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Working with Students with Autism Spectrum Disorder
Shane Hewitt, M.Ed. October 19, 2013
Characteristics of ASD (DSM-IV)
Restricted & repetitive
behaviors/interests
Communication impairments
Social impairments
Autism
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Permanent loss of skills that is progressive
New skills continue to develop (ASD)
DSM-IV
Pervasive Developmental Disorder (PDD)
Rett Syndrome Asperger Syndrome
Childhood Disintegrative Disorder (CDD)
Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS)
Autism
Characteristics of ASD (DSM-5)
Expressive Language Level
Restricted interests / behaviors
Social / communication
deficits Autism
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Adherence to routine
Stereotypy
Fixated interests
Hyper/hypo reactivity
Rituals & repetitive behaviors (RRBs): Demonstrates at least two of these behaviors
Nonverbal behaviors
Social-emotional reciprocity
Maintaining relationships
Social/Communication: Demonstrates deficits in all three of these areas
Autism spectrum disorder (DSM-5)
Autism
Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS)
Childhood Disintegrative Disorder (CDD)
Rett Syndrome Asperger Syndrome
DSM-5
Autism spectrum disorder
Pervasive Developmental Disorder (PDD) Pervasive Developmental Disorder (PDD)
Social communication Fixated interests & RBs
Most severe ASD Minimal or no social communication
Nearly constant, complete preoccupation
Moderately severe ASD
Some social communication, but interactions noticeably impacted
Frequent & interfering rituals, RBs & fixated interests
Less Severe ASD Clear impairments in social communication
Occasional rituals, RBs & fixated interests
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How one person with ASD explains her experience
http://carlyscafe.com/
Video retrieved from: http://www.youtube.com/watch?v=KmDGvquzn2k
How the spectrum might look
Situational avoidant
Situational awkward Continuum
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How the spectrum might look
Limited communicative
speech
Limited conversational
speech Continuum
High level fixation
(e.g., dinosaurs)
Low level fixation
(e.g., spinning wheels)
Continuum
How the spectrum might look
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Parents as partners: Compassion & Confidentiality
Do you tell your students about the diagnosis?
• Check with the parent first
• Have the parent come in
• Parent consent is needed
Parents as Partners
The Role of External Agencies
• Team “_________”
• Be Proactive – Invite advice, information from others
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Be Proactive
• Parents need to be heard
• Find out what parents’ long term goals are
• Call before there are problems
• Make a road map
Implications for Instruction Communication
• Start where the student is
• Teach receptive & expressive skills
• Develop functional communication
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Functional communication
• The Picture Exchange Communication System (PECS)
• Sign language
• Augmentative & Alternative communication Devices (AAC)
Implications for Instruction Social Interaction
• Recognize personal space
• Teach turn taking • Learn to wait • Use language for
socializing • Teach theory of
mind
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Teach social skills
•Identify replacement behavior •Explain the expectation •Use good models •Practice •Reinforce •Extend to new situations
Implications for Instruction
RRBs • Teach socially
appropriate regulation skills
• Expand student interests
• Prepare for planned changes
• Adapt the learning environment
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What it’s like to walk down the street for someone with ASD
Video retrieved from: http://www.youtube.com/watch?v=plPNhooUUuc
Alerting/energizing • Gross motor activities • Fresh air • Cold Water • Play activities with toys &
bright lights • Loud energetic music • Sudden fast movement
Regulation strategies
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Relaxing/calming • Quiet music • Deep pressure • Sucking activities • Deep breathing • Repetitive behaviour • Weighted vests / blankets* • Tensing & relaxing
Regulation strategies
Modifying the environment
• Reduce the noise level
• Set a relaxing tone
• Consider furniture lay out
• Reduce distractions
• Use predictable routines 22
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Classroom considerations
Classroom considerations
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Implications for Instruction
Present information that is: • clear & concise • consistent with
comprehension level • focuses attention • emphasizes relevant
information
JOB CARD
Job
1.
2.
3.
4.
ALL DONE
Adding visuals A visual support is any device that
assists learning by supplementing the information being taught with some sort of visual stimuli
Many people are visual learners
Visuals are easier to fade than a person prompting
Spoken words fade shortly after being heard, leaving the information irretrievable
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What to use for visual supports
Make sure your visuals are clear and concise:
Objects Matching Actual pictures Line drawings Text
Incorporate the interests of the person Use whatever you have Try to be consistent across environments
Using schedules and routine Priming
This is presenting a preview of activities to the person so that they are aware of what is coming, and what the routine will look like.
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Using reinforcing tasks
• The Premack Principle - a highly preferred activity can be used as reinforcement for a less preferred activity (e.g., First/Then)
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Adjusting task features
Give the person choices in activities
• Giving people choice throughout their day can reduce the level of their problem behavior
*Based on Koegel, Koegel, McNerney (2001)
Build momentum with the person Introduce new tasks with previously mastered tasks
Can give 3-5 easy to complete tasks to the person and then a new instructional tasks
*Based on Koegel, Koegel, McNerney (2001) 32
Adjusting task features
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Reinforcing attempts
• Start out flexible
Use of natural & direct reinforcers
• More rapid acquisition of new skills
*Based on Koegel, Koegel, McNerney (2001) 33
Shaping and behavior trapping
Differentiated instruction
• Timing is everything
• Mix it up
• Make the task fit
• Short but sweet
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When to teach new behaviors
35
Tips for Success: Transition
• IPP – Transition Planning
• Start early
• At-A-Glance Sheets
• Celebrating Success
• Program Evaluation / Adjustment
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At a glance sheet
Sh#t people say to autistics
Video retrieved from: http://www.youtube.com/watch?v=5fTBM_3sdwE
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Questions
Useful websites: Do2Learn http://www.do2learn.com/
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Useful Websites: Cindy’s Autistic Support http://www.cindysautisticsupport.com/
Useful Websites: Apps for children with special needs http://a4cwsn.com/
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Useful Websites: Teaching learners with multiple special needs http://teachinglearnerswithmultipleneeds.blogspot.ca/
Useful Websites Positive Behavior Supports for Children http://www.pbsc.info/
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Useful Websites: Boardmaker Share https://www.boardmakershare.com/Login
Making a difference
http://education.alberta.ca/teachers/resources/cross/making-a-difference.aspx
Manual for adapting & modifying
Teaching Students with Autism Spectrum Disorder
http://education.alberta.ca/media/511995/autism.pdf
Overview of ASD
Provides strategies for teaching students
Autistic Disorder Intervention Manual
http://www.hawthorne-ed.com/pages/autism-asperger/aa4.html
Lists common behavior targets & provides IPP goals & strategies
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More than Words
http://www.amazon.com/More-Than-Words-Communication-Children/dp/0921145144
Teaches adults how to encourage language in young people with ASD
It takes two to talk
http://www.amazon.com/It-Takes-Two-Talk-Practical/dp/0921145195/ref=pd_sim_b_1
Expands on how to develop communication skills in everyday settings
Social skills intervention manual
http://www.hawthorne-ed.com/pages/social%20skills/so2.html
Offers strategies to develop social skills for students with ASD
Tasks Galore
http://www.tasksgalore.com/
Visual examples throughout books
T.H.E. P.A.C.T.
http://www.practicalatsolutions.com/store/series1.php
Structured & scaffolded approach to teach receptive & expressive language skills
How to be a para pro
http://www.amazon.com/How-Para-Pro-Comprehensive-Paraprofessionals/dp/0966652916
Book with support strategies for EAs
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Sticker Strategies
http://www.amazon.com/Sticker-Strategies-Second-Thinking-Curriculum/dp/0982523149/ref=sr_1_1?s=books&ie=UTF8&qid=1361913441&sr=1-1&keywords=sticker+strategies
Great book to get ideas for social stories from
Think Social
http://www.amazon.com/Think-Social-Michelle-Garcia-Winner/dp/0970132042/ref=sr_1_1?s=books&ie=UTF8&qid=1361913579&sr=1-1&keywords=THink+Social
Good book to for strategies to teach different social skills
The New Social Story Book
http://www.amazon.com/Social-Story-Revised-Expanded-Anniversary/dp/1935274058/ref=sr_1_1?s=books&ie=UTF8&qid=1361913724&sr=1-1&keywords=the+new+social+story+book
Nice resource for sample social stories and how to write them
Works Cited • Alberta Education, (2010). Making a Difference – Meeting diverse
learning needs with differentiated instruction. Edmonton, AB: The Crown in Right of Alberta.
• American Psychiatric Association. (2000). Diagnostic and Statistical Manual of Mental Disorders (4th ed, Text Revision.). Washington, DC: Author.
• Antes, A., House, S. (2008). Autistic Disorder Intervention Manual. Columbia, MO: Hawthorne Educational Services, Inc.
• Attwood, T. (2007). The complete guide to Asperger's syndrome. Philadelphia: Jessica Kingsley Publishers.
• Gray, C. (2000). The New Social Story Book: Illustrated Edition. Arlington, TX: Future Horizons.
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Works Cited
• Hart, K. I., Fujiki, M., Brinton, B., & Hart, C. H. (2004). The relationship between social behavior and severity of language impairment. Journal of Speech, Language, & Hearing Research, 47, 647-663.
• Koegel R.L., Koegel L.K., McNerney E. (2001). Pivotal areas in intervention for autism. Journal of Clinical Child and Adolescent Psychology. 30(1), p.19.
• Macomber, P. T. (2010). The Power of T.H.E. P.A.C.T. – The Solution to Adapting Curriculum. West Windsor, VT: Make a Difference, Inc.
• O’Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behavior: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole.
• Semrud-Clikeman, M. (Spring, 2003). Executive Function and Social Communication Disorders. Perspectives, 29 (2), p. 20-22.
• Winner, M. G. (2007). Sticker Strategies –Practical Strategies to Encourage Social Thinking and Organization. San Jose: Think Social Publishing.