STRATEGIES FOR SUPPORTING SECONDARY STUDENTS

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STRATEGIES FOR SUPPORTING SECONDARY STUDENTS BRENDA SMITH MYLES WWW.

1 STRATEGIES FOR SUPPORTING SECONDARY STUDENTS BRENDA SMITH MYLES Not all slides are in your handouts Myles,

2 THE AUTISM PARADOX NATURAL LEARNING CONCEPTS, INC. ( ) It s easy to recite an entire book, but difficult to make up a story. Myles,

3 It s easy to line up toys, but difficult to stay in line. It makes perfect sense to climb on the sofa, but little sense to sit on it. Myles,

4 Memorizing the presidents in order: 10 minutes. Packing a school bag: 10 hours. Family pictures on the wall are boring; but, that speck of dust next to them, now that s fascinating. Myles,

5 Talking about weather patterns: piece of cake. Talking about my day impossible. Ability to focus on spinning objects: timeless. Ability to focus on homework: 3 seconds. Myles,

6 Being called by name, can t hear it. Some owl hooting in the distance clear as a bell. How to operate the remote control zero instruction. How to button up pants intensive instruction. Myles,

7 Navigating social rules poorly skilled. Navigating from the back seat highly skilled. THE AUTISM PARADOX NATURAL LEARNING CONCEPTS, INC. ( ) Myles,

8 The Invisible Disability You could teach a child with AS the theory of relativity once and he d get it. But you d have to to tell him the rules for lining up for recess 500 times. PREVALENCE OF INDIVIDUALS WITH ASD 1 in 50(Centers for Disease Control, United States) 1 in 44 boys 1 in 38 (South Korea) Myles,

9 OVER 60% OF THOSE WITH ASD HAVE AVERAGE TO ABOVE AVERAGE IQS THEORY OF MIND Mindreading Mindblindness Understanding the perspective, thoughts, feelings of others Predicting what others will do Understanding what will happen next Myles,

PHYSICAL AGGRESSION Mazurek, M. O., Kanne, S. M., & Wodka, E.

Research in Autism Spectrum Disorders, 7(3), 455-465.

10 PHYSICAL AGGRESSION Mazurek, M. O., Kanne, S. M., & Wodka, E. L. (2013). Physical aggression in children and adolescents with autism spectrum disorders. Research in Autism Spectrum Disorders, 7(3), CENTRAL COHERENCE Seeing the forest and the trees Understanding the big ideas and the details Understanding what is important and important in any situation Myles,

CENTRAL COHERENCE When learning this information, what is important? If you have good central coherence, you will memorize the names that match to the parts.

11 CENTRAL COHERENCE When learning this information, what is important? If you have good central coherence, you will memorize the names that match to the parts. If you do not, you memorize the words in order. Or memorize the colors. Sondra EXECUTIVE FUNCTION Organization of Environment Thoughts and ideas Self Myles,

Executive Function Organizing, prioritizing, activating Focusing, sustaining, and shifting attention Regulating alertness, sustaining effort, processing speed Managing frustration, modulating

12 Executive Function Organizing, prioritizing, activating Focusing, sustaining, and shifting attention Regulating alertness, sustaining effort, processing speed Managing frustration, modulating emotions Utilizing working memory and accessing/recalling Monitoring and selfregulation action Adapted from Thomas E. Brown GROUP WORK Challenges with participating in group work Teaming Negotiating Compromising Fact vs fiction Related to the social area Imitate behaviors that get large reaction Often the behaviors they should not imitate Myles,

13 PSEUDO-LOGIC There are some topics you don t discuss -- even if they are factual. Get the facts and draw the wrong conclusion LITERAL APPROACH TO LIFE People say exactly what they mean People mean exactly what they say There is no need to look for other meanings Myles,

14 LANGUAGE AND SOCIAL CHALLENGES Nonverbal communication Verbal communication Initiating and maintaining social interactions Literalness Perspective taking Hidden curriculum Cause/effect relationships Difficulty conveying own thoughts May not use social niceties FIRST LANGUAGE IS USUALLY VISUAL SOUND MORE COMPETENT THAN THEY ARE Expressive language is most often more advanced than receptive language. Expressive language in children with AS, however, DOES NOT EQUAL comprehension. Many children with AS will say something without knowing what it means. Myles,

15 DO NOT UNDERSTAND THE SEEMINGLY OBVIOUS Expectations Assumptions Unstated social rules, mores, guidelines This is often called the Hidden Curriculum SPECIAL INTERESTS AND OBSESSIONS Narrow interests Not permanent Often appear uncontrollable Role of the interest: interest; fun; security, comfort; relaxation; stress reduction Myles,

16 Sense of Social Justice The good guys always win. Rules are meant to be followed. You can t bring food into the theater! ANXIETY AND SENSORY ISSUES Anxiety pervades the everyday life of a child with AS even if she does NOT report it! Sensory issues impact EVERYTHING! Myles,

17 SOCIAL MATURITY 1/3 to 2/3 of chronological age IQ and social maturity are not generally related BEHAVIOR Anxiety and stress Depression Distractibility and inattention Tantrums, rage, meltdowns, and shutdowns Internalized Externalized Rigidity and lack of flexibility Myles,

18 SELF-REGULATION Individuals with AS may have challenges in recognizing and changing their own emotional states Tantrums, rage, and meltdowns are not on purpose often the only way they know to express their emotions Cannot discern minor from major concerns TOP 10 SITUATIONS THAT TRIGGER INSISTENCE ON SAMENESS 1. Annoying behavior 2. Activity interrupted 3. Losing a game 4. Object breaks 5. Event cancelled 6. Event delayed 7. Materials run out 8. Item misplaced 9. Sequence changed 10. Momentary separation Green, Sigafoos, Pituch, Itchon, O Reilly, & Lancioni (2006). Assessing Behavioral Flexibility in Individuals with Developmental Disabilities. Focus on Autism and Other Developmental Disabilities, 21(4) Myles,

19 THE SENSORY SYSTEMS (IT ALL STARTS HERE) MOTOR SKILLS Fine motor Gross motor Visual motor Motor planning Myles,

20 ASKING FOR HELP Not asking for help does not mean the student knows what he needs to do. Even if the student says that he understands, he may not. USING CONTEXT AND INTEGRATING INFORMATION Koeber, Buoy, McHenry, & students, 2007 Myles,

21 SOME COMORBID CONDITIONS Attention Deficit Hyperactive Disorder Oppositional Defiant Disorder Depression (including major depression) Obsessive Compulsive Disorder Tourette Syndrome Selective Mutism Bipolar Disorder WHY DO INDIVIDUALS WITH AUTISM BECOME STRESSED? PARTICIPATION REQUIRED Myles,

changes in routine! poor concept of time! does not know / understand rules!

22 changes in routine! poor concept of time! does not know / understand rules! unsure what is going to happen! STRESS! anxious about failure! difficulties with communication! The Stress Bucket literal interpretation of situation! sensory difficulties! Kevin Baskerville kbautism@hotmail.com PROBLEM SOLVING One way of viewing a problem Sees facts instead of a whole Problems with cause and effect Does not see problems as having more than one option Stuck thinking Problem solving is often literal Myles,

23 Self-Regulation/Problem Solving Accurate assessment of the circumstances Functional Self-Regulation/ Monitoring Skills + = The ability to select and implement a reasonable solution that will meet our needs and allow us to successfully Self-Advocate Moyer, 2010 IT IS OFTEN DIFFICULT TO TIE THE BEHAVIORS OF INDIVIDUALS WITH HFA AND AS TO SOCIAL SKILLS AND SELF-REGULATION Myles,

24 STRENGTHS AND SKILLS Each person with AS has strengths that occur across all areas Social Behavior, Interests and Activities Communication Sensory Cognitive Motor Emotional Other POTENTIAL Individuals with AS have limitless potential Their potential is limited by our ability to teach Myles,

25 WHAT IS SELF- REGULATION? SELF-REGULATION The ability to Detect how you are feeling Match emotions to events Change level of behavior and emotion to match environment and cultural expectations Myles,

26 AND IS SELF-REGULATION IMPORTANT? THE SECRET OF SCHOOL SUCCESS one of several findings in the growing body of research on self-regulation -- people s ability to stop, think, make a plan and control their impulses. it turns out that these are really the same skills you need to do well in school and potentially in life. Professor Megan McClelland Oregon State University USA Today, Sept 2, Myles,

27 If my child graduates from high school and he cannot read, it would be against the law to discriminate against him. However, if he graduates and is not able to live or work next to other people without hurting or scaring them, society will not tolerate him. As a result, he will most likely lose his freedom to move about his community independently, impacting his long-term quality of life. - Quote from a very wise parent in Using the 5-Point Scale and Anxiety Curve Poster by K. Dunn Buron and M. Curtis (2008) AAPC SOCIAL EMOTIONAL LEARNING COMBINING SOCIAL SKILLS AND SELF-REGULATION Myles,

EVIDENCE-BASED SEL PROGRAMS Create safe, wellmanaged, caring, participatory environments Greater attachment to the community Provide instruction in the

28 EVIDENCE-BASED SEL PROGRAMS Create safe, wellmanaged, caring, participatory environments Greater attachment to the community Provide instruction in the many elements of social skills and selfregulation Less bad risk-taking behavior Success INHERENT IN ASD ARE SELF- REGULATION CHALLENGES! Myles,

STRATEGIES TO MANAGE STRESSORS TEACH AND SUPPORT SELF-REGULATION TEACH SELF-CALMING/ SELF-REGULATION Individuals with ASD often have challenges Telling when they are

29 STRATEGIES TO MANAGE STRESSORS TEACH AND SUPPORT SELF-REGULATION TEACH SELF-CALMING/ SELF-REGULATION Individuals with ASD often have challenges Telling when they are becoming upset or overly excited Matching emotion to event Knowing how to self-calm These must be taught and are more important than math and reading, in my opinion. Myles,

30 WHY WILL THE FOLLOWING STRATEGIES WORK? Visual Sequential Provides predictability Communicates at the learner s level Includes a self-management component Gives the learner control Makes a somewhat abstract situation appear more concrete Provides generalization opportunities EVIDENCE-BASED PRACTICE Antecedent-based intervention Visual support Adult-mediated intervention Self-management Myles,

31 THE INCREDIBLE 5-POINT SCALE BURON & CURTIS 1. Make a table 2. Label the top columns Rating Feeling What It Looks Like I have to leave; it is time to be alone I need to move to a different place in the room Fast rocking; loud voice Rocking back and forth; picking on my fingernails What I Should Do Use the secret signal with the adult you trust and leave the room when the adult acknowledges you. Say, Excuse me, if you can. If you can t, just walk to a quiet part of the room and put on your headphones. Think about using your secret signal with an adult. 5. Write down what each feeling looks like for you. 3. Write numbers down the side I need to stop talking with this person or I might need help telling someone to be quiet Feeling like I want to flap my hands and cover my ears Think about saying one of these things, I ll talk with you later, I m going to get a drink, I need to get some work done. If that is not going to work, say Gotta go! And go stand by an adult you like and know. Ask the adult for help. 6. Write what you should do for each number. 4. Write in your feelings for each number. I can do this by myself I am good. Nothing is really bothering me. Starting to tap my foot Smiling, talking Taking a deep breath and count to 10 Think about saying one of these things, I ll talk with you later, I m going to get a drink, I need to get some work done. Keep doing what I am doing. Myles,

almost hitting Peterson Quiet, rude Bad mood, Stay away from talk grumpy kids

32 Looks Like Feels Like I Can Try To Kicking My head will Call my or hitting probably explode mom to go home Screaming, Nervous Go see Mr. almost hitting Peterson Quiet, rude Bad mood, Stay away from talk grumpy kids Regular kid Good Enjoy it Playing A million bucks Stay that way Buron & Curtis, 2012" Buron & Curtis, 2012 Myles,

33 Buron & Curtis, 2012 Buron, 2011 Myles,

34 Lofland, 2011 Myles,

35 Buron & Curtis, 2012 THE BEST PROBLEM SOLVING RUBRIC EVER! MATAYA & OWENS Myles,

36 1. Figure out what the problem is. 3. For each choice ask, What would happen if I did that? It is best to do this with an adult you trust. 2. Look at the four choices. 4. Choose the best one; practice how to do it with an adult. Then do it! Mataya & Owen, 2012 Mataya & Owens, 2013 Myles,

37 HOW DO YOU KEEP THE INDIVIDUAL IN THE DAILY ROUTINE SO THAT HE CAN LEARN THESE STRATEGIES The ability to learn decreases As stress increases Myles,

38 THE LEARNER SNAPSHOT: GETTING TO KNOW THE INDIVIDUAL BRENDA SMITH MYLES JUDY MARKS LEARNER SNAPSHOT Learner Name Special Needs Family Dynamics Learns Best Special Interests Strengths Challenges Things that Upset Signs of Being Upset Myles,

39 LEARNER SNAPSHOT Motivators and Preferences General modifications Curriculum and Environmental Organization Social Support Calming Soothing Techniques THE TRANSITION CHECKLIST Myles,

40 SELF-REGULATION special educator Administrator General educator Parent Administrator Paraeducator The Plan: CAPS Myles,

41 WHY WAS CAPS DEVELOPED? Teams frequently change Students often relocate During transitions knowledge is not shared Very simply WHAT WORKS FOR THE LEARNER IS NOT BEING SHARED AND THIS IMPACTS INSTRUCTIONAL TIME Myles,

42 IT S THE BEGINNING OF THE YEAR Myles,

43 Myles,

44 REINVENTING THE WHEEL IS NOT FAIR TO THE STUDENT, PARENTS AND OTHER TEAM MEMBERS AND IMPACTS INSTRUCTIONAL TIME WHAT DOES CAPS DO? Provides a venue for individualized team planning Addresses the strengths and needs of the learner in a proactive manner Provides consistency of programming across time and setting Bridges special education with common core curriculum Helps to identify targeted professional development needs Facilitates transition at the end of school year Provides structured flexibility across methodologies Myles,

45 MICKEY Myles,

46 Myles,

47 HOME BASE CARD" Help or Break! 5! High/Hot! DRYER HEATING SCALE: 5 POINT SCALE" 4! Permanent Press! 3! Delicate! 2! Damp Dry! 1! Air Fluff! Myles,

CONVERSATION STARTER CARDS: FOR SCHOOL" How do

48 CONVERSATION STARTER CARDS: FOR SCHOOL" How do you think the game s going to go this weekend?" What s video game have you been playing?! What do you think about the homework we have to do?! What did you do on the weekend?" REVIEW AMANA WASHING AND DRYER MANUALS" Myles,

49 Carpenter, 2005 Myles,

org TEXAS AUTISM RESOURCE GUIDE FOR EFFECTIVE

50 AUTISM INTERNET MODULES TEXAS AUTISM RESOURCE GUIDE FOR EFFECTIVE TEACHING Myles,

51 IDEA PARTNERSHIP AUTISM COLLECTION: PROGRAMMING Myles,

Where are We in Improving the Quality of Life of Individuals with ASD? Theory of Mind. Language and Social Challenges

Understanding the Hidden Curriculum Brenda Smith Myles www.texasautism.com www.asperger.net SST 10, Dayton OH September 18, 2009 1 Where are We in Improving the Quality of Life of Individuals with ASD?