Autism Spectrum Disorders: Strategies and Interventions
Adrianne Da Silva, M.A.Erin Milhem
Cognitive Deficits Executive Functioning Storage and Retrieval of
Information of salient information
Processing Speed Discrepancies between
verbal and nonverbal reasoning skills
Abstract thinking and inferencing
Executive Functioning What is it? An umbrella term that
includes a collection of related functions that are responsible for goal- directed and problem solving behavior.
Executive Functioning The invisible disability
InhibitInability to stop behaviors or impulses
Blurting out answers before being called on
Difficulty taking turns Careless mistakes in schoolwork Distraction from task at hand Beginning task without listening
to full instructions Answering questions without
thinking the question through Difficulty following rules Lack of personal safety and
space
Shift/Cognitive FlexibilityDifficulty changing from one activity to another
Make transitions Problem solve flexibly Switch attention Change focus from one
topic to another
InitiateDifficulties with starting a task, activity, and independently generating ideas, response, or problem solving strategies.
Want to succeed at tasks but trouble getting started
Need lots of prompts to begin
Overwhelmed by large assignments
Working MemoryProblems with holding information in the mind for purpose of
completing tasks.
Trouble remembering things
Losing track of what they are doing
Difficulty following directions
Plan/OrganizeDifficulty with managing current and future tasks.
Anticipate future events Set goals, and develop steps
to carry out. Sequencing a series of steps Finishing Tasks Getting lost in the details Difficulty sorting and classifying
information from the concrete to the conceptual level.
Organization of Materials
Problems organizing personal space. Messy desks, backpacks,
bedrooms, lockers, etc. Trouble cleaning up after
self Keeping track of
possessions
MonitorProblems with personal monitoring.
Rushing through work Careless mistakes Failing to check work Failure to notice if things
bother other people Tracking and modifying
behaviors and mood states
Emotion RegulationAbility to identify, monitor, and inhibit emotional responses
and implement appropriate coping strategies Emotional outbursts Yelling, screaming, swearing Tantrums, Meltdowns, and Rages Physical Aggression and property
destruction Low Frustration Tolerance Depression and withdrawal Inability to implement
appropriate coping strategies
Common Triggers Losing a game Changes in routine When other students don’t follow the
rules When he or she doesn’t get his/her own
way When the student gets excited and
can’t wind down Misunderstanding directions Thinking that their work is not as good
as another student
Deficits that can contribute to Difficulty
with Emotion Regulation Difficulty communicating Social difficulties Motor challenges Cognitive challenges Neuropsychological factors (hyperactivity,
hypo-activity)
Why is emotion regulation important ?
Extreme positive and negative emotions can effect: Communication Attention Problem Solving
Skills Required for Successful ER
Awareness of emotions Read and interpret nonverbal
expressions of emotions Ability to understand and
monitor emotional triggers Clearly and appropriately
express the emotion Regulate the intensity and
timing of the expressed emotion
Steps for Independent emotion regulation
Recognizing the “rumbling” – early warnings signs that the student is starting to escalate
Making plans for coping with emotional events or triggers
Implementing the plan in an appropriate manner
Recognizing the “Rumbling”
As the teacher begin to recognize the signs that the student is beginning to escalate Increased pacing Increased talking or noise making Silly or goofy behaviors restlessness
At first, we may have to recognize for them and help them choose a calming strategy
Begin teaching the students how to notice their signs
Teaching the Skill Make it as concrete as possible Write it down – make it visual Often children need to be taught that
there are degrees of emotions Can be represented with a thermometer
or a scale Coordinate with home plans!
The Incredible 5 Point Scale
Helps individuals rate the emotional state 1 – I am happy and calm 2 – I am a little upset 3 – I am definitely upset 4 – I’m feel like I getting to
the point when I can not control my behavior
5 – I’m unable to control my behavior
Types of Emotion Regulation Strategies
Behavioral Strategies motor actions sensory motor strategies
Language Strategies Self talk Picture communication devices
Advanced Strategies Problem solving Self reflection Perspective taking
The Emotional Toolbox (Attwood, 2004)
Helps students identify tools to use that can help “fix” certain feelings Physical Tools Relaxation Tools Thinking Tools Social Tools
Physical Tools Going for a walk or run Playing wall ball Ride a bike Play an instrument Play a sport Stretching
Relaxation Tools Drawing Reading Listening to music Finding a quiet safe place Organizing Using fidget items
Thinking Tools Using self-talk (“things will be
ok” “it will go better next time” ) Create a personal antidote that
can encourage positive thoughts – write it down – (I can ask for help)
Help put the event in perspective for the student
Have the student engage in academic work that he or she excels in
Teach and Practice Skills Start out with NEUTRAL
situations Role play Social stories Video modeling Develop situations to practice
skills – warn the student ahead of time
Reinforce the Use of Appropriate Strategies
Reinforce in both practice and real life situations
When approaching a high probability situation, rehearse with the student and remind about reinforcer
Reinforce immediately Use behavior specific praise,
emphasizing language you are teaching the student
Interventions
+
Response InhibitionEnvironmental modifications
Increase external controls, restrict access to settings or situations in which the child can get in trouble or distracted.Provide external structure by teaching rules that can be applied and generalized to a variety of situations.Increase supervision/physical proximity and offer support to bolster the “stop” function. Implement ways to cue when to control impulses.
Dawson & Guare, 2010
+ Response InhibitionTeaching the Skill
Walk the child through the process, having them practice the skills using a contrived situation, teaching example, or visual aides.
Teach alternative to negative behaviors.
Reinforce the child immediately for using the skill
Teach them repair strategies
Work with the child on identifying the skill being addressed and your understanding of the intent of the behavior.
Dawson & Guare, 2010
Shifting/Cognitive Flexibility
Create a consistent, predictable environment as much as possible.
Create Visual Cues for routines and schedules.
Highlight changes to the routine and help the child build a bridge from the familiar to the unfamiliar.
Allow additional time to adjust to changes in routine
Provide additional support during transitions.
Provide external reinforcers
Environmental modifications
Shifting/Cognitive Flexibility
Teach the child to walk through new situations. This includes self-talk (e.g. “this is different but doesn’t mean it is bad).
How/when to ask for help. Teach to use a
calendar/schedule Model multiple ways of
approaching a task or situation
Teaching ways to self reinforce
Teaching the Skills
Meltzer, 2007
+Initiation
Provide external structure in the form of general guidelines, cues, and support
Develop schedules and routines. Use technology Begin task with the child Reward completion of tasks Small groups or peer work Self-understanding/Reflection
Meltzer, 2010
Working Memory Visual schedules and
check in with schedule throughout the day
Verbal cues or prompting Timers Work boxes Develop structured
systems for organization (i.e. worksheets, checklists, etc.)
Written and verbal reminders
Environmental Modifications
Meltzer, 2010
Working Memory
How to attend to details
Repetition, rehearsal, and review
Attaching meaning Editing/Chunking
information
Teaching the Skills
Dawson & Guare, 2010 Meltzer, 2010
Plan/Organizing
Provide a plan or schedule Break projects into clearly
defined subtasks and attach deadlines to each subtask
Avoid asking opening ended questions or random questions in class or group setting
Create a templates Offer examples of previously
finished projects
Environmental Modifications.
Dawson & Guare, 2010
Planning/Organizing
Developing an accurate understand of time
Strategy notebooks Ability to assess and
breakdown tasks Prioritizing Tasks
Obligation Aspiration Negotiation Monitoring Progress
Teaching the Skill
Meltzer, 2010
Organization of materials
Help develop a system for organizing a backpack
System for organizing schoolwork and homework
Coming up with a system for organizing room
Work to help child understand the negative and positive consequence of material management
Physical Structure Clear physical and visual
boundaries. Boundaries help to
understand where each area begins and ends.
Boundaries help establish context and segments the environment.
Minimize visual and auditory distractions.
Establish behavioral expectations
Routines Use the need for routine
in a positive way by teaching and building productive and functional routines that individual’s with ASD will use now and in the future
Characteristics: generalizes, go throughout the lifespan, promotes independence.
Routines First work, then play. Concept of finished. Top to bottom. Left to right. Check schedule. Follow directions /
instructions.
Schedules / Transition Systems
Visually communicates what activities will occur and in what sequence.
The concrete reference to the schedule helps promote flexibility.
Individualized at the individuals most independent level of understanding.
Needs to be used by the individual.
Schedule / Transition Systems
Assess visual level of understanding (functional vs. representational objects, pictures, photos, words, etc..).
Assess an amount of visual information to be used in schedule (one at a time, part day, full day, etc..).
Select a process for using the schedule (how to sequence and concept of finished).
Work Systems Gives the individual 4
pieces of information in a visual format:
1. What work/activity?
2. How much work/activity?
3. When finished?
4. What’s next? – reinforcement
Cause / effect
Work Systems Identify:1. Types of routines - left
to right, top to bottom.2. Symbols to be used -
letters, numbers, color, written, etc..
3. Concept of finished – box, shelf, drawer, file folder, etc…
4. Reward or motivator.
Visual Structure Visually communicates
information on how to complete the activity or direction.
Helps to combine and organize a series of elements to obtain a desired outcome.
Visual Structure Teaches flexibility. Promotes generalization of skills. Promotes meaningfulness within
activities. Examples: objects; pictures;
written instructions; jigs; product samples, etc..
Visually communicates information on how to complete the activity or direction.
Helps to combine and organize a series of elements to obtain a desired outcome.
Visual Structure
The 5 Point Scale
How Does Your Engine Run
System for monitoring arousal levels in young children
High Just right Low