Staff Development Day 2013

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1 Staff Development Day 2013 Autism Spectrum Disorder Gale Linson, M. Ed August 14, 2013

2 Common Board Configuration Date: August 14, 2013 Bell Ringer: Simulation Activity and K W L Autism Spectrum; CBI, PBS; Disorder; visual supports; Common Language: continuum of services; modes of communication; social stories Agenda: Gradual Release Learning Goals: Benchmarks: Participants will learn Characteristics of Autism Spectrum Disorder and Strategies for effective learning and behavioral outcomes. I DO: Show examples of visual supports and demonstrate how to utilize them with students. WE DO: Preview and discuss various visual supports to implement in your classroom. YOU DO: Implement supports for ASD at your school site. Objective: To learn characterizes of ASD. To learn strategies to enhance learning and behavioral outcomes for students with ASD. Summarizing Activity: Review K-W-L to make sure that all want to learn information was covered throughout training. Essential Question: What is Autism Spectrum Disorder and how can I meet the needs of a student with ASD? Next Steps: Provide future training on best practices to use with students on the Autism Spectrum.

3 Lake County Schools Vision Statement A dynamic, progressive and collaborative learning community embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace. Mission Statement The mission of the Lake County Schools is to provide every student with individual opportunities to excel. Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses closing the achievement gap, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the FCAT, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology. New Beginnings 2013

4 New Beginnings 2013

5 Marzano/TEAM Framework Communicating Learning Goals and Feedback Establishing Rules and Procedures Helping Students Interact with New Knowledge Helping Students Practice/Deepen Knowledge Helping Students Generate/Test Hypotheses Engaging Students Planning/Preparing for Lessons and Units Planning/Preparing for Resources & Technology Planning/Preparing for Special Student Needs Developing/Monitoring a Professional Growth Plan New Beginnings 2013

6 21 st Century Skills Tony Wagner, The Global Achievement Gap 1. Critical Thinking and Problem Solving 2. Collaboration and Leadership 3. Agility and Adaptability 4. Initiative and Entrepreneurialism 5. Effective Oral and Written Communication 6. Accessing and Analyzing Information 7. Curiosity and Imagination New Beginnings 2013

7 Autism Spectrum Disorders An Overview Gale Linson, M.Ed.

8 What is an Autism Spectrum Disorder? Autism is a lifelong, neurological disorder that affects a person s ability to communicate, understand language, play, and socially interact with others. Autism is defined as a developmental disorder because it interferes with the typical rate and Patterns of childhood development. The first signs of an Autism Spectrum Disorder usually appear before age three.

9 Characteristics of ASD Difficulty in using and understanding language Poorly developed social skills and unusual play with toys Over or under sensitivity to sound, sight, taste, touch, or smell Repetitive behaviors such as rocking or spinning objects

10 Characteristics, continued Exhibiting certain behaviors to stimulate the senses, such as switching a light on and off repeatedly, opening and closing a cabinet, or humming loudly Difficulty with changes in surroundings or routines Very high levels of activity for long periods of time Challenging behaviors such as aggression, self injury, or severe withdrawal

11 Some facts About ASD National research reveals that 1 out of every 88 children are diagnosed with ASD ASD is four times more common in boys than in girls Families of all racial, ethnic, and social backgrounds anywhere in the world are affected.

12 The Spectrum Because Autism is a spectrum disorder, there are varying degrees of how a child is affected by the disorder. Some children are nonverbal and never develop verbal communication skills. Augmentative communication devices, Picture Exchange Communication System (PECS), and sign language may be the primary mode of communication.

13 The Spectrum Some children may be highly verbal with elaborate vocabulary skills, but are very limited in social personal skills Verbal children with ASD may choose to only verbalize on topics that they are highly interested in and may lack the ability to exhibit spontaneous conversation skills

14 The Spectrum Students with ASD may only speak in third person Some students with ASD have echolalia

15 Continuum of Services for ASD A continuum of services is designed to provide the Least Restrictive Environment (LRE) for students with ASD and other disabilities, as mandated by the federal Individuals with Disabilities Education Act (IDEA) The LRE for a student with ASD would be in the general education classroom with no special services (Asperger s or High Functioning Autism)

16 Continuum of Services A student with ASD may also be fully mainstreamed on a monitor status. This involves an Exceptional Student Education (ESE) teacher checking on the student s progress on a regular basis. In or Out of Class Support may be delivered through the consultation model. General education and ESE teachers meet regularly to plan, implement, and monitor instructional and/or behavioral alternatives designed to ensure successful accomplishment of IEP goals in the general education classroom.

17 Continuum of Services Another model for delivery of services is Co Teaching. The responsibility for planning, delivering, and evaluating instruction for all students in a class, some of whom are ESE, including ASD, and some of whom are not, is shared by an ESE teacher and a general education teacher in a general education classroom.

18 Continuum of Services With the Support Facilitation model, the ESE teacher provides support for the student with ASD in the general education classroom. Support facilitators may work and move among two or more general education classrooms. They work with the general education teachers and identified ESE students.

19 Continuum of Services Accommodations Only are provisions made in how a student accesses and demonstrates learning. Accommodations are changes to how students are expected to learn (instruction) and how they demonstrate what has been learned (assessment). The standards, instructional level, and content remain the same. Modifications are changes to what a student is expected to learn and demonstrate (curriculum). The use of modifications DOES CHANGE the standard, instructional level, or the content to be learned by the student.

20 Continuum of Services Resource/Pullout: The student receives services from an ESE teacher for up to periods per week in a resource classroom, in which all of the students served are students with disabilities. Special Class(es) for Majority of Day: A team of ESE teachers provides total instruction and focused services in which all of the students being served are students with disabilities.

21 Continuum of Services Self Contained Classroom: Students are served in one classroom five days a week by one teacher who provides total instruction and focused services. All students in the classroom are students with ASD. This is considered the most restrictive environment for students with ASD. The overall goal is to work toward transitioning these students into general education classes in their areas of strength as they exhibit readiness for transition.

22 Strategies to Assist Students with ASD Visual Supports: The majority of students with ASD are visual learners. Think of them as 90% visual and 10% auditory. One of the primary characteristics of ASD is social communication difficulties in expression and understanding language. Visual Schedules First Then Cards Communication Boards People Locators Transition & Travel Helpers Visual Timers Behavior Management Tools

23 Strategies, continued Social Stories: Carol Gray (1991) developed this strategy which is based on Theory of Mind. A Social Story is considered a process that results in a product for a person with ASD. As a process, a Social Story requires consideration of and respect for the perspective of the person with ASD. As a product, a Social Story is a short story defined by specific characteristics that describes a situation, concept, or social skill using a format that is meaningful for the person with ASD. Social Stories include: Directive sentences Descriptive sentences Perspective sentences

24 Strategies, continued Visually Structured Work Systems: From the TEACCH model, visually structured work systems assist students with ASD in developing independence and helps to increase task engagement. The visually structured work system answers four questions for students: What work? How much work? When am I finished? What do I do next? Tasks are those that the student has already acquired the skill to complete independently and are inclusive of student interests.

25 Strategies, continued Positive Behavior Supports: PBS is an empirically validated, function based approach to eliminate challenging behavior and replace it with pro social skills. Social Reinforcement: praise, attention from preferred peer/adult, name on morning announcements, lunch with preferred peer/adult, etc. Tangible Reinforcement: tokens, stickers, treasure box, edibles, etc. Activity Reinforcement: access to preferred item/activity such as computer, train set, arts & crafts, playground, library, etc.

26 Strategies, continued BCBA Support: Support from a Board Certified Behavior Analyst (BCBA) is provided weekly for selfcontained classrooms for students with ASD. Social Skills Training: Acquisition of appropriate social skills can be addressed through direct instruction, games, and role play. The LEAPS (Life Excelerator Assessment of Personal Skills) can be used on all grade levels.

27 Strategies, continued Sign Language: Using sign language can evoke verbal language in students with ASD. Community Based Instruction (CBI): Students with ASD are instructed on how to access the community through CBI trips.

28 Strategies, continued Student Interests: Use student interests to your advantage when designing academic tasks you can create curricular activities involving interests. Sensory Awareness: Be aware of sensory issues that the student with ASD may have and consult with the Occupational Therapist (OT) for ideas to assist students.

29 Things to Avoid Avoid requiring a student with ASD to give you eye contact when you are speaking to him. Research shows that some students with ASD cannot use two senses at the same time. (looking and listening) Don t invade the space of an ASD student. Respect the personal space limitations of students with ASD by using proxemics.

30 Things to Avoid If a student with ASD has sensory issues, be careful not to assign tasks that invade their sensory limitations.

31 The Bottom Line Students with ASD are more like than unlike their nondisabled peers. If you have met one student with ASD, you have met one student with ASD. Resources: card.org Contact me: Gale Linson ESE Program Specialist

32 Participant Scale and Reflection (Please complete and turn in) 4-Innovating 3-Applying 2-Developing 1-Beginning 0-Not Using In addition to criteria of Applying, enhanced understanding, implementation, monitoring, and execution take aways Consistent understanding and implementation steps taken away along with monitoring componets for effective execution Moderate understanding and implementation steps taken away Little understanding and inconsistent implementation steps taken away No understanding or implementatio n steps taken away New Beginnings 2013

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