Creating The Autism Map in Education - PowerPoint PPT Presentation

1 / 34
About This Presentation
Title:

Creating The Autism Map in Education

Description:

Number of Students with AU (Autism Spectrum Disorders) as Primary 'Area of ... Families and Providers in Search of Answers 'Jump On the Bandwagon! ... – PowerPoint PPT presentation

Number of Views:36
Avg rating:3.0/5.0
Slides: 35
Provided by: jtho
Category:

less

Transcript and Presenter's Notes

Title: Creating The Autism Map in Education


1
Creating The Autism Mapin Education
  • Connecting
  • Learning Style Features
  • Methods of Instruction

Exceptional Children Division North Carolina
Department of Public Instruction John B. Thomas,
M.Ed., March, 2006
2
Number of Students with AU (Autism Spectrum
Disorders) as Primary Area of Eligibility in
Order to Receive Special Education Services
(April, 2004)
  • of Students
  • 450

  • 400

  • 350

  • 300
  • 250

  • 200


  • 150



  • 100


  • 50


  • 0
  • Age 3 4 5 6 7 8 9
    10 11 12 13 14 15 16
    17 18 19 20 21 22

3
Historical Perspective on Autism
Behavioral Approaches Logical, Precise,
Scientific Observable Antecedent/Behavior/
Consequence Just the Facts, Maam.
  • Developmental Approaches
  • Map Autism Development Related to Normal
    Development
  • Learning Style Features
  • Strengths
  • Accommodations

Somewhat Separate Circles
4
Bringing Together Two Bodies of Research
  • Historically Separate Assumptions Behavioral
    vs. Developmental
  • Multiple (35) Programs Many with Positive
    Results
  • Families and Providers in Search of Answers
    Jump On the Bandwagon!

5
Scientifically Based Research
  • Over 100 references in NCLB
  • research that involves the application of
    rigorous, systematic and objective procedures to
    obtain reliable and valid knowledge relevant to
    education activities and programs

6
Evaluating Effective Practices
  • Objectively Verifiable
  • Review Present Research
  • Use Educational Data to Compare Validate
  • AYP
  • Indicators from State Performance Plan
  • Attainment of IEP Goals
  • Quality of IEP Goals

7
Learning Style Features
  • ASD Diagnosis Based on Behaviors/Characteristics
  • 60 Years of Behavioral Description
  • Wide Variation in ASD Patterns
  • Assumption Defining Learning Characteristics/Core
    Features is the Foundation
  • Bryna Siegel Autism as a Learning Disability

8
Effects of NCLB on Autism Spectrum Disorder
  • Start with Scientifically Proven Practices
  • Document Relative Effectiveness of Practices
  • Academic Proficiency, Attainment of IEP Goals
  • Behavioral/Social Results - SPP
  • Positive Adult Outcomes - SPP

9
(No Transcript)
10
Combine Learning Style, Methods, Evidence
  • the assessment process must include an appraisal
    of the extent to which the outcomes associated
    with an approach align with the needs of an
    individual student.
  • increasingly evident that there is no
    singleuniversally accepted method for all
    studentswith ASD.
  • Richard Simpson

11
Evidence of Best Practice - National
Research Council
  • Intensive Instruction (5 hours/5 days)
  • Blend Learning Style with Principles of
    Instruction
  • Communication-Rich Environment
  • Start with Student Focus - Motivation
  • Build Joint Attention, Communication, Social
    Strategies PRT, Floor Time, AVB, SCERTS
  • Systematic Generalization/Teach Strategies
  • Symbol Use TEACCH, PECS, etc.
  • Functional Behavior Assessment Process

12
Autism Spectrum Disorders Interventions and
Treatments for Children and Youth - Simpson
  • Scientifically Based Practice
  • ABA
  • Discrete Trial Teaching
  • Pivotal Response Treatments

13
Autism Spectrum Disorders Interventions and
Treatments for Children and Youth - Simpson
  • Promising Practices
  • Picture Exchange Communication System
  • Incidental Teaching
  • Structured Teaching
  • Joint Action Routines
  • Augmentative Alternative Communication
  • Social Stories

14
Autism Spectrum Disorders Interventions and
Treatments for Children and Youth - Simpson
  • Limited Support
  • Floor time
  • Relationship Development Intervention
  • Son-Rise
  • Scripts, Cartoons, Power Cards

15
Core Features
  • Learning Style Characteristics/Needs Underlie the
    Behavioral Characteristics of
  • Autism Spectrum Disorders
  • Tie Features to Methodologies

16
Communication is Primary!
  • There is strong empirical evidence for the
    efficacy of functional communication training to
    replace challenging behaviors National Academy
    of Sciences
  • Best Practice Create 30-60 opportunities per
    hour for a child to communicate! Create
    interaction and engagement

17
Understanding within a Context?
  • Primary Deficit of Joint Attention shifting
    between person and object
  • Stimulus Overselectivity a coping strategy?
  • Provide Systematic Training to Respond to
    Multiple Cues at Childs Point of Interest

18
5 Principle Areas of Deficit
  • the ability to understand thingsfrom the context
    in which he sees them,
  • the ability to understand words,
  • the ability to read faces,
  • the ability to understand hand gestures and body
    language and
  • the ability to get information from tone of
    voice.

19
Instrumental Thinkers
  • Instrumental vs.
  • Related
  • Start with Students Focus
  • Repeated Practice Strategy ABA, DTT, TEACCH
    One-to-One
  • Association and Successive Approximations
    Reinforce Attempts
  • Systematic Generalization to Words, Expressions,
    Tone, Face
  • Frequent Direct Instruction

20
Perseverative Learner
  • Perseveration vs. Novelty reducing fear of the
    new
  • Limit and Prepare for Novelty Errorless
    Learning
  • Engage Student in Interests
  • Show First-Then Sequence with Reinforcer
  • Build Rapport/Social Reinforcement

21
Processing Speed
  • Reduce Stimulation One Direction, One Prompt
  • Provide Visual Cue (Assist Processing)
  • Use Time Delay/Waiting
  • Common Lesson Format

22
Executive FunctioningPlanning and Flexibility
  • Rigid
  • Cannot cope with interruption
  • Cannot stop
  • Keeps on doing the same thing, only harder
  • Cannot think what to do instead

23
If there is cognitive inflexibility
  • What does a command do when a student has another
    focus or intent?
  • How does saying no change the students affect?
  • If I meet rigidity with rigidity, what will I get?

24
So What Do I Do? Executive Functioning
  • Provide a Time and a Place
  • Redirect and Avoid Confrontation Visual Cues
    Help!
  • Reinforce the Desired Behavior
  • Show Connections, Practice Sequence Structured
    Teaching

25
Emotional RegulationTrigger-Label-Strategy
  • Recognize Triggers
  • Assess Behavior and Ability to Focus
  • Subdue Stimulation
  • Label
  • Provide Strategy and Practice Strategy for
    Regulation
  • Repeated Practice
  • Visual Structure

26
Evaluating What Works
  • Pivotal Response Treatments (specifically blends
    developmental and behavioral approaches)
  • Starts with Childs Focus
  • Builds Initiation and Motivation
  • Builds Joint Attention
  • Builds Communication in Natural Environments
    (Natural Language Paradigm)
  • Systematic Generalization
  • Repeated Practice
  • Frequent Opportunities/Errorless Learning

27
Evaluating What Works
  • Discrete Trial Teaching What to Look For?
  • Repeated Practice
  • Can Use with Systematic Generalization
  • Can Use in Natural Settings
  • Can Address Initiation and Area of Interest
  • Can Address Communication
  • Needs to Address Best Practice Elements

28
Evaluating What Works
  • Structured Teaching What to Look For?
  • Addresses Learning Style Features
  • Can Promote Communication
  • Can Use Childs Focus
  • Can Promote Errorless Learning
  • Can Be Used in Natural Settings
  • Can Promote Generalization
  • Needs to Emphasize One-to-One Instruction as Part
    of Instructional Plan

29
The Data is ClearEarly and Intensive
Intervention Works!EMPHASIZE
  • Motivational Components and Repeated Practice
  • Present Interspersed Maintenance and Acquisition
    Tasks (Errorless Learning Rapport)
  • Reward ATTEMPTS to Respond
  • Natural Reinforcers
  • AND THE RESULTS ARE

30
Collateral Improvements
  • Decreases in Disruptive Behavior
  • Improved Affect and Speech
  • Improved Academic Learning
  • Decreases in Stereotypic Behaviors
  • Improvements in Social Areas
  • Provide Early Intervention to Address Numbers and
    Needs!

31
Not Emphasizing Best Practice in Intervention?
  • Likely to Lead to Larger Numbers of Students with
    Aggressive Behaviors Complex Needs

32
Infused Classroom Skills
  • Involves any social, communication, or
    behavioral/organizational skills needed to assure
    access to the general curriculum
  • Require direct instruction
  • Require visual cues/ plan for generalization

33
Infuse Classroom Skills withinContent
34
The IEP is the Foundation
  • Start with Assessment What Skills Are Missing?
  • Refer to the Content Standards Extended
    Standards(www.ncpublicschools.org/curriculum)
  • Assure Functional. Meaningful, Relevant
    Objectives - Positive Adult Outcomes
  • Is the Goal Critical to Student Success or to
    Adult Success?
  • Assure Proper Methods and Setting
Write a Comment
User Comments (0)
About PowerShow.com