Introduction to Successful Inclusion of Children with Autism Spectrum Disorders (ASD)

Transcription

1 Introduction to Successful Inclusion of Children with Autism Spectrum Disorders (ASD)

2 To successfully complete this training and receive a certificate, you must answer a minimum of 8 out of 10 questions correctly on the Learning Assessment at the end of today s session. To receive your certificate, please visit: We welcome you to ask as many questions as you want, and to fully participate in today s activities.

3 What is The Advocacy Network on Disabilities? MISSION The Advocacy Network on Disabilities champions the rights of individuals with intellectual, developmental, and other disabilities by promoting inclusion, providing services, and advancing systems change."

4 Our Services FAMILY SUPPORT: Experienced, family-friendly staff help people with disabilities and their families identify and access services. ALL CHILDREN TOGETHER (ACT): An initiative of The Children s Trust, project staff work with the organizations it funds to increase their capacity to provide quality, inclusive programs. SYSTEMS ADVOCACY: Seeking change that can help many people at once, staff works to change policies, rules or laws that determine how services are provided.

5 At the End of this Workshop You Will be Able to : 1. Identify characteristics of Autism Spectrum Disorder 2. Recognize and incorporate visual support strategies to help children understand behavioral expectations 3. Recognize & accommodate special sensory needs 4. Identify strategies to foster social competence of children with ASD 5. Identify unique safety needs and strategies for students with ASD

6 Autism Spectrum Disorders Autism Spectrum Disorder (ASD) is a complex neurological disorder that affects individuals across two main areas: Social Communication Difficulties Repetitive/Restricted Behaviors The latest research shows brain differences can be detected through MRI as early as 6-12 months. (Nature, international weekly journal of science 2017)

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8 Spectrum Nature of Autism Non-Verbal Socially isolated or aloof More interested in objects than people Significant intellectual Impairments Some language Inconsistent interest in others Limited play skills Unevenly developed cognitive skills Overly verbose Interested in friendships, but socially awkward Over-focused on certain topics Intellectually gifted

9 Working with Individuals with ASD Not all individuals with ASD respond equally well to every intervention strategy There are a number of strategies which have been shown to be effective in working with many individuals with ASD

10 Visual Support Strategies

11 What are visual supports? Visual Supports provide supplemental visual information to support auditory information WE ALL rely on visual supports!

12 Why Are Visual Supports Helpful for Individuals with ASD? Many individuals with ASD are visual learners They do not always understand verbal instructions They can help clarify social and behavioral expectations Improves ability to respond to classroom structure

13 Visual Schedules

14 Visual Cues

15 First-Then Boards

16 Additional Visual Supports Using a timer to signal how much longer Showing a sample of a completed art project a completed art project Create a basket to place finished work Put oput a mark on the floor to indicate where to stand the

17 Sign Language as Visual Support Basic signs used for daily routines: Bathroom Eat Please and Thank you Sit Yes and No Water Visit:

18 Recognizing and Accommodating Unique Sensory Needs

19 What Are Sensory Issues Common to Autism? Children with ASD oftentimes experience senses in a manner that is different than most other people experience them Inappropriate behaviors may occur as a result of sensory discomfort

20 Hypersensitivity Some individuals with ASD experience sensory overload. Normally occurring stimuli may be experienced as uncomfortable or painful Common Examples: Fire alarms Phones ringing Finger paint Some clothing Bright lights Fireworks

21 Hyposensitivity Some students with ASD seek stimulation due to sensory deprivation. Common Sensory-Seeking Behaviors: Licking/Mouthing Non-Food items Visually Inspecting Items Repeatedly Touching/Feeling Items Smelling Non-Scented Items Squeezing (self or others) Head Banging

22 Refresh Time!

23 Sensory Simulation

24 Accommodating Hyposensitivities

25 Accommodating Hypersensitivities

26 Getting to Know Me

27 Overcoming Over Sensitivities By changing how sensations are processed and integrated by the brain, we help children with autism make better sense of the information they receive, and therefore use it to better participate in everyday tasks. -Roseann Schaaf, occupational therapist and neuroscientist at Thomas Jefferson University in Philadelphia

28 Overcoming Hypersensitivities Example My son had a problem with sirens, so we started with pictures of fire trucks and emergency vehicles in a book. I imitated the sound of a siren with my voice. We read books about firefighters and police officers. My son wore firefighter and police costumes. We watched YouTube videos of fire trucks in action. I arranged for our playgroup to get a tour of the local fire station, and my son sat in the fire truck with a big smile. I pointed out fire trucks and ambulances while driving. Eventually, those emergency vehicles became a part of everyday life and the sirens did not bother him as much.

29 Private/Safe Space

30 Fostering Social Competence

31 Varying Abilities in Communication & Language Sustaining a conversation Interpreting body language & facial expressions Understanding abstract (non-literal) language Precocious reading ability yet difficulty in comprehension Go ahead and say that one more time It is raining cats and dogs!

32 To Foster Social Competence: Use Clear and Direct Feedback Stay on task Abstract Feedback Clear/Direct Feedback As soon as you finish your art project, you can go to the computer Be a good listener Look at me when I m talking, it helps me know you are listening Stop annoying the other children Talk more softly, so that the other student s ears don t hurt You know what you are supposed to be doing Check your schedule and come tell me what activity you should be doing

33 To Foster Social Competence: Incorporate Social Stories Social Stories are individualized short stories written to help children with ASD interpret challenging, confusing or new social situations. Social Stories provide clarification of behavioral and social expectations.

34 Facilitating Appropriate Social Behavior Explain (and remind about) social rules and away from others so as not to embarrass the child with ASD Offer social scripts and role-play Praise in public, redirect in private Place child with ASD near wellbehaved and nurturing peers

35 Prepare for Social Settings Provide social stories to explain expectations and social etiquette. Example Going to the Show

36 Bullying

37 Bullying Children with ASD are 4 times more likely to be bullied than their typical peers They are targets Bullying includes peer rejection and neglect

38 Children With ASD Are Targets for Bullying for Many Reasons They appear socially awkward and do things that may seem strange to others. May be naïve and willingly give up their possessions or submit to peer pressure (e.g., think bully is friend). May over-react to bullying, giving the bully additional reasons to tease. Teens with ASD may not follow the trends and styles of their peers, such as clothing & hairstyles. Intense unique interests that are not typical of others their age can attract teasing.

39 Monitor for: Recognizing Bullying Missing or broken possessions Frequent cuts and bruises *may wear long sleeved shirts on hot days Reluctance to participate/attend events Increased anxiety Complaints of digestive upset or headaches Separation anxiety Sleep deprivation Depression Personality change, modeling bullying behavior at home

40 Strategies to Prevent Bullying Be clear that bullying and maltreatment of others will not be tolerated Educate students about autism through literature Assign a buddy with strong social skills to the child with ASD Watch for room/seating arrangement Teach the child with ASD to be more assertive & to communicate bullying to an adult

41 Fostering Inclusive Experiences

42 Promoting Friendships Select peers who are friendly, patient, and display good social behaviors Use peer buddies to create meaningful interactions between peers Monitor and reward child who is a peer buddy to a child with ASD

43 Peer Mentoring

44 Group Activities Incorporate some of the child s interests Incorporate cooperative group activities where child with ASD can be both leader and follower Supervise and support social interactions

45 Safety

46 Safety and ASD Autism Speaks cited that ½ of children with autism wander or bolt. Wandering poses a particular danger when children with ASD are attracted to pools, lakes, and other bodies of water, and cannot swim. The National Autism Association reported, accidental drowning accounted for 91 % of the U.S. deaths reported in children with autism ages 14 and younger"

47 Swim School

48 Safety Accommodations for Children with ASD

49 Identification for Children and Youth with Autism

50 The Wallet Card

51 Questions/Thoughts

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53 Inclusion Together we can make it happen! Visit and register to receive the NetNews e-newsletter or call for additional information or assistance.

54 Evaluation, Learning Assessment & Sign-in Sheet

55 References Miami Dade County Department of Cultural Affairs; Going to the Show. Center for Disease Control and Prevention. Autism Spectrum Disorders: Facts about ASDs. Center for Disease Control and Prevention Division of Birth Defects, National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention. 19 March 2012: Mesibov, G., Shea, V. & Schopler, E. (2004). The TEACCH Approach to Autism Spectrum Disorders. New York, NY: Springer. Heinrichs, B. (2003). Perfect Targets: Asperger Syndrome and Bullying; Practical Solutions for Surviving the Social World. Shawnee Mission, KS: Autism Asperger Publishing Co. Gray, Carol. The Gray Center for Social Learning and Understanding March Smith Myles, B. & Simpson, R. (2003). Asperger Syndrome: A Guide for Educators and Parents, 2 nd edition. Pro Ed. Smith Myles, B., Trautman, M. & Schelvan, R. (2004). The Hidden Curriculum: Practical Solutions for Understanding Unstated Rules in Social Situations. Shawnee Mission, KS: Autism Asperger Publishing Co. Notbohm, E. (2005). Ten Things Every Child with Autism Wishes You Knew. Arlington, TX: Future Horizons.