Teaching Children with Autism Spectrum Disorder

(ASD)

What is Autism?Lifelong condition defined by certain

behaviour patterns, lack of social interaction and problems with language and communication

Varying degrees of intensity in every child and adult

Prevalance is 1 in 150-160 CanadiansOccurs 4x more in boys than in girls

Cases have increased 600% in the last 10 years

Increase attributed to broader definition of autism, increased awareness and better assessments

Diagnosing AutismDiagnosed behaviourally and by communication skills using DSM IV

Done via an interview with a professional

Not diagnosed by physical testsExample of behaviour cards

Types of ASDAspergers – function well academically but

not sociallyPervasive Developmental Disorder - Not

Otherwise Specified (PDD-NOS) - on the spectrum but doesn’t meet criteria for Aspergers or Autism

Autism – behaviour and social skill problemsRange from mild to severe on the spectrumStudents with any of the 3 types will end up in

the school system

Triad of FeaturesBehaviou

rSocial

Language / Communicatio

n

Features of AutismBehaviour – may fixate on behaviour or be

repetitiveSocial – verbal communication and social cues

can be a problemCommunication – expressive and receptive

communication may not matchChildren affected can have higher level of anxietyNeed to be taught coping strategiesSense may also be heightened (too loud, bright

etc.)

Important to teach to strengths Very visual learners

Motivated by interests Operate by routine

ChallengesTransitionsDemands/expectationsUnderstanding instructionsUnderstanding “hidden meaning”Communicating needs, wants, feelingsSocial norms and relationships

No Cure, Only Strategies!

Communication“Not being able to speak is not the

same thing as not having anything to say”

Delays or lack of development of spoken language is a typical characteristic

Impairment in initiating or sustaining conversations with others

Can also experience repetitive language (fixation on certain words or phrases)

Communication“Not being able to speak is not the

same thing as not having anything to say”

We communicate to: request, protest, comment, express feelings, greet others, and get attention

Ways to communicate include: words, sign language, body language, pictures, writing and behaviour

May need to have augmentation communication to help support which may be low or high techLow tech – PECS (Picture Exchange

Communication System)High tech – voice output devices

Social SkillsOften have difficulties using and understanding non-

verbal behaviours, developing peer relationships, sharing enjoyment, and lack social or emotional reciprocity

Facial expressions may not match what they are saying

Often have difficulties making friendsDon’t understand “hidden curriculum” (things assumed

to be unknown) e.g. Physical layout of school, schedulesPeers can help to teach and reinforce social skills –

“Sunshine Friend”

Social Skills – How to TeachSkills you may need to teach: smile/laugh,

greeting, invitations, conversing, complimentsThese are normally skills children learn/pick

up at a young ageTo teach social skills you need to establish

and start with what they now and determine deficits (can’t do or won’t do) to set a goal

Often this is done through interviews, questionnaires or observation

Social Skills – How to TeachGoal needs to maximize social and

communicative competence, for example:Children should be able to mirror social skills of

peersIncrease spontaneity Lead to generalization of skills across context

Keep conversations short & minimalThey definitely understand what you are

saying but it may take longer to process

Tools for GreetingsScripts – teach what a person should say or

do in a social situationTarget social problems that need to be

decreasedE.g. “Hi, my name is ____. What’s your

name?” Listen to the answer and say: “Hi, ____, it’s nice to meet you.”

As a question about what they are doing i.e. “What are you eating?”, “Where are you going?”

Can also be presented in visual/pictorial format (Social Skills Training page 84)

Option CardsGive choices when you start to see something

is going wrong behaviourally (preventative)Acts as a coping strategy for studentsVisually gives them choices for how they feel

and what they needAt my school, we have developed a visual

“think page” Option cards can be used with all students

whether it’s pictorial or written since it creates a visual representation and gives choices

Contingency Map• provides information about “current” (problem) behaviour and “desired” behaviour• lists the outcomes associated with each

Ben is doing math

Ben asks for helpBen cries, yells & throws pencil

Ben gets help

Ben still has to do math

BehaviourDefined as the way someone acts in a particular

situationMeasurable and observableCan be positive or negative based on how it affects

othersFunctions of behaviour:

Self stimulatory e.g. Banging headEscape e.g. Tantrum when asked to come in after recessAttention e.g. Child throws pencil when parent and

teacher are meeting and won’t respondTangible e.g. Child screams because he wants a toy

BehaviourImportant to collect data of behaviour to

create baseline, look for patterns and get information to establish intervention plan

ABC Data – Antecedent, Behaviour, Consequence

Reinforcement is something that occurs after a behaviour which increases the probability that the behaviour will occur again

Can be tangible, social or activity

Replacement BehaviourBehaviour that will serve the same function as the

challenging behaviourThink of what you want the student to be doing

insteadWhen teaching replacement behaviours:

Identify the skill to be taughtBuild on existing skillsBreak the skill down into small stepsModel the skillPrompt and reinforce each stepTeach skills when both you and the student are calm

Teaching StrategiesInformation is better understood when

presented visually because the message is present long enough to take in and process e.g. Printed materials or objects

Used to express teacher’s expectations, promote independence, comprehension, organization, structure, predictability, reduce anxiety e.g. Visual schedule, clip art, photographs

Organizational aids: daily schedule, calendars, activity sequences, checklists, timers

Teaching StrategiesSocial development aids: scripts, visual cue

cards and prompts, computer programs

Behaviour management: posted rules, alternate or replacement behaviours, relaxation cues, self-monitoring

PromptingPrompting – assist student in understanding and

increases the probability of a student being correctPrompts should be used with caution as they can

be difficult to fadeGestures – pointing, touching objectsModelling – perform the action to show the desire

responseVerbal – full and partial verbal soundsPositional – the item is positioned closer to the

studentPhysical – hand over hand, a gentle nudge **need to

beware of sensitivitiesVisual – picture cues, written cues

How and When to PromptSubtle, non-intrusive and minimalSHOW more than SAYDo not hover – “In and Out” – promote independencePrompt when teaching a new skill15 second rule for general classroom directionsOverprompting = DependencyPrompt Fading = IndependenceFading can be done 3 ways:

Force – gradually reduce help being givenTiming – lengthen time between promptsDistance – move further away from student

Thank you!"Difficulties exist in order to be overcome.

Overcoming difficulties leads to courage, self-respect, and knowing yourself." -- Alfred Adler

"Without deviation from the norm, progress is not possible"- Frank Zappa

"I do not suffer from Autism, but I do suffer from the way you treat me." -Tyler Durdin

ResourcesKinark School Support Program. ASD Level 1Ministry of Education. Effective Educational

Practices for Students with ASD. Queen’s Printer, 2007.

Baker, Jed E. Social Skills Training For Children and Adolescents with Aspergers Syndrome and Social- Communication Problems.2003