PROGRAMMING FOR STUDENTS WITH ASD IN THE GENERAL EDUCATION SETTING

Transcription

1 PROGRAMMING FOR STUDENTS WITH ASD IN THE GENERAL EDUCATION SETTING Middle School Point Person Training District Pam Leonard & Sabrina Beaudry

2 WELCOME! HOW DID WE GET HERE?

3 SMART GOAL By the end of the school year, the chosen autism point person will be able to complete the problem-solving process of: Problem ID Problem Analysis Plan Development Plan Implementation Plan Evaluation for students with ASD.

4 YOU WILL LEARN: 1. How to teach others the basic characteristics of a learner with ASD 2. How to teach others about research/evidence based practices for programming and supporting students with ASD. 3. How to provide leadership in your building in regard to creative planning for students with ASD.

5 YOUR LEARNING WILL BE ORGANIZED IN THE FOLLOWING MANNER: What is it?- New Concept Take a look-we demonstrate Let s Practice

6 THE SURVEY Where do we start? Where do we end?

7 LET S GET TO KNOW EACH OTHER SAME BUT DIFFERENT

8 MYTHS PSA

9 THE LINGO AUTISM SPECTRUM DISORDER Spectrum Disorder On the spectrum Autism Asperger Syndrome Aspies NT s - Neurotypical s PDD PDD-NOS

10 WHAT IS IT? It is a Neurological Disorder It is a Spectrum Disorder It is a Developmental Disorder It is life long It is NOT a result from poor parenting It is NOT curable at this time It does NOT have a determined cause, although there are many theories

11 SOME FACTS ABOUT AUTISM 3 rd most common developmental disability (1 in 110 births) 4 times more prevalent in boys than girls-1 in 70 boys Affects all socioeconomic, cultural, racial, & ethnic populations Lifetime cost for caring for a child with ASD ranges from 3.5 million to 5 million US spends approximately $90 billion annually for autism related costs including: Research, insurance costs, non-covered expenses, Medicaid waivers, educational spending, housing, transportation, employment, & related therapeutic services. Centers for Disease Control and Prevention 2007

12 SCHOOL STATS We have 29,127 students in the district 12.1% have IEPs (3,518) Looking at autism specifically 204 has 1.061% students with autism when comparing to whole population vs. other districts have.582% = DOUBLE 8.8% OF OUR STUDENTS WITH IEP S HAVE AUTISM AS ELIGIBILITY VS. 3.6% IN OTHER UNIT DISTRICTS

13 DIAGNOSING OR DETERMINING ELIGIBILITY IN THE SCHOOLS COMPLICATED And DIFFICULT!

14 PERVASIVE DEVELOPMENTAL DISORDERS (PDD) Autism Disorder Rett s Disorder Disintegrative Disorder Asperger s Disorder PDD-NOS

15 IS THERE A DIFFERENCE? AUTISM Impairment in social interaction Restricted patterns of behavior, activities, interest Qualitative impairment in communication Before the age of three significant delays or abnormal skills in language for social interaction, symbolic play, social interaction ASPERGER Impairment in social interaction Restricted patterns of behavior, activities, interest Impairment significantly impacts social, occupational or other areas of functioning No significant cognitive delay No significant language delays

16 MEDICAL (DSM IV) VS. EDUCATIONAL LABEL (ELIGIBILITY) Families may obtain an outside evaluation by medical professionals for a medical diagnosis (DSMIV) of an Autism Spectrum Disorder OR Schools can give an educational diagnosis of Autism for special education eligibility.

17 TESTING IN SCHOOL AUTISM No medical Test Various scales/checklists GARS=Gilliam Autism Rating Scale (based on DSMIV criteria) CARS=Childhood Autism Rating Scale ADOS=Autism Diagnostic Observation Scale (does not differentiate between Autism Asperger s) Behavioral Observations

18 TESTING IN SCHOOL ASPERGER SYNDROME No medical test ;Various scales/checklists ASDS=Asperger Syndrome Diagnostic Scale (based on DSMIV criteria) Australian Scale for Asperger s Syndrome (Tony Attwood 1998) Behavioral observations

19 TAKE A LOOK NORMAL PEOPLE SCARE ME

20 TAKE A BREAK!!

21 LOOKING DISCRETELY AT ASD Social/ Emotional Communication Sensory/Restricted Patterns Cognitive/Curriculum

22 PUTTING CHARACTERISTICS TOGETHER Social/Emotional Communication Repetitive Patterns Sensory Cognitive/Curriculum INTERVENTIONS INTERVENTIONS INTERVENTIONS INTERVENTIONS INTERVENTIONS

23 WHAT IS ONE THING THAT I have learned from a person with Autism?

24 STRENGTHS Strong visual spatial Strong rote memory Loves routines Can be very independent Stick-to-itiveness Loyal

25 SOCIAL DEFICITS WHAT IS IT? Impairment in non-verbal behaviors Lack of appropriate peer relationships Lack of spontaneous sharing of attention Lack of social/emotional reciprocity

26 IMPAIRMENT IN NONVERBAL BEHAVIOR Difficulty with eye contact Difficulty with interpreting gestures Difficulty understanding body language Difficulty reading facial expressions Do not use facial expressions well

27 LACK OF APPROPRIATE PEER RELATIONSHIPS May prefer to be alone Difficulty initiating interactions Does not understand concept of friend May appear bossy Narrow interests can interfere with relationship development Poor imitation skills affect development of friendships

28 LACK OF SPONTANEOUS SHARING OF ATTENTION Don t compliment Do not spontaneously relate events to others Difficulty recognizing others feelings Difficulty understanding the perspective of others Exhibits poor timing in conversation Difficulty spontaneously greeting or responding to greetings Do not seek or give comfort in the same way that most do

29 LACK OF SOCIAL/EMOTIONAL RECIPROCITY Perseverate on topics of own interest Difficulty with the give & take of interactions Don t seek personal information about others Don t appear to express empathy Don t appear to act happy to see you Poor timing in interacting with others

30 TAKE A LOOK MARTY

31 PRACTICE Fill in the social/emotional section of your planning sheet for the student you have chosen.

32 LUNCH!

33 COMMUNICATION WHAT IS IT? Delay in or lack of development of spoken language If have adequate speech, marked impairment in the ability to initiate or sustain conversation Stereotyped & repetitive use of language or idiosyncratic language Lack of varied, spontaneous make-believe or social imitative play appropriate to developmental level No clinically significant delay in language development (Asperger Syndrome)

34 COMMUNICATION DEFICITS Nonverbal? Echolalia? How? Verbal? Variety in communication? Scripts meaningful in/out of context?

35 COMMUNICATION DEFICITS Requesting Needs & wants Confirming What? Commenting Commenting Protest/Dislike Questions Feelings Repair

36 COMMUNICATION DEFICITS Teacher Peers TA Home Who? School Various school staff

37 COMMUNICATION DEFICITS Initiation Maintenance Persistence Variety of Topics Social Application? Nonverbal skills Topic transitions Reciprocity Combination of verbal & nonverbal Perspective Match language to social rules

38 COMMUNICATION DEFICITS Response to others Answers simple questions Follows simple directions Processing Time Comprehension Makes inferences Follows group directions

39 TAKE A LOOK LOSING YOUR WORDS

40 A THOUGHT ONE CANNOT NOT COMMUNICATE! Anne Donnellan

41 LOSING YOUR WORDS Behavior Anger Frustration Communication Deficits Feel isolated Dumb Embarrassment Powerless

42 PRACTICE Using observation/planning form, fill out the communication section on one of your students in your building.

43 REPETITIVE AND/OR STEREOTYPICAL BEHAVIORS WHAT IS IT? Preoccupation with one or more stereotyped & restricted patterns of interest that is abnormal either in intensity or focus Inflexible adherence to specific, nonfunctional routines or rituals Stereotyped & repetitive motor mannerisms

44 PREOCCUPATION WITH ONE OR MORE STEREOTYPED & RESTRICTED PATTERNS OF INTEREST Playing with one type of toy Reading only the same book Watching the same video Picky about clothing Lining objects up Narrow interests Picky about food

45 INFLEXIBLE ADHERENCE TO SPECIFIC, NONFUNCTIONAL ROUTINES OR RITUALS Difficulty with transitions bed time routines Stubborn drive same route/ walk same route Difficulty with change Rituals don t match social rules Adjusting clothing to weather needs

46 STEREOTYPED & REPETITIVE MOTOR MANNERISMS Hand flapping Rocking Pacing Lining objects up Peripheral Stimulation Motor routines hand smelling

47 TAKE A LOOK RAINMAN

48 PRACTICE Fill in the repetitive patterns section of your planning sheet for the student you have chosen.

49 WHAT IS IT? SENSORY Sight Hearing Taste Smell Touch Hyposensitive Hypersensitive Movement Space

50 TAKE A LOOK NORMAL PEOPLE SCARE ME GIRL

51 PRACTICE Fill in the sensory section of your planning sheet for the student you have chosen.

52 WHAT IS IT? COGNITIVE Just because you have autism does not mean you have retardation Asperger Syndrome diagnosis indicates no cognitive delay ASD=skills develop unevenly ASD=gestalt processing ASD=concrete thinking ASD=over or under generalize ASD=difficulties in shifting attention

53 IMPACTS ON LEARNING Difficulty problem solving Difficulty going from parts to whole (no analytical skills) May not have any fear or be overly cautious Trouble shifting attention Difficulty imitating Can act and think impulsively Don t infer meaning

54 TAKE A LOOK OTTFFS PATTERN

55 PRACTICE Fill in the cognitive section of your planning sheet for the student you have chosen.

56 SOOO WHAT WILL YOU DO NOW?

57 UNTIL NEXT TIME Lifelong Is considered a spectrum disorder Have difficulty in three major areas Communication Socialization Behavior