SUPPORTING STUDENTS WITH AUTISM IN THE GENERAL EDUCATION CLASSROOM

Transcription

1 SUPPORTING STUDENTS WITH AUTISM IN THE GENERAL EDUCATION CLASSROOM Cyndi O Toole, MA, BCBA Education Specialist ESC Region 13 cyndi.otoole@esc13.txed.net

2 1 in 68 5 CHARACTERISTICS COGNITIVE FUNCTIONING 1

3 Executive Function Definition: Inhibitory Control Organization Working Memory Predict Cognitive Flexibility Time Management Emotional Control Initiation 2

4 Strategies VISUAL CUES Where to sit Where to stand Where to line up Where to go next What to attend to Where to put things Which activities and choices are available CLASSROOM ARRANGEMENT AS VISUAL CUES Sheuermann & Webber, 2002 and Webber & Sheuermann, 2008 USE DIVIDERS FOR: Designating areas of the room Masking seductive stimuli Providing obstacles to running Masking irritating stimuli USE TAPE FOR: Designating where to sit, stand, or line up Designating where to walk Creating a personal space for each student Designating off-limits areas Use Color For: Designating ownership Designating curricular expectations Organizing materials Designating areas of the room USE FURNITURE FOR: Communication instructional expectations Designating where to walk Blocking inappropriate behavior Facilitating appropriate behavior Increasing independence 3

5 CALENDARS BIG PICTURE MAIN ACTIVITIES VARY BASED ON STUDENT NEED DIRECTLY TAUGHT FLEXIBLE ROUTINES STEPS VARY BASED ON STUDENT NEED DIRECTLY TAUGHT FLEXIBLE CALENDARS AND ROUTINES OFFER Consistency Predictability Anticipation Practice Structure 4

6 SOCIAL SKILLS Individuals with autism spectrum disorders often miss the subtle meanings conveyed by a person s face and tone of voice, and thus have trouble determining the communicative intent of others. Neuroimaging studies have found that individuals with autism spectrum disorders show reduced activity in the regions of the brain that respond to such cues. SOCIAL SKILLS NEED TO BE TAUGHT EXPLICITLY TO STUDENTS WITH AUTISM SPECTRUM DISORDERS teaching social skills alone is not enough structured practice with peers is the key ADULTS SHOULD: facilitate interaction between typical children and children with ASD establish a learning environment and culture of acceptance and understanding and provide knowledge of disabilities in age-appropriate ways CONSEQUENCES OF POOR SOCIAL SKILLS Poor Academic Performance Peer Failure Rejection Isolation Anxiety Depression Substance Abuse Suicidal Ideation 5

7 SOCIAL SKILLS INSTRUCTION IN SCHOOLS Schools need to have a plan on how to include students that lack the social skills in order to better acquire them. Schools need to set social skills as a priority. Schools need to carve out time and resources for social skills instruction. KEY COMPONENTS OF SOCIAL SKILLS PROGRAMMING Occur in the child s natural setting (classroom, living room) and involve peers (multiple settings, multiple people) Direct instruction followed by practice Be individualized Address either a skill acquisition deficit and/or a performance deficit At least 3 hours per week Teach & reinforce social skills as frequently as possible throughout the day Develop a LARGE intervention tool chest Bellini, 2006 Resources for Social Skills Instruction Models Assessments Curricula Interventions 6

8 EXPECTATIONS! LOOKS LIKE SOUNDS LIKE BE CONSISTENT! RESOURCES Texas Autism Resource Guide for Effective Teaching (TARGET) Region 13 Online courses National Professional Development Center Evidence-Based Practice Briefs 7

9 Autism Internet Modules (AIM) 8

10 REFERENCES Blaha, R. (2001). Calendars for students with multiple impairments including deafblindness. Texas School for the Blind and Visually Impaired. Golden, C. (2012). The Special Educator s Toolkit. Brookes Publishing. Baltimore, MD. Kabot, S. & Reeve, C. (2010). Setting up classroom spaces that support students with autism spectrum disorders. AAPC. Shawnee Mission, KS. Scheuermann, B. & Webber, J. (2002). Autism: Teaching does make a difference. Wadsworth. Toronto, Ontario. Texas Statewide Leadership for Autism. (2009, March). TARGET: Texas Autism Resource Guide for Effective Teaching. Retrieved August 13, 2010, from Texas Statewide Leadership for Autism: TEACCH (Training and Education of Autistic and Related Communication Handicapped Children) Webber, J. & Scheuermann, B. (2008). Educating students with autism: A quick start manual. Pro-Ed. Austin, TX. 9