Middle School Autism Point Person Training District 204 April 21, 2011 Pam Leonard & Sabrina Beaudry

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1 Middle School Autism Point Person Training District 204 April 21, 2011 Pam Leonard & Sabrina Beaudry

2 A. Impairment in social interaction B. Restricted, repetitive and stereotyped patterns of behavior, interests and activities C. Clinically significant impairment in social, occupational or other areas of function D. No clinically significant general language delay E. No clinically significant cognitive delay

3 Impairment in non-verbal behaviors Lack of appropriate peer relationships Lack of spontaneous sharing of attention Lack of social/emotional reciprocity

4 Preoccupation with one or more restricted patterns of interest with abnormal intensity or focus Inflexible adherence to specific nonfunctional routines/rituals Repetitive motor mannerisms

play, social interaction ASPERGER Impairment in social interaction Restricted patterns of behavior, activities, interest

5 HFA 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

6 Autism Rett s Disintegrative Asperger s PDD-NOS Disorder Disorder Disorder Disorder 1 in 91

7 COMPLICATED And DIFFICULT!

8 Families may obtain an outside evaluation by medical professionals for a medical diagnosis (DSM IV) of one of the PDD s. OR Schools can give an educational diagnosis of Autism for special education eligibility.

9 icate-minds-understanding-classmatesasperger-syndrome-dvd

10 THEORY OF MIND

11 the ability to infer other people s mental states (their thoughts, beliefs, desires, intentions, etc.), & the ability to use this information to interpret what they say, make sense of their behavior & predict what they will do next. (Howlin, Baron-Cohen, and Hadwin, 1999)

12 This disruption in social-perspective taking can affect social relationships because successful communication includes understanding a person s motivation. ToM deficits lead to a controlling nature. Sixth sense deficit (Brenda Smith Myles)

13 False Belief Test: 1. Sally hides an object and then leaves the room. Anne moves the object. 2. Sally returns and the child with AS is asked, Where will Sally look for the object? 3. This requires thinking about others thoughts & understanding that others can believe something that is contradictory to reality.

14 NT child: points to the spot where Sally originally placed the object Child with AS: Unable to inhibit the knowledge that Anne has moved the object without Sally s knowledge, s/he points to the spot where Anne has moved the object This perspective taking ability develops between 3-41/2 years of age in NT children

15 MGW has created a continuum of social thinking-social communication profiles

16 1. Severely Challenged Social Communicator (SCSC): Very, very limited in knowledge of other s perspective. Require highly structured environment to facilitate social interaction. 2. Challenged Social Communicator (CSC): Understand people have different thoughts if think long and hard about it. 3. Emerging Social Communicator (ESC): More literal in their interpretation of language; weak social radar due to literal interpretation of language and nonverbal cues.

4. Nuance Challenged Social Communicator (NCSC): Weak Interactive Social Communicator (WISC): Quick at understanding that people have different thoughts but slow in determining how to figure them out

17 4. Nuance Challenged Social Communicator (NCSC): Weak Interactive Social Communicator (WISC): Quick at understanding that people have different thoughts but slow in determining how to figure them out in the moment of the interaction. Socially Anxious Social Communicator (SASC): Highly developed social radar, but social anxiety diminishes access to their social cognition. 5. Resistant Social Communicator (RSC): Understand that others have thoughts different than their own, but argue that their perspective or view is the right way. 6. Neurotypical Social Communicator: Intuitive social thinkers, but benefit from basic social communication reminders-especially when engaging in social problem solving situations. Taken from: Michelle Garcia Winner and Pamela Crooke

18 The nuance challenged social communicators & the resistive social communicators!

20 What are the other areas we need to consider before we program for these students? (According to Sabrina and Pam)

21 1. Social Communication that is needed to interact and learn 2. Social Problem Solving that is needed to interact and learn 3. Flexibility of thinking that is needed to interact and learn 4. Organization skills that are needed to interact and learn 5. Comorbidity and impact it has when trying to interact and learn

22 It is the ability to effectively use and adjust communication messages for a variety of purposes with an array of communication partners within diverse circumstances (IRCA- Beverly Vicker)

Repair our communication breakdowns Clarify what we mean Use our language to express emotions Know how to match what we say to who we are talking to (social role recognition)

23 Repair our communication breakdowns Clarify what we mean Use our language to express emotions Know how to match what we say to who we are talking to (social role recognition) Demonstrate intent Demonstrate appropriate reciprocity Demonstrate appropriate conversational turn taking Demonstrate appropriate topic maintenance Interpret meaning jokes, infer

24 Sounds rude Manipulative lectures Interrupts Verbose greetings/closures Physical proximity eye gaze

25 The ability to apply social rules when trying to solve a problem that involves others.

26 Apply our understanding of social rules and roles. Generate solutions for interactions. Resolve conflict. It allows us to think about others perspectives. Keep and maintain friendships &/or intimate relationships.

27 Act out Refusal Literal Interpretations Argue perspective taking Withdraw limited peer relationships lie miss nuances can recite rules but can t apply

28 The ability to think in a variety of ways.

29 oaccept how others do things. omanage our moods. otransition osee the world through someone else s eyes otalk about a variety of topics odemonstrate empathy

30 Overselect Narrow interests Perspective taking Rule bound to an Extreme Motivation Rigidity Homework issues Literal thinking Difficulty with transitions/change

31 Being able to see the whole picture and how everything needs to work together to complete a project, or organize a physical space, or manage a group of people

32 Follow directions Keep our facts straight Know what s relevant and what s not Save time Not be so anxious Complete assignments Know how to get started Locate things/know where they are

33 Messy desks and papers Poor note taking Doesn t know how to start a project Homework issues Can t make a plan Has trouble sequencing

34 When two or more diagnosis are present

35 See what is HFA/AS and what is not Get a more complete picture Develop realistic expectations BUT We need to make sure all of our HFA/AS supports are in place

36 Anxiety OCD Tics Tourett s Bipolar ADHD Depression

37 Social/Emotional Communication Repetitive Patterns Sensory Cognitive/Curriculum

38 Social Communication Social Problem Solving Flexible Thinking Organization Comorbidity

40 The DSM IV Pam s & Sabrina s considerations Application of these considerations to individual students. Now how?????????

41 ABC teaching format: Teach the social contexts (Antecedent) Teach the expected responses social scripts (Behavior) Teach the benefit (Consequence)

42 1. Teach in structured contexts 2. Teach in natural contexts 3. Reinforce applied skills so that increase generalization.

43 Michelle Garcia Winner Inside Out Thinking About You, Thinking About Me Think Social Worksheets! Carol Gray Social Stories Comic Strip Conversations Scott Bellini Building Social Relationships Video modeling Other Use of Social Scripts

44 Jed Baker Social Skills Picture Book

45 Carol Gray Comic stripping Michelle Garcia Winner Behavior Mapping I LAUGH curriculum for perspective taking Kari Dunn Buron & Mitzi Curtis 5 point Scale A 5 Could Make Me Lose Control When My Worries/Autism Gets Too Big Other SOCCSS processing tool The Way from A-Z

46 Tony Atwood Exploring Feelings-Anxiety Exploring Feelings-Anger Other The Hidden Curriculum Power Cards A Volcano In My Tummy My Book Full of Feelings

47 Michelle Garcia Winner Super Flex Social Detective Kari Dunn Buron & Mitzi Curtis 5 Point Scale Mind the Gap

48 Teach Me Language Software to facilitate graphic organizers Michelle Garcia Winner DVD

49 Video-Anxiety and Depression In Individuals with Autism Stress and Coping in Autism Edited by Baron, J. Groden, G. Groden, & Lipsitt Autism Program at Yale Groden Center

50 Sensitivity trainings Take a Walk in My Autism Normal People Scare Me-DVD Autism, The Musical-DVD Workshops on HFA & Asperger s Syndrome Novels The Curious Incident of the Dog at Night House Rules The more adults/staff are educated about this disorder, the more accepting and flexible they become in supporting our students!

51 Sensitivity Trainings The Sixth Sense Childrens books on disabilities Amazingly Alphie I Love My Brother Looking After Louis I am Utterly Unique This is Asperger Syndrome Why Does Chris Do That?

52 The Hidden Curriculum Asperger s What Does it Mean to Me? Freaks, Geeks, and Asperger s Syndrome What is Asperger Syndrome & How will it Affect Me? Can I Tell You About Asperger s? This is Asperger Syndrome When My Autism/Worries Get Too Big How Rude No BO Asperger Download Exploring Feelings-Anger Exploring Feelings-Anxiety

53 yps

District Pam Leonard & Sabrina Beaudry

District Pam Leonard & Sabrina Beaudry District 204 2010-2011 Pam Leonard & Sabrina Beaudry By the end of the 2010-2011 school year, the chosen building staff representative will be able to complete the problem-solving process of: Problem ID