Practical Strategies for Families and Educators of Deaf Learners with Autism

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Myles Caldwell
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1 Practical Strategies for Families and Educators of Deaf Learners with Autism Raschelle Neild, Ph.D. Thangi Appanah, Ed.D. July 11, 2018

2 What s the plan? O This session will discuss strategies for deaf learners with autism and how to implement them in meaningful ways. This presentation will discuss and consider the different environments obstacles and barriers when applying the strategies to daily routines.

3 Participants will be able to O At the end of the session, participants will be able to select a strategy to align with a challenge the deaf learner with autism faces in their environment. Participants will be able to recognize and know how to implement and modify two strategies.

Characteristics of Deaf Learners with Autism O No two children with autism are alike common characteristics exists O O Difficulty interacting (laughing, eye contact) Limited communication (language)

4 Characteristics of Deaf Learners with Autism O No two children with autism are alike common characteristics exists O O Difficulty interacting (laughing, eye contact) Limited communication (language) O Signing Pronouns O Echolalia in Signs O Signing Space O O O O O O Needing sameness and routine (surprises are difficult) Repetitious play Generalizing Difficulty with make believe Sensory And behaviors that disrupt daily living

5 Characteristics O A diagnosis of Autism Spectrum Disorders is made when a child has impairments in social interactions, communication abilities, and behavior.

6 Think about

7 Strategies O Applied Behavior Analysis (ABA) O Picture Exchange Communication System (PECS) O Social Stories O Power Cards O Cartooning/Comic Strips O Visual Schedules O Graphic Organizers O Video Modeling O Visual Organizers

Social Stories O Must be presented often and before the event to reduce anxiety, improve behavior, and increase awareness of others O Has a specific format to follow when developing O Descriptive

8 Social Stories O Must be presented often and before the event to reduce anxiety, improve behavior, and increase awareness of others O Has a specific format to follow when developing O Descriptive perspective, directive, affirmative, and partial sentences. O Provides concrete information O Encourages appropriate behaviors and social skills. O Describe the social situation from the perspective of others O Offers a solution to a problem that the student can apply

Power Cards O Visual support that incorporates the child s special interest into teaching social skills, routines, and part of the hidden curriculum.

9 Power Cards O Visual support that incorporates the child s special interest into teaching social skills, routines, and part of the hidden curriculum. O Strategy is presented on a single sheet of paper. Told from the perspective of the child s hero. Tells how the hero would solve the problem. O A small card recaps what the child could do in a given situation in simple steps

11 Cartooning/Comic Strips O You do not need to be an artist to create O Can be implemented quickly to provide immediate clarification to a social situation

13 Visual Schedules O Multiple types O For individual events, the morning, or the whole day O Helps students with transitions O Can use real objectives, drawings, pictures, or words (match the students needs) O Vertical vs Horizontal O Helps students to predicate what will happen next reduces anxiety

16 Graphic Organizers O Provides students with a visual holistic representations of facts and concepts along with their relationship O Can be used within any content area and be useful before, during, or after students are presented with the content information O Can also be useful in teaching behaviors or social skills

18 Visual organizers O Aid in learning concepts O Organize the environment O Minimize visual & auditory distractions O Identify expectations O Establish routines O Aids in transitions O Accommodate for language processing difficulties O Provide opportunities and promotes independence

19 Benefits of visual organizers for individuals with ASD Graphic organizers enhance the learning of students with ASD because: 1. They are visual, and this modality is often a strength for students 2. They are static; they remain consistent and constant. 3. They allow for processing time; the student can reflect on the material at his own pace. 4. They are concrete and are more easily understood that a verbal only presentation. (Myles & Southwick, 1999)

Video Modeling O For students with autism it is a challenge to initiate, maintain, and generalize skills across environments O Two ways to use O O Self-modeling Peer modeling O Video modeling offers

20 Video Modeling O For students with autism it is a challenge to initiate, maintain, and generalize skills across environments O Two ways to use O O Self-modeling Peer modeling O Video modeling offers a way to provide multiple ways of representing information with real-life examples O Videos offer less confusion O Allow for feedback and prompts to be included O Results in faster generalization (can be created for different environments) O Can be reviewed at anytime and anywhere, so students can practice several times throughout the day or over the course of several days.

21 Things to think about when selecting or making materials O According to developmentally appropriate - use developmentally appropriate materials - tailor materials to child s interests, strengths, and needs - use materials that are relevant and meaningful to the child s social construct.

22 Scenarios 1. With a partner or small group select a scenario or think about a student you work with 2. Which strategy would work best? 3. How would you introduce it? 4. Share with the group

23 Visual Organizers O Visual organizers are naturally used in every aspect of teaching children about the world around them. O Individuals with ASD require even more visual organizers to be successful. Look beyond what is already in place and consider individual learning traits of the individual to be included.

24 organize the environment O Arranging furniture to define areas O Labeling materials and centers O Defining individual boundaries i.e. placemats for snack or personal cubbies

25 establish routines O Daily picture schedules O Classroom job charts O People locators home/school charts O Picture steps to complete an activity

27 aid in transitions O Taping lines on the floor to assist in lining up O Taking picture of self or a name card to the next activity O Using timers or clocks defines when an activity is finished

28 learn concepts O Use real objects/manipulative O Sorting containers (sizes, colors, counting) O Charting photos or objects in categories O Using familiar commercial products to promote language learning O All gone games O Choice boards

34 Questions

Transitions and Visual Supports

Transitions and Visual Supports Why are we doing this training? To help provide proactive strategies for transitions To increase appropriate behavior during transitions To increase child participation