55Rules
56Personal Rule Card
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62Unstructured Time
- Before and after school
- Bus
- Lunch and recess
- Passing periods
- Physical Education (coordination/dressing)
- 1. Bus buddy, assigned seat
- 2. Specific location for waiting
- 3. Lunch buddy
- 4. Teacher check in
- 5. Safe place
63Relax
- Incorporate relaxation/down time into the
students schedule - Home Base/Safe Space/Chill Zone
- Relaxation kit/Tool box/Comfort bag
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69Easy--Hard
- Circle the number that described the work.
- 1-2-3-4-5
- easy
hard -
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71Look me in the eyemy life with aspergers
72Social Skills
- Social skills are primary underpinnings of
self-esteem, vocational success and good mental
health. - Poor social skills equal poor jobs.
- Social skills are more than making friends,
they are getting along in the school and work
force community. - Social Skills must be directly taught to ASD
students. -
73Social
- Want friends, do not understand how to make or
keep friends - Cant read social cues
- Cant read non-verbal
- Level of familiarity
- Free time?
- Literal
- Aware of difficulties
- Inadequate reciprocity
- My Way
- Eye contact
- Advanced language
74Social Characteristics
- Limited friendship interactions
- Difficulty initiating and/or maintaining
conversation, turn taking - Topic
- Personal space
- Eye contact
- Disinterested in fads/trends
- Mindblindness
75Try
- Teach rules
- Set time limits on special interests comments
- Break downs conversational skills into small
targets (greeting, topic introduction, turn
taking, topic maintenance, topic closure) - Teach appropriate verbal utterances
- Help
- Encourage structured interactions with others
- Limit unstructured time
- Respect the childs limitation
- Use visuals to reduce interrupting
- Teach nonverbals
76Social Skills
- Anxiety
- Difficult Moments
- Play/Leisure
- Social Skills Instruction
77Specific Tools
- Social stories
- Social scripts
- Lunch/recess club
- Comic strip conversation
- Peers
- Social rule card
- Power cards
- 54321
- Must be taught directly
78Comic Strip Conversations
- Conversation incorporating the use of simple
drawings. - Emphasis on what people think, say or do.
- Use symbols and color to clarify communication
and improve comprehension. - Illustrated interactions that teach conversation
skills to students with autism and related
disorders. - Between 2 or more people
- Uses simple drawings
- Used to work through the problem
79Social Stories
- Developed by Carol Gray
- Originally designed for Asperger students but may
benefit others. - Social Stories are a tool for teaching social
skills to children with autism and related
disabilities. Social stories provide an
individual with accurate information about those
situations that he may find difficult or
confusing. - The goal of the story is to increase the
individuals understanding of, make him more
comfortable in, and possibly suggest some
appropriate responses for the situation in
question.
80Picture Social Story
- On Monday morning the 3rd grade class will go to
the gym and have their picture taken. - Sometimes kids like having their picture taken
and their parents like to look at their school
picture - I will try to have my picture taken and smile for
the camera and stay calm. This will make my mom
and me happy.
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83Following Instructions
- My teachers are Ms. Cochran and Ms. Meghan.
- They help me learn.
84- When I am at school my teachers tell me what work
I need to do. - I can listen to my teachers.
85- I will try not to get upset.
- I will try not to yell.
86- I will say, Okay, and listen.
- This is important.
87- If I have a good day at school, Ms. Meghan or Ms.
Cochran can give me a Sponge Bob sticker.
88- I can do what my teacher asks me to do.
- Now I can do my work.
89Power Cards
- Developed by Elisa Gagnon
- a visual aid that uses the students special
interest to teach appropriate behaviors. - Consist of a short scenario describing how
their hero solves the problem and a power card to
recap the strategy.
90Transformers
- Optimus Prime and Bubblebee are two
Transformers who like to help others. Sometimes
they have to do schoolwork that they dont like
to do. This sometimes makes them angry. In the
past when they got angry, they refused to their
work, were mean to their teacher, and would hit
others and get in trouble. But they didnt like
getting in trouble because they were not helping
others. If they didnt get get their schoolwork
done, it became homework. And they didnt like
that either.
91- Optimus Prime and Bubble found these three
things help them keep their cool when they felt
themselves getting angry - Count to 10 in their head and tell an adult they
are angry. - 2. Write your feelings down in their special
journal. - 3. Ask their teacher if they may have a break or
get a drink. - Remember when you feel angry try one of three
things Optimus Prime and Bubblebee do to calm
down. That way you will feel better, get your
work done and a have a good day!
92 Supports
- The Incredible 5-Point Scale
- Visual way to control behavior
- Rating scale
- Quick and easy to create
- When my voice is too BIG
-
- Emergencies
- Outside
- In the classroom/lunch
- 2 Library or quiet time
- 1 When someone else is talking
-
93Adding Visual Aids
- Visual aids are helpful when the student has
difficulty reading or processing - Visual aids can be added with stickers or found
on the internet. - http//images.google.com/
- Search for an object
- Right click on the object
- Copy the object
- Paste the object to your document (Go to edit,
paste or press Ctrl V) - Click on the object to resize if necessary
94Depression
- Fail in social situations
- Difficulty understanding others
- Aware of differences
- May not be aware of dx
- High rate of suicidal thought
95Sensory Characteristics
- Hyper/Hypo-sensitive to
- pain
- sounds
- light
- taste/texture
- smells
96Sensory/motor difficulties
- Unusual reactions to stimuli
- Exaggerated tactile response
- Visual sensitivity
- Poor propreoception
- Handwriting issues
97Thinking in Pictures
98What to do?
- Decrease stimulation
- Increase tolerance gradually
- Approach from the front
- Teach calming strategies
- Provide boundaries/barriers
- Assistive technology
- Watch for clutter
- Teach to turn
- Sensory diet
99What is a sensory diet?
- Various sensory calming or alerting activities
incorporated throughout the students day. - Can decrease stress, repetitive behaviors and
anxiety. - Can increase calmness and focused attention
100Sensory Ideas
- Deep pressure firm hugs, weighted vest/blanket,
chewing, ball bath, weighted lap pad, backpack - Rhythmic vestibular stimulation swinging,
rocking, bike, bouncing - Proprioceptive stimulation T-stool, Dyna-Disc,
therapy ball
101- Heavy work patterns (push, pull, carry)
- Make these functional
- -taking lunch count to the office
- -getting milk cartons
- -sweeping a walkway
- -cleaning the board
- -carrying books
102- Quiet space/area
- Helps to decrease sensory overload and
increase self-calming - -specific location
- -calming objects (koosh balls, bean bag
chair, books, music, fiddle basket)
103- Transition times
- Can be sensory overloading.
- Usually unstructured
- Bullying may take place
- -transition few minutes earlier
- -alternate route
- -adult check in
104Sameness
- Often overwhelmed by changes
- Rigid and egocentric
- Rules, rules, rules
- Closure/completion
105Try
- Be consistent and predictable
- Schedule
- Warning/priming
- Modified assignments so they can be completed in
the specific time frame - Finish later
106Perseveration/Specialized Interests
- Often have eccentric fixations
- Lectures on fixations
- Repetitive questions
- Trouble letting go
- Often refuse to learn other things outside
their interests - perfection
107Try
- Talk time
- Written answer to repetitive questions
- Use the high interests in academics
- journal
108This-n-That
- Time lines
- Reinforces
- Behavior Contracts
- Depression
109Timeline
- Visual way to budget time
- Create a list of steps needed to complete the
task. - Ask to see the project
- Also good for students to see long term goals
110Behavior
- School is stressful
- Lack self management skills
- Can use Reward system (tangible)
- Behavior Contract
- First/Then
- Visual reminders (5 Point
Scale, - Procedure cards, Social Stories, Power Cards)
111Influences
- Physiological
- Environment
- Curriculum/Instruction
112Reinforcers
- Interventions that increase a desired behavior
- Can be contingent activities, social
consequences and token economy systems - Must be motivating
- Reinforcers should be selected from a menu
- Menus should be rotated
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114Contingent
- Preferred events are contingent upon student
meeting a previously specified level of behavior. - Example John will earn 5 minutes of computer
play time for every worksheet completed on time.
115Behavior Contracts
- Contingency contracts
- Flexible means of addressing individual needs
- Can be used to teach new behaviors, extinguish
old behaviors, or provide enrichment
opportunities
116Steps for developing a Behavior Contract
- Meet with all concerned parties
- Determine conditions
- Determine who and where
- Determine reinforcement
- Negative consequences????
- Baseline data
- Determine reinforcement schedule
- Determine goals
- Write the contract
- Discuss and sign the contract
- Monitor the contract
117Behavior Contracts
- A written agreement between a student and a
teacher that is directed towards changing the
students behavior. - Student has input. Older students can write it
up.
118Looks like
- Date___________
- During the week of__________________
- I will______________________________
- If I do this, I will receive_______________
- We agree to the above terms.
- Teacher____________
- Student___________
- Witness___________
119CONTRACT
- The following is an agreement between
- __________________and______________
- The terms of the agreement are as follows
- The student will______________________.
- In return, the teacher will_______________.
- The following conditions apply1.________________
____________ - 2.____________________________
- 3.____________________________
- This contract is rendered null and void if the
student fails to - Achieve the designated goal. This contract will
be - reviewed on (date).
- Student signature________________
- Teacher signature_______________
- Witness signature________________
120- Make a choice 1.____________
- 2.____________
- 3.______________
- I am working for_______________.
- I need 5 circles colored to earn my choice.
-
- I will
- 1.________________________________.
- 2.________________________________.
- 3.________________________________.
121Triggers
- Interrupting preferred activity
- Transition
- Told to do
- Told not to do
- Multiple requests
122If Meltdown Occurs
- Social Skills support
- Academics
- Address sensory needs
- Teach and model
123Meltdown Cycle
- Rumble
- Rage
- Recovery
- (THE MINUTE THE RAGE CYCLE HIT, ALL OPPORTUNITIES
FOR LEARNING ARE GONE)
124Rumbling
- Most important
- Building towards rage
- Can still think
- Talk can escalate this stage
- Individual
125What does Rumbling look like?
- Excessive movement
- Swearing
- Noises
- Facial expressions change
- Refusal
- Tears
- Change in voice
126What to do?
- Movement
- Proximity
- Signal
- Redirection
- Acknowledge difficulty
- Self-calming
- Homebase
127How to react?
- Keep calm
- Quiet voice
- Watch power struggle
- Be flexible
- What is the goal?
128Rage
- Neurotransmitters are not working correctly
- Verbally, physically aggressive
- Out of control
129Rage Behaviors
- Impulsive
- Emotional
- Explosive
- Destructive
- Self-injurious
- Screaming
- Biting
- Hitting
- Kicking
130What to do?
- Safety first
- No discipline
- Non-confrontational
- Dont get emotional
- Exit strategy
- Assistance
- Use few words
- Timer
131How do I react?
- Do not match childs emotional level
- Less is more
- Dont take it personally
- Watch non-verbal cues
- Just Breathe calmly
132Recovery
- May rest/sleep
- May apologize or be contrite
- Withdrawal
- No memory of it
- Emotionally fragile
133What do I do?
- Stay calm
- Regroup
- Debrief staff if necessary
134What to do?
- Let rest
- Use relaxation techniques
- Do not refer to rage behaviors
- Interventions are at or below functioning level
- Ready to learn
- Demands
- Structure
135Successful Programming for Students with ASDs
- The likelihood of developing appropriate
expectations increases when interdisciplinary
team members work together to understand and
support the student
136General Education Teachers
- Use visuals
- Use simple concise language
- Modify assignments
- Consider no homework
- Break down large assignments into smaller tasks
- Develop a relationship with the student
137It takes a village
- Parents
- Regular education teacher
- Special education teacher
- Speech language pathologist
- Occupational therapist
- Physical therapist
- Adaptive physical education teacher
- Social worker
- Counselor
- Autism Specialist
- Behavior Specialist
138Smooth Start for the School Year
- BEFORE THE YEAR BEGINS
- Introduce yourself to the child/parents
- Have parents or sending staff videotape the
classroom, photograph yourself, staff, classroom,
entrance, playground, gym, cafeteria, music room,
etc. - (transition is hard for both the parent and child)
139Parent-Staff Relationships
- Home-School Communication book
- Written history from the parent
- Questionnaires
- Ask for help when needed
- This is a learning experience
140Born on A Blue Day
141Websites
-
- www.autism4teachers.com
- www.ocali.org
- www.thegraycenter.org (social stories)
- polyxo.com/socialstories
- do2learn.com
- tinsnips.org
- room5ideas.com
- http//www.autisminternetmodules.org/
- ?http//trainland.tripod.com
- http//www.joeschedule.com/