Au+sm is a complex, developmental disability that is evident within the first 3 years of life.

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1 Preparing for My New Student with Au6sm Teri McGill Regional Coordinator NE ASD Network Melissa Trautman Regional Coordinator NE ASD Network NE ASD Network Defini+on of Au+sm Au+sm is a complex, developmental disability that is evident within the first 3 years of life. It is a behaviorally defined syndrome that is recognized by difficul+es in communica+on, social interac+on and pagerns of behavior. NE ASD Network Au+sm Spectrum Disorder (ASD) A spectrum disorder Variance in characteris+cs and levels of func+oning. Classic Au6sm High Func6oning Au6sm/AS NE ASD Network

2 Characteris+cs of ASDs 4 Aggression Specific Behaviors Pushing HiOng SpiOng Throwing Underlying Deficits Poor social judgment/social Thinking Deficits Unawareness of feelings of others/perspec+ve taking Sensory mispercep+ons Frustra+on over communica+on limita+ons Does not have social skills to interact appropriately 5 Understanding Characteris+cs of Au+sm Impairments in communica+on Impairments in social interac+on Restricted interests and pagerns of behavior 2

3 Communica6on Characteris6cs Individuals with ASD may show some or all of the following communication deficits: Delay or absence of spoken language " Delay of non-verbal communication" Difficulty understanding non-verbal cues" Repetitive or non-functional use of language (echolalia)" Difficulty initiating and/or sustaining conversation" Very literal, difficulty understanding idioms and rhetorical questions" Often talks more to adults than peers" Talks mainly about special interests" " NE ASD Network Social Characteris6cs Individuals with ASD may show some or all of the following deficits in social skills: Difficulty understanding of non- verbal behavior Difficulty understanding social rules Difficulty understanding contextual cues (knowing when and where certain behaviors are appropriate) Difficulty understanding rela+onships/friendships Lack of social reciprocity, social +ming Difficulty in taking perspec+ve, inferring and predic+ng NE ASD Network Social Con+nued Research OUTCOMES: 2002 study of 405 children and adults (Seltzer and Krauss) - Adults 22 and older, 73% lived with their parents - 90% could not gain or keep employment - 95% had difficulty making and keeping friends Another study specific to Asperger Syndrome: 22% had IQ s in the superior to very superior range only 12% were employed full +me only 1% of the 12% was employed in an area their were trained/ educated in 3

4 Social Con+nued Research Individuals with sof skills such as good social skills, sociability, good work habits, and conscien+ousness, as well as those who par+cipate in extra curricular ac+vi+es are more likely to make more money, be employed, and again high levels of educa+on than those with good grades and high standardized test scores (Lleras, 2008) HFA- Social Maturity Children with AS are generally considered to have the social maturity of someone 1/3 to 2/3 of their age. Restricted PaMerns of Behavior, Interests, and Ac6vi6es Need for sameness Rou+nes and rituals Narrow areas of interest Anxiety Repe++ve motor behaviors 4

5 OTHER CHARACTERISTICS. Sensory Differences Senses: seeing; hearing; smelling; tas+ng; touching; body posi+on and balance (propriocep+on); movement (ves+bular) Experience informa+on to the senses in different ways Seek or avoid ac+vi+es that provide input Fight or flight: anxiety Temple Grandin shares that, sounds at school were like listening to the radio with all of the stabons on at once Emo+onal Vulnerability Difficulty iden+fying and understanding feelings Trouble reading emo+onal situa+ons Co- morbid mental health issues Anxiety/depression Rages/aggression 5

6 Strengths of Individuals with ASDs Strong visual performance skills Ability to learn and follow rou+nes Focused agen+on related to special interests Rote Memory Honest NE ASD Network Really?? You have tips?? HELPFUL TEACHING TIPS Become a relevant person in the life of a child with ASD 6

7 Build a rela+onship with the student Staff working with students with ASDs should Spend +me doing ac+vi+es the child likes Show interest in their life and ac+vi+es Find reinforcement that the student likes Use Special Interests INCREASE MOTIVATION TO LEARN Examples Prac+ce wri+ng sentences on the backs of plas+c pigs Teach a student to calm themselves by looking at a picture of their special interest while taking 3 deep breathes Child reads out loud in literacy circle using puppet of favorite character Create math puzzles (math problem piece- hook connec+ng piece and then write answer on that piece) Allow on- going projects based on their interest to include reading, wri+ng, speaking, listening etc Paula Kluth,

8 Helpful Teaching Tip Reinforcement/Mo+va+on- - Although individuals with Asperger Syndrome and au+sm appear to have low mo+va+on, the truth is that they ofen have a different type of mo+va+on (Baker, 2000; Dunlap, 1995). Un+l staff and parents find out what the mo+vator is, it is difficult to prompt the individual to complete work and related tasks. Token Systems I am working for 8

9 & & & 9/11/14 Peyton s Points Page I will follow directions! I am working for Each Vehicle Circled =1minute In the morning I earned minutes In the afternoon I earned minutes Date:& & GOAL:&assignment&or&task&completion& Teachers&can&assign&certain&tasks&or&assignments&a& minute &value.&&when&you&complete&the&task,&your&teacher& will&initial&the&appropriate&boxes.&&& John&may&cash&in&his&minutes&to&do&a&choice&activity&during&study&hall.& o Draw& o Time&to&Think& o Make&Believe&Comic&Website& &&&&&&&&&&&&&&&& &=&1&minute& = ½ minute 2 minutes = handing in an overnight assignment on time 1 minute = completing an assignment in class ½ minute = starting an assignment or task independently ½ minute = raising my hand and asking for help when I am stuck Teachers may add additional minute objectives: 9

10 Provide Structure in Environment and Work Assignments Structure Students with Au+sm need work and tasks designed with simple structure Students with ASD need to know the answers to the following ques+ons when given work What do I have to do How much do I have to do (amount, length) How will I know when I am finished What do I get or do next Susan Stokes,

11 Susan Stokes,

12 Susan Stokes, 2014 STOP THE VERBAL! GO VISUAL!! Help the Child With Au6sm Predict Visual Schedules: Use simple drawings or photos to help a child learn the sequence of the ac+vity or rou+ne 12

13 Photograph Schedule Example Written Schedule Example 13

14 Schedule 1 st hour 7:45 8:30 2 nd hour 8:35 9:20 3 rd hour 9:25 10:10 4th hour 10:15 11:00 5th hour 11:05 11:30 11:30 12:00 12:05 12:20 6 th hour 12:25 1:10 7 th hour 1:15 2:00 8th hour 2:05 2:50 Class Social Studies Math Social Skills (Navigator room) Explo rotation Start with computer Reading LUNCH Reading Continued Science CA Guided Study Teacher/Room Thompson/310 Smith/308 Trautman/110 Kovacik Frost/302 Schlick/305 Frost/302 Trautman/110 Other Visual Supports Calendars Class rou+nes Checklists Change cards Cue Cards Provide a Warning that a Transi6on is Coming Use of an individual visual warning card This will help children who have difficul+es processing auditory informa+on, difficul+es agending to verbal or delayed recep+ve language skills Count- down Card All 14

15 When given a direction you need to Say OK Start right away Do it in the right amount of time Do it correctly A choice or B choice? Is it worth getting mad about? Remember: I can choose to remain calm. I can choose ways to calm myself down. When you come to class: q Sit Down q Get out your pencil q Open your binder to the class that you are in q Read any instructions on the board Math Class q Sit down q Get out your pencil q Open your binder q Get out your math notebook q Do the problem of the week or the ADD problems that are highlighted in your spiral CA/Reading q Sit down q Get out your pencil q Open your binder to reading or CA. q Get out your computer. q Open your reading or CA file q Look at the board q Do the OTB Bellwork 15

16 Assignment/Tes+ng Accommoda+ons Access to computer when needed Compact/pace/test- out of curriculum required classes Break assignments into parts with comple+on check Organiza+onal checklists/graphic organizers Copies of notes Differen+ated assignments Opt out of daily assignments if tests are at mastery level Provide concrete cues/visuals Test grades weighted higher than daily work Extended +me on assignments Work or test in quiet room Taking a test orally Adapta+ons for Work Comple+on Use a simple s+cky note to list the steps to an ac+vity or the each things to be done with check- off boxes/cross- off High- light a small sec+on of work and then put a small red dot for a quick break- - do again (unfinished work goes in work system for later) High- light mark for sentences for student to write or read high- light mark (different color) for what the adult will write or read Fold the paper so they only see one sec+on followed by a break Work- - then- - break visual Mark odd number math problems 16

17 Homework Discuss homework op+ons with the child s IEP team. Iden+fy the purpose of the homework Iden+fy a reasonable amount of +me the student should spend on homework Recognize that homework is a FAMILY ac+vity.and that some families CANNOT do homework Myles ASA Effects of Para- educator Proximity Giangreco, Edelman, Evans- Luiselli, and MacFarland (1997) 50 Effects of Inappropriate Paraprofessional Proximity q Separa+on from classmates q Interference with ownership and responsibility by General Ed teachers q Student dependence on adults q Reduced student interac+on with peers q Limited instruc+on from cer+fied teachers q Loss of student s personal control q Interference with the instruc+on of other students 17

18 On- Line Resources and Websites Nebraska ASD Network: Training and other Network resources hgp:// (Au+sm 101 Webinar, Summer Trainings etc) Au+sm Speaks: ASD Informa+on and downloadable Au+sm/Asperger s Tool Kits Au+sm Internet Modules: Free on- line training modules of many evidence based interven+ons hgp:// Organiza+on for Au+sm Research Educator s Guides to Au+sm and Asperger s Syndrome Ques+ons?? 18