Title: Responding to the Needs of Students with Autism Spectrum Disorders
1Responding to the Needs of Students with Autism
Spectrum Disorders
2The Center for Autism and Related Disabilities
- CARD- Albany is a university-affiliated resource
center that brings research and practice together
in community settings. - CARD- Albany provides evidence-based training
and support to families and professionals and,
through ongoing research, contributes knowledge
to the field of autism spectrum disorders
3Objectives
- Participants will become familiar with the
definition, characteristics, and other related
information regarding autism spectrum disorders - Participants will be able to recognize evidence-
based practices in assessing students with ASD - Participants will be able to recognize components
for developing an effective educational program
for students with ASD - Participants will understand the importance of
effective collaboration, resources, and supports
for students with autism spectrum disorders
4Definition of Autism Spectrum Disorders
- Question What are some of the common
characteristics that you see in each of the
children portrayed in the video?
5IDEA and Part 200Definition of ASD
- Autism means a developmental disability
significantly affecting verbal and nonverbal
communication and social interaction, generally
evident before age three, that adversely affects
a child's educational performance. Other
characteristics often associated with autism are
engagement in repetitive activities and
stereotyped movements, resistance to
environmental change or change in daily routines,
and unusual responses to sensory experiences.
6Eligibility for Special Education Services from
Part 200
- Areas of need
- Academic achievement, functional performance,
learning characteristics - Social development
- Physical development
- Management needs
7Who Is Affected By Autism?
- CDC currently estimates that 1 in 150 individuals
have autism spectrum disorder based on study that
looked at 8 year-old children across 14 states - CDC study expanded the definition of autism to
include the diagnosis of PDD-NOS and Aspergers
Syndrome - Boys are 4 times more likely to be diagnosed but
girls are more severely affected - http//www.cdc.gov/ncbddd/autism/faq_prevalence.ht
m
8NYS Children and Youth with Disabilities
Receiving Special Education Programs and Services
- School age students (4-21) with autism
- 1996 - Total 3,416
- 1997 - Total 4,104
- 1998 - Total 5,142
- 1999 - Total 5,659
- 2000 - Total 6,752
- 2001 - Total 7,918
- 2002 - Total 9,141
- 2003 - Total 10,617
- 2004 - Total 12,162
- 2005 - Total 13,622
- 2006 - Total 15,471
- 2007 Total 17,505
513 INCREASE
Source NYS Department of Education
9When Does It Occur?
- Children are born with the disorder and never
outgrow or are cured of their autism - Usually diagnosed in early childhood (18 months
2 years) when a child fails to meet developmental
milestones - www.cdc.gov/ncbddd/autism/actearly/interactive/ind
ex.html - http//www.autismspeaks.org/video/glossary.php
10What Causes Autism?
- Genes
- Monozygotic vs. dizygotic twin studies have shown
that if 1 identical twin has autism, the chance
that the other twin has autism is 10 times higher
than that of fraternal twins - Multiple genes are now being studied for their
possible role
11What Causes Autism?
- Brain structure is different
- Cause of autism is currently unknown
http//www.nimh.nih.gov
12What Causes Autism?
- Other Theories
- Heavy metals
- Pollutants
- Toxins
- Vaccines
- Chemicals
- Pesticides
- Gastrointestinal issues
- none of these have been empirically proven to
cause autism
13DSM-IV Diagnostic Criteria(American Psychiatric
Association, 2000)
- Communication
- Delay in, or complete lack of, verbal
communication - Difficulty in initiating or sustaining
conversations - Stereotyped or idiosyncratic use of language
(echolalia, jargon) - Inability to engage in spontaneous, make-
believe, or imitative play at the appropriate
developmental level
14DSM-IV Diagnostic Criteria
- Socialization
- Difficulty developing peer relationships
appropriate to developmental level - Impaired use of nonverbal behaviors (e.g., eye
contact, facial expressions, and gestures) - Lack of spontaneous seeking to share enjoyment,
interests, or achievements with other people
(joint attention) - Lack of social or emotional reciprocity
15DSM-IV Diagnostic Criteria
- Behavior
- Preoccupation with an activity or interest that
is abnormal either in intensity or focus - Inflexible adherence to nonfunctional routines or
rituals - Repetitive or stereotyped movements (e.g., hand
flapping) - Persistent preoccupation with parts of objects
16Pervasive Developmental Disorders (PDD) Autism
Spectrum Disorders (ASD)
Lower Functioning Below Average IQ, Mental
Retardation, little or no verbal language
IQ lt 70
Retts Disorder
Childhood Disintegrative Disorder
Autism
PDD -NOS
Aspergers Syndrome
Higher Functioning Average/Above Average IQ,
verbal language, etc.
17Retts Disorder
- Early typical development followed by period of
stagnation or regression - Motor and cognitive delays
- Loss of purposeful hand movements
- Rare 110,000 females not found in males
- Occurs around 6-18 months of age
- Genetically based (MECP2)
- International Rett Syndrome Foundation
- http//www.rettsyndrome.org
18Childhood Disintegrative Disorder
- A developmental disorder characterized by a
relatively longer period of typical development
(compared to Retts and Autism) followed by a
marked regression in communication,
socialization, and cognitive skills - Around 1 in 1500 births - more common in boys
- Symptom onset between 2 to 4 years of age but
before 10 years of age - Cause unknown
- Yale Developmental Disabilities Clinic
- http//info.med.yale.edu/chldstdy/autism
19PDD-NOSPervasive Developmental Disorder Not
Otherwise Specified
- Individual exhibits many of the behaviors and
characteristics of autism but not enough to meet
the full criteria of autism - Not the same has high functioning autism or
Aspergers Syndrome - Individuals can range from high to low
functioning
20Aspergers Syndrome
- Distinguished from Autism and PPD-NOS by the lack
of language delay - Normal to above-average intelligence
- Social interest present but understanding and
skills are lacking - Often verbose but may use language in different
ways and lack pragmatics - Patterns of speech may be unusual
- Often motor skill delays and appear physically
awkward, clumsy - Autism Society of America , www.autism-society.org
213 Core Deficits Across the Spectrum
Diagnostic Overlap
Diagnostic Overlap
Adapted from Christine Peterson
Autism
PDD-NOS
Aspergers Disorder
Verbal/lacks pragmatic Aspects of communcation
Communication
Non-Verbal/ Echolaic
Scripts/lacking Functionality
Parallel Play/lacks Age appropriate skills
Appears unaware/ no interest
Interest/lack of social understanding
Socialization
Physical rocking/ Head banging
Preoccupation with parts/ Spinning objects
Repetitive Patterns of Behavior
Over focus on topic
22Implications for the ClassroomCommunication
- Wide range of communicative ability
- Non-verbal to verbose but lacking in pragmatics
- Often more behavioral communication than
intentional, social, or verbal communication - Receptive language difficulties - expectations,
directions, comments need to be clear, concrete,
simple, direct, and visual - Expressive language difficulties even highly
intelligent students may struggle to speak up or
become frustrated trying to share thoughts,
feelings, and ideas - Written communication difficulties from the
mechanics of writing to organizing thoughts and
getting them to paper
23Video Social Difficulties in Aspergers Syndrome
24Implications for the ClassroomSocial Deficits
- Social imitation (academic non-academic) is
lacking explicit instruction required - Perception and interpretation of body language
and social cues lacking watch for social
misunderstandings - Subtle and arbitrary social rules not recognized,
understood, or valued may need to explain or
explicitly instruct rules should be functional
to make sense - Will need significant assistance with
establishing and maintaining social
relationships self-advocacy, and integration
into the school community - Often victims of bullying be aware
- Lack Theory of Mind doesnt realize others
may think and feel differently
25Theory of Mind
26The Sally Ann Test
27Implications for the ClassroomRepetitive
Behavior and Interests
- Adherence to inflexible routine or rules common
striking a balance of structure and teaching
flexibility key - Often preoccupied with activity or particular
interest can you turn activity or opportunity
to discuss interest into a reinforcer for
pro-social and good work habits? - May engage in odd repetitive behavior behavior
extinction not always the best approach
28Related CharacteristicsSensory Issues
- Processing sensory information
- Over or under-sensitivity to noises, lighting,
odors, tastes, textures, pain - Sensory over-selectivity
- Failure to respond
- Hidden senses
- vestibular (movement and balance)
- proprioceptive (feedback on how much force or
pressure to apply when picking up something or
holding an item)
29Video Clip of sensory sensitivities leading to
repetitive behaviors
30Related CharacteristicsCognitive Issues
- Difficulty drawing conclusions
- Difficulty with incidental learning
- Often excellent rote memory
- Slower at retrieving information
- Slower processing speed
- Problems with working memory
- Trouble predicting outcomes (e.g., peoples
reactions) - Often do not see cause-effect
31Related CharacteristicsCognitive Issues
- Problems with executive function
- Issues with shift moving freely from one
activity/situation to another, transitions,
flexible problem solving - Issues with initiation cant begin tasks
- Issues with planning, organizing, sequencing,
setting goals/objectives - Issues with seeing big picture or main idea
- Issues with evaluating activity pace,
completion, - Issues with modulating emotional response
- Issues with controlling impulses
32Evidence-Based Instructional Methods/Interventions
33What is Evidence-Based Practice?
- NCLB (2002)
- Effective education practices
- Scientifically based research
- Rigorous peer review
- Positive results
- Review and synthesis completed by Simpson, et. al
(2005) - Scientifically-based possess significant and
convincing empirical efficacy and support - Promising programs that have emerged as having
efficacy and utility with individuals with ASD
34Why Do Students with ASD Require Special Learning
Environments?
- Core symptoms associated features challenge
students to learn from more typical environments,
so they often require - Structured learning environments that include
social communication training and behavior
supports - Structure and enhancement of relevant stimuli to
increase attending - Scope and sequence of skills
- Repeated learning trials
- Specific intervention for generalization
- Continuous opportunities to learn and apply
skills across multiple contexts - Magyar, C., (2008, November). Developing a system
of support for students with autism spectrum
disorders A classroom model. Presentation given
at the 7th Annual Conference sponsored by
CARD-Albany, Albany, NY.
35Focus of Assessment
- Specific learning challenges
- Cognitive ability and profile
- Academic ability and profile
- Ecological Assessment
- Instructional context
- Interaction between learning context/environment
and student learning behavior (FBA) - Assessment of other skills related to learning
- Adaptive
- Social
- Language
- Emotional-behavioral
- Magyar, C., (2008, November). Developing a system
of support for students with autism spectrum
disorders A classroom model. Presentation given
at the 7th Annual Conference sponsored by
CARD-Albany, Albany, NY.
36Linking Assessment to Intervention
- Determine the students ability profile
- Determine the contextual support elements to
maximize learning - Know the curriculum/lessons and align content
difficulty level with student ability, THEN
select best instructional methods, activities,
and format - Differentiate instruction differentially
reinforce - Evaluate progress and performance (continuous)
- Problem solve
- Revise
- Re-assess
- Magyar, C., (2008, November). Developing a system
of support for students with autism spectrum
disorders A classroom model. Presentation given
at the 7th Annual Conference sponsored by
CARD-Albany, Albany, NY.
37Continuous Assessment
Revise, Modify, Enhance Education Plan
Response to Plan/Intervention
Initial/Continuous Assessment and Educational Plan
Magyar, C., (2008, November). Developing a system
of support for students with autism spectrum
disorders A classroom model. Presentation given
at the 7th Annual Conference sponsored by
CARD-Albany, Albany, NY
38Effective Components for Educational Practices
- Current research supports the following should be
present in a quality educational programs for
students with ASD - Individualized supports and services
- Systematic instruction
- Comprehensible and structured learning
environments - Specialized curriculum focus
- Functional approach to problem behavior
- Family involvement
- Iovannone, R. Dunlap, G. Huber, H. and
Kincaid, D. (2003). Effective educational
practices for students with autism spectrum
disorders. Focus on Autism and Other
Developmental Disabilities,18, 150-165
39Effective Components for Educational Practices
- Individualized Supports and Services
- Students with ASD are heterogeneous in
presentation of behaviors - Unique interests, preferences, learning styles
- No one program, support, or service is likely to
meet the population as a whole - Flexible placement and support options are needed
- Match specific practices, supports, services with
each students unique profile and individual
family differences
From Iovannone, R. Dunlap, G. Huber, H. and
Kincaid, D. (2003). Effective educational
practices for students with autism spectrum
disorders. Focus on Autism and Other
Developmental Disabilities,18, 150-165
40Evidence-Based Practice
- Applied Behavior Analysis
- Not a specific intervention, but rather a
theoretical framework - Based on work of behaviorists (Skinner, etc.)
- Desired behaviors are identified, taught, and
reinforced - Programs are highly individualized
- http//www.abainternational.org
41Effective Components for Educational Practices
- Systematic Instruction
- Identification of valid educational goals
- Careful outlining of instructional procedures and
their implementation - Evaluation of effectiveness
- Adjustment of instruction based on data
42Evidence-Based Practice
- Discrete Trial Training (DTT)
- Trial single teaching unit
- Instruction, child response, consequence
- Break down tasks into discrete behaviors
- Each correct behavior is positively reinforced
- Data is collected to drive instructional goals
43Evidence-Based Practice
- Pivotal response training
- Based on principles of ABA
- Targets pivotal behaviors to increase important
language, play, and social behaviors(naturalistic
approach) - Motivation responsivity to multiple cues
- Utilizes natural reinforcers
- Data is collected to drive instructional goals
- http//psy3.ucsd.edu/autism/prttraining.html
Koegel et al., 1987
44Promising Practice
- Incidental teaching
- Instruction during typical activities based on
student interest and motivation - Learning environment organized around preplanned
objectives and student preference - Advantages
- Skill generalization
- Social initiations
- Daily routines
- http//www.autismnetwork.org/modules/academic/inci
dental/index.html
45Effective Components for Educational Practices
- Comprehensible/Structured Learning Environments
- Curriculum needs to be clear to both students and
educational personnel - Allows student to predict whats going to happen
next - Provide a schedule of activities
- Plan and provide choice-making
- Provide behavior support
- Define areas of classroom and school
- Provide temporal relations
- Facilitate transitions, flexibility, change
46Promising Practice
- TEACCH Treatment and Education of Autistic and
related Communication Handicapped Children-
Structured Teaching - Modifying environment to accommodate needs of
individuals with ASD - Physical organization
- Work schedules
- Work systems
- Task organization
http//www.teacch.com
47Effective Components for Educational Practices
- Specialized Curriculum Focus
- Focus on development of social reciprocity and
communication - Systematic instruction in
- Social engagement skills (initiating
responding) - Appropriate recreational or leisure skills
- Language comprehension and communication
48Evidence-Based Practice
- LEAP Learning Experiences An Alternative
Program for Preschoolers and Parents - Early childhood social development
- Inclusive setting (home, school, community)
- Peer mediated interventions
- Behavior management
- Educational approach with individualized
objectives -
- http//prekese.dadeschools.net/docs/leap/LEAPinfof
lyer.pdf
Kohler Strain, 1999
49Promising Practice
- Picture Exchange Communication System (PECS)
- At most basic level it allows individuals to
exchange picture for an item - Based on functional nature of communication
- http//www.pecs.com
Frost Bondy, 1994
50Promising Practice
- Social Stories
- Individualized cognitive intervention that
describes social cues and appropriate responses - Teaching routines and academic material
addressing behavior problems - http//www.thegraycenter.org/
- http//www.polyxo.com/socialstories/
51Promising Practice
- SCERTS
- SC - Social Communication
- ER - Emotion Regulation
- TS - Transactional Support
- Developmental framework
- Incorporates evidence-based practices
http//www.scerts.com
52Effective Components for Educational Practices
- Functional Approach to Problem Behavior
- Positive Behavior Support
- Goal is to enhance the students quality of life
by expanding his/her behaviors and adjusting the
learning environment and by making dysfunctional
behavior irrelevant ineffective - Functional behavior assessment
- Identification of variables that reliably predict
and maintain problem behavior by collecting data
directly and indirectly - Behavior Intervention Plan
- Plan for teaching new equally effective
pro-social behavior - Outlines adjustments to the environment to
support pro-social behavior - Identifies responses to behavior from educational
personnel and others that will support and
reinforce the new, desired behavior
53Evidence-Based Practice
- Positive Behavior Support
- Research-based strategies used to increase
quality of life and decrease problem behavior - Teaching new skills changing environment
- http//www.pbis.org/
- http//www.apbs.org/
54Hierarchy of Behavior Supports
55Classes of Challenging Behavior
Behaviors related to communication- skill deficits Behaviors related to social-skill deficits
Behaviors related to cognitive differences/deficits Behaviors related to rigidity, perseveration, and sensory needs
56Functional Behavior Assessments
- Should be conducted if the challenging behavior
- Significantly impacts the students
academic/social performance - Places the child at risk of a more restrictive
placement - Has produced a series of disciplinary actions by
administration (suspensions, etc.)
57Behavior Intervention Plans
- The goals of the behavior intervention plan (BIP)
are to - Prevent the behavior from occurring, when
possible and appropriate - Teach new behaviors to take the place of the
challenging behavior - Change adult/peer responses to the behavior so
the behavior is no longer reinforced
58Effective Components for Educational Practices
- Family Involvement
- Most stable, valuable, influential people in
childs environment - Determine optimal level of participation based on
family characteristics, stressors, needs of
family - Viewing parents as active partners
- Teach parents to implement strategies
- Parents contribute to effectiveness particularly
when it comes to implementing strategies across
multiple environments
59Effective Collaboration, Support and Resources
- Global nature of ASD requires a multidisciplinary
approach including involvement of parents or
guardians - Explicit need to generalize learning across
multiple environments requires trained
professionals in districts and schools
collaborate to train others within the education
setting and to assist parents in understanding
students educational needs - Supporting families through knowledge of and
referral to community agencies and supports is
essential for families to manage stress of
raising a child with ASD - Building partnerships with community agencies
will lead to more effective transition plan
outcomes for students with ASD - Utilizing community resources to prepare students
with ASD to enter the day treatment/training,
workforce, or higher education following
graduation
60Remember
- Always take into consideration the
characteristics of autism and how they impact the
individual - Develop realistic goals for the individual
- Use teams input in ANY assessment
- Staff are MUCH more likely to use strategies and
supports if they have a say in what is used - Use MULTIPLE tools to assess
- Link the assessment to the intervention and
CONTINUE ASSESSING
61Regional Centers for Autism Spectrum Disorders
62The Center for Autism and Related Disabilities
- Contact Us
- Phone (518) 442-2574
- Email card_at_albany.edu
- Website http//www.albany.edu/psy/autism