All of this starts with Self-Regulation. Think, Pair, Share: Why?

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1 Holistic Programming for Students with Autism Spectrum Disorders Blake Plankers, M.S. Autism Spectrum Disorders Consultant Moorhead Area Public Schools

2 All of this starts with Self-Regulation Think, Pair, Share: Why?

3 Self-Regulation is a prerequisite to developing other skills.

4 Purpose of Education Discovering personal talents and abilities Understanding Culture Economic- developing efficacy and skills to become self-sufficient and serve the common good (Robinson & Aronica, 2015)

5 Essential Question: What implications do these goals bear on the programming of students with ASD in terms of what is taught and how it s taught?

6 Part of the answer: Individualized application of the principles of Universal Design for Learning Multiple means of: Representation, Expression, and Engagement cast.org

7 Expand your idea of basic needs sleep food exercise sensory diet awareness environment All of the bullet points factor into one s internal sense of regulation and should be explicitly taught to students! (Biel & Peske, 2009)

8 Sleep Bedtime rituals Reduce stimulation Individualize strategies with student Sensory supports (white noise, weighted blanket, control lighting) Biomedical Intervention (Biel & Peske, 2009)

9 Nutrition Aversion to certain foods Plan ahead with school menu Take breakfast and lunch seriously Teach the impact nutrition has on the brain Special Diets (Biel & Peske, 2009)

10 Cardio Strength Training Yoga Tai Chi Stretching Sensory Gyms Exercise

11 Sensory Diet prescribed set of activities that proactively address a student s sensory needs student should be involved in development measure effectiveness (Biel & Peske, 2009)

12 Awareness respond with strategies to natural cues vs. being told what to do self-regulation rating scale (visual aid) process incidents with students using an antecedent, behavior, consequence framework connect with others on spectrum

13 Environment fluorescent lighting visual stimuli strategies to reduce auditory stimuli chatty classrooms language overload

14 Executive Functioning Conductor of the orchestra, librarian of the library. (Dawson, 2010)

15 Emotional/Behavioral Regulation Modifications: schedule decompression time visual cue for appropriate time to talk/comment/question graphic organizers to accompany discussion (stay on topic) intentional grouping mobility breaks Strategies: markers/crayons on desk (selfregulation scale) tangible reminders thought box power cards bike desk/ball chair/ stretch band context matrix/ T chart

16 Attention Modifications: mobility breaks segment instruction allow for hands-on participation Strategies: bike desk fidgets oral input ***Differentiate between low registration, difficulty filtering out stimuli, and perseverations.

17 Organization Modifications: use pre-determined system for organization pre-writing in resource or oneto-one setting allow use of electronics extended time make time for organization visuals for structured writing, formulaic Strategies: gradually increase intricacy of system learning management systems use of cloud-based storage check in-check out explore diverse materials/systems function over form

18 Memory Modifications: skeleton/printed-off notes make explicit connections with previous learning (visual is good) explicit teaching of how to take notes multiple modality learning Strategies: memory palace take a picture group information record lectures note-taking apps buzzers, whistles, and bells ;-)

19 Planning Modifications: give assignments in segments long-term visual schedules forward and backward chaining have student repeat sequences graphic organizers Strategies: break it down ---->timeline writing process (emphasize front-loading) self-evaluate

20 Executive Functioning and Technology no-tech ---> high-tech continuum explicit, direct instruction on purpose controlled access match needs to features

21 Social Skills Instruction

22 Buy-In First question to answer every time is.why? **There needs to be a compelling reason otherwise students may view it as an arbitrary rule. (Winner, 2000)

23 Tricks of the Trade Video Modeling Social Stories Peer Mediated Instruction/Intervention Video Feedback Social Behavior Mapping Self-Advocacy (Bellini, 2006), (Gray & Attwood, 2010), (Maione & Mirenda, 2006), (Winner, 2007), (Hall, 2013)

24 Designing Alternative Programs Within the School

25 Alternative Approach to Behavior Support Detentions and suspensions rarely teach Point/Level Systems don t take into account underdeveloped skills and unsolved problems Plan B Nurtured Heart (modify for secondary) Video Game Philosophy Team Approach to Behavior Intervention Plans (Greene, 2008), (Bravo, Bowlidge, & Glasser, 2008) For more information on Plan B and Collaborative Problem Solving visit:

26 Alternative Approaches to Delivery Online/Independent Study - Advantages and Pitfalls Balance time in and out of the classroom- Strategic Inclusion Blended and Flipped Classrooms Proactive Planning with General Educators

27 Incorporating Transition/ Building Transferable Skills

28 Considerations Natural vs. Academic approach Ken Robinson s The Element Community Resources- Build Partnerships Start Early (Robinson & Aronica, 2009)

29 Putting it All Together: A Framework Support from administration Create a dynamic system Reach out to community Educate all stakeholders Team up with parents Don t be afraid to be wrong

30 Weekly Schedule Example Monday: Self-Regulation Strategies Tuesday: Executive Functioning Routine (give examples) +Social Thinking Mini Lesson Wild Card Wednesday: Related Services and/or Academic Strategies Instruction and/or Transition Focus Thursday: Executive Functioning Routine + Social Skills Mini Lesson Friday: Collaborative Strategies (explicit skill instruction + game or project)

31 Closing Statement

32 References: Attwood, T. (2007). The complete guide to Asperger's syndrome. London: Jessica Kingsley. Bellini, S. (2006). Building social relationships: A systematic approach to teaching social interaction skills to children and adolescents with autism spectrum disorders and other social difficulties. Shawnee Mission, KS: Autism Asperger Publishing Company. Biel, L., & Peske, N. (2009). Raising a sensory smart child: The definitive handbook for helping your child with sensory processing issues(updated & rev. ed.). New York, N.Y.: Penguin Books. Dawson, P. (2010). Executive Skills In Children And Adolescents, Second Edition: A Practical Guide To Assessment And Intervention. Guilford Publications. Gray, C., & Attwood, T. (2010). The new social story book, revised and expanded 10th anniversary edition: Over 150 social stories that teach everyday social skills to children with autism or Asperger's syndrome and their peers (Revised ed.). Arlington, Texas: Future Horizons. Hall, L. (2013). Autism spectrum disorders: From theory to practice (2nd ed.). Upper Saddle River, New Jersey: Pearson. Maione, L., & Mirenda, P. (2006). Effects of Video Modeling and Video Feedback on Peer-Directed Social Language Skills of a Child With Autism. Journal of Positive Behavior Interventions,

33 References cont d: Raede, D., & Mears, H. (n.d.). Asperger Experts. Retrieved September 20, 2015, from Robinson, K., & Aronica, L. (2009). The element: How finding your passion changes everything. New York: Viking. Robinson, K., & Aronica, L. (2015). Creative schools: The grassroots revolution that's transforming education. New York City, NY: Viking. Winner, M. (2000). Inside out: What makes a person with social cognitive deficits tick? (1st ed.). San Jose, California: Think Social Publishing. Winner, M. (2007). Social behavior mapping: Connecting behavior, emotions and consequences across the day. San Jose, Calif.: Think Social Pub. Wujec, T. (n.d.). The Marshmallow Challenge. Retrieved September 20, 2015, from

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