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Title: Information, Strategies, Solutions for Working With Autism Spectrum Students Aspergers SyndromeHighF


1
Information, Strategies, Solutions for Working
With Autism Spectrum StudentsAspergers
Syndrome/High-Functioning Classic Autism
  • Gail Bauer
  • Autism Specialist
  • Sedgwick County Cooperative
  • gbauer_at_sped618.org

2
Famous People
  • Andy Warhole
  • Albert Einstein
  • Isaac Newton
  • Hans Christian Anderson
  • Satoshi Tajiri
  • Bill Gates
  • Temple Grandin

3
Pervasive Developmental Disorders (PDD)
  • Pervasive Developmental Disorders
  • Autism
  • Asperger Syndrome
  • Pervasive Developmental Disorders-Not
    Otherwise Specified
  • Retts Syndrome
  • Childhood Disintegrative Disorder

4
Characteristics
  • Social
  • Communication
  • Restricted behavior (sensory)

5
High 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

6
Prevalence
  • 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

7
Iceberg Model
  • Behaviors of Autism
  • --------------------------
  • Social
  • Communication
  • Difficulty with Change
  • Sensory Processing
  • Cognitive Style
  • Adapted from TEACCH

8
5 Areas of Impairment
  • Language
  • Social
  • Motor
  • Sensory
  • Cognitive

9
Strengths
  • Strengths in visual processing, weaknesses in
    auditory processing.
  • Good rote memory
  • Focused (on their interests)
  • Advanced knowledge (technology/science)
  • Extensive vocabulary

10
Complex 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

12
Real 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

13
The curious incident of the dog in the night-time
  • By Mark Haddon

14
What to do??????
  • Think Visual
  • Think Simple
  • Think Consistent
  • Think Knowledge

15
Knowledge
  • Asperger Time
  • Environment
  • Simplify Language
  • Change
  • Praise
  • Visual

16
Benefits of Visual Strategies
  • Faciliates communication
  • Increases attention
  • Easy
  • Inexpensive
  • Increases independence
  • Successful
  • Decreases inappropriate behavior

17
Language Associated Characteristics
  • Odd speech
  • Unnatural rhythm or rate
  • Monotone
  • Volume control
  • Excessive, minimal or selective talking
  • Literal
  • Difficulty interpreting non-verbal
  • Large vocabularies

18
Communication
  • Struggle with group instruction
  • Difficulty understanding abstract language
  • Literal interpretations
  • No Theory of Mind
  • Rigid
  • Poor social communication
  • Voice issues
  • Repetitive questions
  • Perseveration

19
What 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

20
Auditory Processing
  • May comprehend the auditory information but may
    need additional time to process this information.
  • Multi-step auditory directions are difficult to
    follow.

21
Try
  • 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

22
Cognitive Characteristics
  • Rigid
  • Difficulty perceiving danger
  • Overselectivity to information
  • Narrow focus/specialized interests
  • Difficulty with executive functions
  • Repetitive or ritualistic behaviors
  • hyperlexia

23
Problems With
  • Theory of Mind
  • Executive Functions
  • Impulsivity
  • Rigidity
  • Memory
  • Superior talents and strengths
  • Learning disabled

24
What 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

25
Simple 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

26
Other 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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Check work
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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_________
32
Organize
  • Environment-provide physical and conceptual
    boundaries
  • Use Schedules-daily, classroom, individual,
    monthly or weekly (timeline)
  • Teach an organizational system

33
Environmental
  • Provide study carrels (portable or permanent)
  • Larger Desk
  • Seating preference
  • Where to hand in work
  • Extra supplies
  • Group vs... individual

34
Physical 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.

35
Resource 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

36
Home 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

37
General Education classroom
  • Seating
  • Group versus individual
  • Clutter
  • Extra supplies
  • Larger desk
  • Finished work
  • Finish later

38
Classroom Accommodations
  • Visual Supports
  • Schedules
  • Organizational Systems
  • Procedure cards
  • Maps
  • Lists
  • Samples
  • Sticky Notes

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Schedules
  • We all use some sort of schedules
  • Age appropriate
  • Helps increase flexibility
  • Helps increase independence
  • Helps decrease anxiety and meltdowns.

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Personal 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

46
Try
  • Visuals
  • gtmap
  • gtlist
  • gtworksheets
  • gtschedules
  • gtfolders

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49
Consider 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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54
Procedure Cards
55
Rules
  • By Cynthia Lord

56
Personal Rule Card
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Unstructured 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

63
Relax
  • Incorporate relaxation/down time into the
    students schedule
  • Home Base/Safe Space/Chill Zone
  • Relaxation kit/Tool box/Comfort bag

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Easy--Hard
  • Circle the number that described the work.
  • 1-2-3-4-5
  • easy
    hard

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Look me in the eyemy life with aspergers
  • By John Elder Robison

72
Social 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.

73
Social
  • 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

74
Social Characteristics
  • Limited friendship interactions
  • Difficulty initiating and/or maintaining
    conversation, turn taking
  • Topic
  • Personal space
  • Eye contact
  • Disinterested in fads/trends
  • Mindblindness

75
Try
  • 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

76
Social Skills
  • Anxiety
  • Difficult Moments
  • Play/Leisure
  • Social Skills Instruction

77
Specific Tools
  • Social stories
  • Social scripts
  • Lunch/recess club
  • Comic strip conversation
  • Peers
  • Social rule card
  • Power cards
  • 54321
  • Must be taught directly

78
Comic 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

79
Social 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.

80
Picture 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.

81

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Following 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.

89
Power 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.

90
Transformers
  • 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

93
Adding 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

94
Depression
  • Fail in social situations
  • Difficulty understanding others
  • Aware of differences
  • May not be aware of dx
  • High rate of suicidal thought

95
Sensory Characteristics
  • Hyper/Hypo-sensitive to
  • pain
  • sounds
  • light
  • taste/texture
  • smells

96
Sensory/motor difficulties
  • Unusual reactions to stimuli
  • Exaggerated tactile response
  • Visual sensitivity
  • Poor propreoception
  • Handwriting issues

97
Thinking in Pictures
  • Temple Grandin

98
What 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

99
What 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

100
Sensory 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

104
Sameness
  • Often overwhelmed by changes
  • Rigid and egocentric
  • Rules, rules, rules
  • Closure/completion

105
Try
  • Be consistent and predictable
  • Schedule
  • Warning/priming
  • Modified assignments so they can be completed in
    the specific time frame
  • Finish later

106
Perseveration/Specialized Interests
  • Often have eccentric fixations
  • Lectures on fixations
  • Repetitive questions
  • Trouble letting go
  • Often refuse to learn other things outside
    their interests
  • perfection

107
Try
  • Talk time
  • Written answer to repetitive questions
  • Use the high interests in academics
  • journal

108
This-n-That
  • Time lines
  • Reinforces
  • Behavior Contracts
  • Depression

109
Timeline
  • 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

110
Behavior
  • 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)

111
Influences
  • Physiological
  • Environment
  • Curriculum/Instruction

112
Reinforcers
  • 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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114
Contingent
  • 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.

115
Behavior Contracts
  • Contingency contracts
  • Flexible means of addressing individual needs
  • Can be used to teach new behaviors, extinguish
    old behaviors, or provide enrichment
    opportunities

116
Steps 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

117
Behavior 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.

118
Looks like
  • Date___________
  • During the week of__________________
  • I will______________________________
  • If I do this, I will receive_______________
  • We agree to the above terms.
  • Teacher____________
  • Student___________
  • Witness___________

119
CONTRACT
  • 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.________________________________.

121
Triggers
  • Interrupting preferred activity
  • Transition
  • Told to do
  • Told not to do
  • Multiple requests

122
If Meltdown Occurs
  • Social Skills support
  • Academics
  • Address sensory needs
  • Teach and model

123
Meltdown Cycle
  • Rumble
  • Rage
  • Recovery
  • (THE MINUTE THE RAGE CYCLE HIT, ALL OPPORTUNITIES
    FOR LEARNING ARE GONE)

124
Rumbling
  • Most important
  • Building towards rage
  • Can still think
  • Talk can escalate this stage
  • Individual

125
What does Rumbling look like?
  • Excessive movement
  • Swearing
  • Noises
  • Facial expressions change
  • Refusal
  • Tears
  • Change in voice

126
What to do?
  • Movement
  • Proximity
  • Signal
  • Redirection
  • Acknowledge difficulty
  • Self-calming
  • Homebase

127
How to react?
  • Keep calm
  • Quiet voice
  • Watch power struggle
  • Be flexible
  • What is the goal?

128
Rage
  • Neurotransmitters are not working correctly
  • Verbally, physically aggressive
  • Out of control

129
Rage Behaviors
  • Impulsive
  • Emotional
  • Explosive
  • Destructive
  • Self-injurious
  • Screaming
  • Biting
  • Hitting
  • Kicking

130
What to do?
  • Safety first
  • No discipline
  • Non-confrontational
  • Dont get emotional
  • Exit strategy
  • Assistance
  • Use few words
  • Timer

131
How do I react?
  • Do not match childs emotional level
  • Less is more
  • Dont take it personally
  • Watch non-verbal cues
  • Just Breathe calmly

132
Recovery
  • May rest/sleep
  • May apologize or be contrite
  • Withdrawal
  • No memory of it
  • Emotionally fragile

133
What do I do?
  • Stay calm
  • Regroup
  • Debrief staff if necessary

134
What 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

135
Successful Programming for Students with ASDs
  • The likelihood of developing appropriate
    expectations increases when interdisciplinary
    team members work together to understand and
    support the student

136
General 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

137
It 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

138
Smooth 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)

139
Parent-Staff Relationships
  • Home-School Communication book
  • Written history from the parent
  • Questionnaires
  • Ask for help when needed
  • This is a learning experience

140
Born on A Blue Day
  • By Daniel Tammet

141
Websites
  • 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/ 
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