Inclusive Programming that Support ALL Learners. Providing Accommodations and Instructional Supports

Transcription

1 Inclusive Programming that Support ALL Learners Providing Accommodations and Instructional Supports

2 Expanded Supports that Assist All Learners including those with Developmental Disabilities Developmental Disabilities include: Attention Deficit/ Hyperactivity Disorder Autism Spectrum Disorder* Cerebral Palsy Fetal Alcohol Spectrum Disorders Hearing Loss Intellectual Disability* Muscular Dystrophy Visual Impairment

3 Using Reinforcement as a Teaching Tool If behavior is not reinforced, it is not repeated By default then - any behavior that is repeated must somehow be reinforced. By controlling/manipulating the reinforcement, we can increase or decrease behaviors. When possible, make yourself or the physical activity the reinforcement.

4 Behavior Increases Types of Reinforcement/ (+) Punishment Behavior Decreases (- ) S4mulus Added (+) Posi4ve Reinforcement Presenta(on of something desired. Toy/ball Posi4ve Punishment Presenta(on of something undesired Addi(onal work S4mulus Removed (- ) Nega4ve Reinforcement Removal of a requirement Only do even problems Nega4ve Punishment Removal of something desirable. Restricted access to toy/ball.

5 Punishment Punishment typically doesn t work because the child doesn t have the skills needed... We MUST teach the new alternative behaviors we want them to demonstrate.

6 Knowledge Check Do punishment techniques work for individuals with ASD? How do you increase behaviors you want to see repeated? Give an example of specifically labeled praise.

7 Quick Management Tips Depersonalize the challenging behavior. Look at the behavior as an outsider. What does the individual get by engaging in the behavior? Find an appropriate way to help the individual get what they want/need. Teach the individual an alternative behavior that achieves the desired function. Reinforce with the individual when he/she engages in the appropriate behavior. Withhold reinforcement when the student engages in the target (undesired) behavior.

8 Helping students find a way to get what they need. We can teach our children to get what they need in appropriate and socially acceptable ways.

9 Reinforcement in Physical Activity Settings Shaping behaviors Teach skill using visual supports Provide the lowest level of prompting required for success (approximation) Systematically reinforce the students successive approximation; shaping the performance to proficiency. Do not reinforce incorrect form reinforce correct components.

10 Prompt Hierarchy Most Restric(ve Physical Model Verbal Gesture Least Restric(ve Visual Prompt at the least restric(ve level that facilitates success.

11 Knowledge Check What is the most restrictive form of prompting? What is our goal for prompting?

12 Teaching Skill through Task Analysis Task Analysis (TA) breaks down a skill into a series of discrete chained steps. TA makes a complex skill more teachable TA also provides a start point TA helps us understand exactly what needs to be taught for the skill to be successful. Teach the task analyzed skill, using simple instruction, CUES and visual demonstrations. Additional resources at

13 Task Analysis For Striking With The Five Critical Elements Simple instructions, visual supports, cues and demonstrations.

14 Make Space Concrete If you want an child with ASD to stand/go somewhere - find a way to make it concrete. Go get in line for class"

15 Make a sign Say it Once Support it with a visual

16 Make a Sign Supporting Athletes with Autism

17 Other Visual Supports Supporting Athletes with Autism

18 Structuring Lessons Follow same routine Use social stories to transition Use a visual schedule or tasks schedule to keep the child on task Use simple instructions Recognize what in the environment may be reinforcing for the child (e.g., you or a peer) ALSO - Recognize what in the environment or task may be over or under stimulating for the child.

19 Knowledge Check Tell 4 ways to use visual supports in your setting. Describe 2 things that you will do differently to support individuals with ASD now that you have knowledge of new interventions.

20 Addressing Sensory Needs The Systems Vestibular Proprioceptive Auditory Tactile Taste and Smell The Response Normal Hyper-Responsive Hypo-Responsive

21 Addressing Sensory Needs Vestibular Rolling activities Spooner boards with spinning activities Scooters with linear or rotational activities Proprioceptive Dancing or Marching Obstacle course Weighted vests and objects Visual using sunglasses in PE and PA settings Tactile Pushing/pulling with hands Rubbing/squeezing objects (sensory balls or basketball, etc) Using different tactile objects Auditory Ear plugs Monitor audio/music

22 Knowledge Check What are 5 sensory systems? What are the 3 responses to sensory input? Describe how you can address and individual with ASD s need for sensory input in each of the 5 sensory areas.

23 Thank you for your time and attention! For more information about supporting athletes with Autism Spectrum Disorder, contact: Dr. Suzanna Dillon Mrs. Christine Waldus