Autism Spectrum Disorders Academy

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Autism Spectrum Disorders Academy

• Presented by
• Brenda Mast
• Photo by Sarah Smith

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A Child with Autism

• If youve seen one child with autism, youve
  seen one child with autism.
• -Brenda Smith-Myles

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Autism Spectrum Disorders Academy Overview

• Module A Overview and History of Autism
• Myths vs. facts
• History and Definitions
• Common Characteristics
• Research-based interventions

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Academy Overview (cont..)

• Module B Communications
• Speech, language and communication
• Communication deficits
• Supporting communication
• No-tech, low-tech, and high-tech communication
  systems
• Demonstrate a communication device

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Academy Overview ( cont.)

• Module C Visual Supports
• Why visual supports?
• Functions of visual supports
• Illustrate a variety of visual supports
• How visual supports are used with students
• Making visual supports

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Academy overview (cont.)

• Module D Structured Teaching
• Key features of structured teaching
• Physical structures
• Work systems
• Prompting hierarchy
• Discrete trial instruction, errorless learning,
  data collection

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Module E Social Skills

1. Social Skills in naturalistic settings
2. Joint action routines
3. Social stories, rule cards, Power Cards
4. Pivotal Response Training

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Questions to Be Addressed in Module A

• What is autism?
• What are the myths and what are the facts about
  autism?
• How has autism been identified throughout the
  years?
• What labels are associated with the autism
  spectrum?
• What causes autism?
• What are the common characteristics of autism?
• What are the research-based intervention for ASD?

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Activity Which Are Myths and Which Are Facts?
People with autism Fact Myth Source of Your Knowledge
.never make eye contact
.dont like to be touched
...all flap their hands
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Headline History of Autism

• 1940s
• Roots in medicine and psychiatry
• Emphasis on description
• Not much happens in schools
• 1970s
• First special education law passes
• Emphasis on Child find
• Deinstitutionalization
• Schools gear up
• 1980s
• More research on autism
• Education gets a heads-up
• Mainstreaming is the buzz word
• 1990s
• Autism label is listed as a disability
• Numbers increase drastically

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Whats in a Label?

• Autism
• Asperger Syndrome
• Autism Spectrum Disorder (ASD)
• Pervasive Developmental Disorder (PDD)
• Pervasive Developmental Disorder-Not Otherwise
  Specified (PDD-NOS) Atypical Autism
• Childhood Disintegrative Disorder
• Rett Syndrome

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Relationship Among Autism Spectrum
Disorders -adapted from Lord Risi (2000)
Autism
Asperger Syndrome
Childhood Disintegrative Disorder
Rett Syndrome
Pervasive Developmental Disorder- Not Otherwise
Specified PDD-NOS
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Diagnosing Autism Spectrum Disorders

• Difficult to diagnose
• Atypical development in young children my be
  related to other things
• No blood tests
• No DNA makers known yet
• Extensive observation is necessary
• There are so many differences in children with
  ASD that they dont have all the same
  characteristics or behaviors

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Study Group Directions

• Look at handout H9 Study Group Assignments to
  see which interventions or practices your group
  will read about.
• Identify one or two of the most important
  characteristics of the intervention/practice.
• Find the rating the intervention has been given
  and try to understand why it received this label,
  based on the information you are provided.
• Be ready to explain to your Home Group why it
  was given this rating.

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Jigsaw Graphic
1. Home
2. Study Groups
3. Back to Home Group
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Jigsaw Graphic ( cont.)

• 4. Whole- Class Debrief

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Questions to Be Addressed in Module
B AutismB-T1

• What is communication?
• How are speech, language, and communication
  related to one another?
• What problems with communication are sometimes
  evident in students with ASD?
• What can a paraeducator do to support
  communication?
• How can paraeducators assist students who use
  unaided (no-tech), and aided (low-tech) systems?

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What is Communication?

• Communication is when someone sends a message to
  another person and the message is received and
  understood.
• Everyone Communicates!
• Communication is not just speech.
• Communication may occur through behaviors, signs,
  gestures, pictures, pointing, nonverbal body
  language, symbols, vocalizations,etc.
• Communication often relies on language.
• Language is a system of symbols and rules that
  govern the use of the symbols to convey meaning.

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What Communication Problems Are Associated with
ASD?

• Limited inclination to share enjoyment,
  interests, or achievements with other people
• Primary purposes for communication to be
• - requests (get someone to do
  something)
• - protests (get someone/something to stop)

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Communication and Behavior

• Lack of other system of communication few
  words, symbols, signs, or meaningful gestures
  may result in behaviors we consider problematic
• Adults need to understand the behavior look
  deeper to try to understand the communication
  that is occurring
• Behavior may communicate
• - Frustration
• - Fear or other emotional upset
• - Discomfort need to escape noise, light,
  sensory
• irritation, etc.
• - Boredom
• - Physical needs thirst, hunger, bathroom
• - Protest
• - A request
• - Many other things

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Communication Deficits in Students with Autism

• Major Deficits
• 1. The capacity for joint attention
• 2. The capacity for symbol use
• 3. Verbal communication
• 4. Nonverbal communication

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Support Communication

• Everyone communications
• Communicate with students
• Expect them to respond
• Focus on positive aspects of what students can do
• Encourage communication with peers
• Eye contact
• Volume and tone of voice
• Listening and watching
• Other avenues
• Be an interpreter

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Functions of Echolalia

• Some research suggests that echolalia is an
  early, but productive, stage of language
  development
• It may be language learning strategy eventually
  leading to more efficient communication
• It may be childs best effort to communicate
• We should honor the childs effort to
  communicate. Try to understand the intent and
  help the child move forward in language
  development.

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Assisting Students with Echolalia

• Adults can assist a student who is using
  echolalia to communicate
• - Step 1 try to understand the
  communicative intent
• - Step 2 provide supports that help
• her get her message
• across
• Activity Directions
• To learn ways to support students who are
  echolalic
• 1. Form groups of about 5 people.
• 2. Assemble the puzzle pieces in your set.
• 3. When you make a match, stop for a moment,
  read aloud, and discuss the suggested way to
  assist.
• 4. Before you go on to the next piece, stop and
  discuss how you see yourself using this
  suggestion with students you know.

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No-Tech/Unaided Communication Systems

• American Sign Language (ASL)
• Learn 8 signs for common needs
• All done finished
• Pizza
• Work
• Drink
• Bathroom
• Sad
• More
• Cookiie

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Unaided Communications Systems(cont.)

• Signed Exact English
• Home Signs or gestures made up by the student
• Supporting a student who uses ASL, SEE, Home
  Signs, or gestures

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Aided Communication Systems (Low-Tech)

• Involves objects or pictures
• Involve storage of objects or pictures
• Involve displaying objects or pictures that
  communicate purposes

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A Picture-Based Communication Approach

• When using a picture-base communication approach,
  two adults are often involved at the start, each
  in a different role.
• Do not use verbal prompts.
• Present one picture at a time.
• Do not plan to do it all in one session plan
  many sessions across the day.

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Picture Based Communication (cont.)

• Use different items paired with corresponding
  symbols or pictures in different sessions.
• Modify the picture or symbol to match the
  students motor skills
• Use one of the following two teaching methods
• Backward chaining
• Two-person prompting

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Monitoring Progess
Date Trial Pick up picture or object Reach toward communication partner with picture or object in hand Release the picture or ovject to the communication partner Picture/ object used Type of activity
1 11
2 11
3 11
4 11
5 11
6 11
7 11
8 11
9 11
10 11
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High-Tech Assistive, Alternative, and
Augmentative Communication Devices
Name of Device Why a student would use this type of device How it works Strengths / Limitations






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Questions to Be Addressed in Module C

• What are visual supports?
• What do they do?
• Why should a student use visual supports?
• Which visual supports make sense for students
  with ASD?
• How do I get them or make them?
• How do I use them?

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What are Visual Supports?

• Visual supports are things you can see, for
  example.
• You
• You use gestures and body movements to
  communicate
• - smile and frown
• - nod your head
• - shake your head side to side
• - hold out your hand
• - point
• - hold objects for someone else to use

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Visual Supports ( cont.)

• The environment
• Pictures
• Posters
• Photos
• Books
• Labels
• Signs
• Objects
• Logos

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(No Transcript)
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Visual Supports (cont.)

• Things you can make to address student needs
• Schedules
• Calendars
• Choice Boards
• Rule Charts
• Lists
• Instructions
• Behavior clues

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What Do Visual Supports Do for Students with ASD?

• Provide information
• Establish the rules for behavior
• Give directions
• Illustrate what their choices are
• Prepare them for what comes next
• Show what will happen later
• Demonstrate how classes or activities will begin
  and end
• Help them get through the day without adults
  telling them every step

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Show Tell Questions

1. Why would a student use this kind of visual
   support?
2. How does it work?
3. What are the limitations and strengths of this
   type of visual support?
4. How did the student first learn to use the device?

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Notes Page for Activity 3.1

• A83.1a
• This is an example of _______________
• A student would use this to_________
• The limitations and strengths are_______
• To teach a student to use this, I would________

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Teaching Students to Use Their Visual Supports

1. Introduce
2. Demonstrate
3. Act it out
4. Show video
5. Prompt ( Using prompt sequence)
6. Use in multiple settings

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Signs that visual supports are working

• Fewer tantrums
• You repeat your directions less
• Student initiates actions
• Student uses more positive social behaviors
• You feel less stressed
• Student feels less stressed
• The day goes better overall
• Others notice that youre smiling more.

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Making Visual Supports

• What kinds of visual supports are necessary?
• When do you make them?
• Where do you get the materials?
• - Develop a relationship with Velcro!
• - Use real objects
• - Use pictures
• Organization
• Lamination
• Simplicity

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Questions to Be Addressed in Module D

• What is structured teaching?
• How can I create structures in unstructured
  situations?
• How do I navigate among the levels of prompting
  and assistance?
• How do I teach students using discrete trial
  methods?
• What is errorless learning?
• How do I document a students progress on lessons
  taught through structured approaches?

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Structured Teaching

• Is an intervention philosophy or approach
• Developed by TEACCH at the University of North
  Carolina
• Allows for numerous instructional methods
• Three key features
• Structures the physical environment
• Incorporates visual instruction, organization and
  clarity
• Employs systematic teaching methods
• Makes it easier to learn
• Decrease confusion/ anxiety
• Provides positive behavioral supports

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Structured Teaching ( cont.)

• Considers a students special interests
• Relies on data to make or change programming
• Increases independent functioning in many
  environments

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Jig for Table Setting
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Physical Structure

• Depends on student needs and environment
• Needs vary
• Some environments provide substantial structure
• Some environments provide little structure
• Fading

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Physical Structure

• Physical structures
• Define where the environment begins and ends
• Clarify what happens in that location
• Protect the students space needs
• Provide a safe place for belongings
• Reduce outside noise
• Limit visual distractions
• Reduce internal distractions

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Physical Structure Room Design

• Provides specific places for activities
• Affects performance of task
• Separates materials for specific functions

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Visual Schedule Example
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Grid Paper









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Visual Example of a Work System
Ben
Rug Rats
Itsy Bitsy Spider
Sleeping Beauty
Take me out to the ballgame
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Examples of a Work System

• 1. Question What work?
• Answer Rug Rats, Itsy Bitsy Spider,
  etc.
• Question How Much Work?
• Answer 4 Things
• Question How do I know Im making progress?
• Answer Take cards off and match to
  corresponding folders that contain work.
• 4. Question What happen next?
• Answer Name card tells me to check my
  schedule.

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Discrete Trial Terms

• Cause-effect learning vs. observational learning
• Discrete trial instructional method
• Stimulus
• Discriminative stimulus
• Verbal promting
• Modeling

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Discrete Trial Terms (cont.)

• Physical prompting
• Gestural prompting
• Positional prompting
• Response
• Reinforcing stimulus
• Response
• Reinforcing stimulus
• Inter-trial interval
• Generalization

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Data Sheets

• Refer to Data Sheet B in your handout

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Word Splash
Stimulus

Modeling
Verbal prompting
Cause-effect learning and observational learning
Response
Physical Prompting
Generalization
Reinforcing stimulus
Discrete trial instructional method
Positional prompting
Gestural prompting
Prompting stimulus
Discriminative stimulus
Inter-trial interval
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Questions to Be Addressed in Module E

• What types of social skills need to be taught to
  students with ASD?
• How can I embed social skills into daily
  classroom routines?
• How do I create and use social stories?
• How do I pair the students special interests
  with social skills to make the skills more
  appealing?
• How do I create and use social scripts and power
  cards?
• How do I keep data on the students use of social
  skills?

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Social Skills

• Social skills impairments are defining
  characteristics of ASD.
• Difficulties include
• -
• -
• -
• May not be motivated by social reinforcement

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Social Skills (cont.)

• LEAP identifies five key social skills to teach
  young children with ASD
• 1. Getting your friends attention.
• 2. Sharing giving a toy
• 3. Sharing requesting a toy
• 4. Play organizer lets play zoo, you
  be the zookeeper
• 5. Giving a compliment

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Age- Equivalent Example of LEAP Social Skills
Older Students
LEAP Preschool Example Elementary School Example
Getting your friends attention
Sharing giving a toy
Sharing requesting a toy
Play organizer
Giving a compliment
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Other Social Skills Students May Need

• Preschool
• 1.
• 2.
• 3.
• 4.
• 5.

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Elementary School

• 1.
• 2.
• 3.
• 4.
• 5.

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Middle School

• 1.
• 2.
• 3.
• 4.
• 5.

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High School

• 1.
• 2.
• 3.
• 4.
• 5.

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How Do I Include Social Skills into Classroom
Routines?
Activity Expectation Actual Behavior Skill to Be Taught
Lining up to use the restroom Stand in line with his hands down. Faces the person behind him, stands very close. Stand on visual footprints. Face forward, hands down.
Snack helper Offer basket of snacks to other students. Puts his face within inches of others pours snacks out Say friends name, Joe. Offer basket of snacks.
Center Time Stay in Center with other students. Wanders from Center to Center runs away if others enter the Center. Develop work system. Structure physical environment with clearly defined boundaries.
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Principles of Social Stories

• Social Stories
• Dont work with every student.
• When they do work, they really work!
• Help students understand social situations.
• Include four types of sentences
• 1. Descriptive
• 2. Prescriptive
• 3. Directive
• 4. Affirmative

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Principles of Social Stories (cont.)

• Do
• - Keep it simple.
• - Choose one social situation per story.
• - Write it from the childs perspective.
• - Keep it positive.
• - Include pictures to illustrate the words.
• - Read the story at a teachable moment.
• - Provide repeated exposure to the story.
• - When a problematic situation occurs, remind
  student what to
• do using words from the story.

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Principles of Social Stories

• Avoid
• Trying to do more than one situation in a story.
• A lot of bossy statements.
• Negative statements.

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Special Interests

• Special interests can be
• An object
• A subject
• Students with ASD tend to have interests that are
  different from their peers
• - in focus (pictures of bowling balls)
• - in intensity (they ALWAYS have to play with
• or talk about a particular toy
• Including special interest increases
• - success
• - motivation
• - engagement

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How Do I Create and Use Social Scripts and Power
Cards?

• Social Scripts
• Can be written using the childs favorite cartoon
  character or movie star as the main character of
  the story.
• Can be written in the form of directions for what
  to do in a social situation.
• Can be used to teach a specific skill.

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Power Cards

• Small card that gives the key points of
  navigating a difficult social situation.
• Include a picture or mention of the childs
  special interest.
• Students carry the cards with them and use them
  to remind themselves of what to do in a given
  situation.

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Documenting Use of Social Skills

• Data should inform WHAT is taught.
• Data helps us know HOW we should teach social
  skills by showing us what worked most effectively
  in the past.
• Data helps us know WHEN the skill is mastered and
  therefore, WHEN we can move on.

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Accepting Item

• Objective John will accept a snack item offered
  by the snack captain.
• Criteria 4/5 times a Snack is offered.

Date Item offered by peer/ adult Level of Assistance (4,3,2,1,.0) Comments



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Cooperative Play

• Objective Casesar will play build a tower that
  is 8 blocks in height by taking turns with a peer
  during Block Center.
• Criteria 8 blocks in height, 2 minute duration,
  3/5 times across 3 trials.

Date Prompting Minutes
I G/V PP FP R


Key I Independent G/V Gestural/ Verbal PP
Partial Physical Assistance FP Full Partial
Assistance R Refusal
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Sharing
Date Level of Assistance (4.3.2.1.0) Comments