ASD Specific Assessments and Planning for Access to the Curriculum. Dr Michele Dunleavy

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1 ASD Specific Assessments and Planning for Access to the Curriculum Dr Michele Dunleavy

2 Background to ASD ASD autistic spectrum disorder Leo Kanner and Hans Asperger pioneers in the field of autism (Frith, 2003:5) Wing and Gould (1979) Wing (1988) Dr Michele Dunleavy

3 Triad of impairment Social impairment Language and communication impairment Rigidity of thought and behaviour Social awareness and understanding Flexibility of thought and behaviour Social Communication Dr Michele Dunleavy

4 Dyad of impairment Social Communication Impairment Restricted/ repetitive patterns of behaviour Dr Michele Dunleavy

5 Level 3

6 Level 2

7 Level 1

8 Psychological theories Theory of Mind Executive function Central coherence Dr Michele Dunleavy

9 Psychological theories Theory of Mind sequencing, empathy, mind reading Executive Function organisation, impulses, past experience Central Coherence bigger picture and past experience Dr Michele Dunleavy

10 School policies Norm-referenced/standardised tests used in schools to determine a pupil s need for supplementary teaching no ASD assessments referred to in policies Supplementary teaching in the areas of literacy and numeracy no reference to social skills teaching

11 Knowledge and understanding of ASD Knowledge and understanding of ASD Knowledge of ASD specific assessments Knowledge of Social skills assessments

12 ASD specific assessments Assessment of Basic Language and Learning Skills (ABLLS) Verbal Behavior Milestones Assessment and Placement Program VB-MAPP PscyoEducational Profile 3 (PEP 3) TEACCH Transition Assessment Profile (TTAP) Social Skills Assessment /9/2014 Dr Michele Dunleavy

13 Assessment of Basic Language and Learning Skills (ABLLS)

14 ABLLS Tests pupils in 4 areas: Basic Learner Skills Assessment Academic Skills Assessment Self-Help Skills Assessment Motor Skills Assessment

15 Verbal Behavior Milestones Assessment Placement Program

16 VB-MAPP 5 components 1. Milestones Assessment contains 170 measurable Milestones balanced across 16 skill areas and 3 developmental level 0-18 months; months; months 2. Assessment of 24 learning and language acquisition barriers often faced by children with language delay 3. Transition assessment provides an overall summary assessment of a child s readiness to move to a less restrictive educational setting 4. Task Analysis and Skills Tracking provides further breakdown of the skills and serves as a more thorough verbal behaviour curriculum guide 5. Placement and IEP goals. Once a child s skills and barriers have been identified and analysed, IEP goals can be written and an intervention programme can be designed and implemented to meet these goals

17 PsychoEducational Profile 3 (PEP 3) Developmental Subtests: Cognitive verbal/preverbal Expressive Language Receptive Language Fine Motor Gross Motor Visual motor imitation

18 PEP 3 Maladaptive Behaviour Subtests: Affective expression Social reciprocity Characteristic motor behaviours Characteristic verbal behaviours

19 PEP 3 Composites: Communication composite Motor composite Maladaptive behaviour composite

20 PEP 3 Caregivers report Problem behaviours Personal self-care Adaptive behaviours

21 ASD activities and how they correlate with the National Curriculum Teaching Activities for Autistic Children compiled and edited by Eric Shopler Margaret Lansing Leslie Waters

22 How do ASD activities fit in with the Revised National Curriculum? 9/9/2014 Dr Michele Dunleavy

23 Kicking a ball Aim: to improve cognitive processes in the area of body movement, improve overall balance and eye-foot coordination Objective: the child will move his/her body in response to verbal instructions, maintain balance while doing so and be aware that his body movement can propel an object. Direction of kicking to a pre-ordained position is not important, this will come at a later stage /9/ /09/2013 Dr Michele Dunleavy

24 Method Use chairs or other objects to make a lane so that you can kick a ball between you and the child and not have it roll away. Place the ball on the ground in front of the child, and move back to a position approx 10 feet away from child. Tell him to kick the ball (a physical prompt may be needed) and practice kicking the ball following verbal instructions. When he has learned to kick the ball a goal post may be introduced and kicking with accuracy between the posts can begin. Remember that this entails cognitive processes as well as body movement /09/2013 Dr Michele Dunleavy

25 English Strand: receptiveness to language Strand Unit: oral language: developing receptiveness to oral language Experience challenging vocabulary and sentence structure from teacher Listen to stories, descriptions, instructions and directions and respond to them Listen to sounds and respond to them /09/2013 Dr Michele Dunleavy

26 Maths Strand: Shape and space Strand Unit: spatial awareness Explore, discuss, develop and use the vocabulary of spatial relations Position: over, under, up, down, on, beside, in Directions: moving in straight/curved lines, in a circle, finding own space /9/ /09/2013 Dr Michele Dunleavy

27 PE - Strand: Games Strand Unit: sending, receiving and travelling Kicking develop and practice kicking skills Kicking a ball to a partner or at a target along the ground using the inside, instep and outside of foot /09/2013 Dr Michele Dunleavy

28 SPHE Strand: Myself Strand Unit: self-identity Self-awareness develop an appreciation of and talk about personal strengths, abilities and characteristics Developing self-confidence appreciating that making mistakes is part of the learning process Making decisions recognise and reflect on choices that are made every day /9/ /09/2013 Dr Michele Dunleavy

29 SPHE Strand: Myself Strand Unit: taking care of my body Knowing about my body appreciate the need and understand how to care for the body in order to keep it strong and healthy eg regular sleep etc Explore the various things the body can do movements Name parts of the male and female body, using appropriate anatomical terms, and identify some of their functions /9/ /09/2013 Dr Michele Dunleavy

30 A jar of bubbles English Maths mathematical language, counting etc Social skills language Science

31 English Language Open/close Take out/put in Blow Bubbles Pop Point hand Give Take Put/place Desk/table Shelf Jar finger

32 Receptive to language one and two step instructions Open the jar/open the jar and blow bubbles Open the jar/open the jar and give me the lid Close the jar/close the jar and put the bubbles one the shelf Blow the bubbles/blow the bubbles and put the jar on the desk Give me the bubbles/give me the bubbles and sit down Give Mary the bubbles/give Mary the bubbles and line up

33 English oral comprehension Can you open the jar? Who opened the jar? Can you blow bubbles? Show me how you pop the bubbles with your finger Can you pop two bubbles at the same time? How many bubbles can you pop? Whose turn is it to blow the bubbles?

34 Maths Counting the bubbles Count the bubbles as you pop Blow the bubbles up in the air Blow the bubbles under the table Blow the bubbles through the hoop Leave the bubbles on top of the book Blow the bubbles over my arm

35 Turn taking Sharing Waiting Listening Following instructions Attendance to teacher Personal space Eye contact Conversation skills Social Skills

36 Science Effects of blowing soapy water through wand Bubbles floating and sinking Gravity Bubbles changing shape Observing the changing colours of bubbles Wet and dry etc

37 TEACCH Transition Assessment Profile (TTAP) Vocational Skills Vocational Behaviour Independent Functioning Leisure Skills Functional Communication Interpersonal Behaviour

38 Three Scales Direct Observational Scale Home Scale School Work Scale

39 Scoring TTAP Works Continuously at Task Passing: Works continuously for 5 minutes with no pauses longer for 10 seconds Emerging: Works continuously for 5 minutes with 1 or 2 pauses of no more than 10 seconds Failing: Has 3 or more pauses of more than 10 seconds or never performs the tasks

40 Scoring sheets Vocational Behaviours P E F Uses assembly line methods Work continuously on task Is not distracted by office noise

41 Purpose of TTAP Assess strengths and needs to assist the individual to function in community settings To gain skills to help pupils with ASD to transition from school to community Identify skills or knowledge acquisition for IEP targets Identify services and supports required when the pupil finishes

42 Vocational Skills Measures specific technical skills for the completion of various work tasks eg sorting, use of tools, kitchen appliances etc

43 Vocational Behaviours Identifies and evaluates work related behaviour skills eg work independently; react appropriately to interruptions and corrections; ask for help when needed; perform new tasks; follow delayed instruction; work as part of a group; adjusts to changes in routine

44 Indepenedent Functioning Identifies areas of self-help and self-guidance Self-help eg grooming; bathing; dressing; eating Self-guidance eg independent use of transport; follow schedule use of money; follow safety standards; mind personal belongings

45 Social skills assessment

46 Circle of intimacy Circle of friendship Circle of participation Circle of exchange

47 Social skills programmes

48 Language programmes for pupils with ASD

49 Social skills

50 Post Primary Inclusion Vocational Skills completing tasks set Vocational Behaviour - working independently, coping with interruptions, asking for help, following delayed instructions, working with others Independent Functioning self-management, grooming, following health and safety and other notices, using transport, using money

51 Post Primary Inclusion Leisure Skills self-management of leisure time, hobbies Functional Communication use of language to communicate in social situations Interpersonal Behaviour - how they relate to others, initiation and maintenance of conversations Social skills making and maintaining friendships, relationships, RSE

52 References Alex Kelly, Talkabout Alison Schroeder, Socially Speaking, Charlotte Lynch and Julia Kidd, Early Communication SKills Eric Shopler, Margaret D. Lansing, Robert J Reichler, Lee M. Marcus, PEP 3 Eric Shopler, Margaret Lansing, Leslie Waters, Teaching Activities for Autistic Children Fern Sussman, More than Words Gary Mesibov, John B Thomas, S. Michael Chapman, Eric Shoplet, TTAP James W Partington, ABLLS Jan Pepper and Elaine Weitzman, It Takes to Talk

53 References Jed Baker, Social Skills Training Kate Silver, Assessing and Developing Communication and Thinking Skills in People with Autism and Communication Difficulties Mark L. Sundberg, VB-MAPP Mark L Sudberg and James W Partington, Teaching Language to Children with Autism or Other Developmental Disabilities Mary Wrobel, Taking Care of Myself Pat Crissey, Personal Hygiene? Penny Barratt, Julie Border, Helen Joy, Alison Parkinson, Mo Potter, George Thomas, Developing Social Communication Skills