Learning Style Profile for Children with Autism Spectrum Disorders

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2 Learning Style Profile for Children with Autism Spectrum Disorders LICENSE AGREEMENTS This ebook is licensed for your personal enjoyment only. This ebook may not be re-sold or given away to other people. If you would like to share this book with another person, please purchase an additional copy for each person you share it with. If you re reading this book and did not purchase it, or it was not purchased for your use only, then you should return to our website and purchase your own copy. (You need to be connected to the Internet) Thank you for respecting the hard work of this author.

3 ACKNOWLEDGEMENTS First and foremost, I wish to thank my wife, Elizabeth, and my children, Colin and Meghan for their heart-felt love and support during this project. I also wish to thank the countless children with autism spectrum disorders and their families for educating me. I wish to acknowledge and thank the Rocky Mountain Autism Center staff, Dr. Ryan Nelson (Department of Communicative Disorders, University of Louisiana-Lafayette) and Dr. Nelson s graduate students for reviewing this document and providing editorial recommendations.

4 Overview The Learning Style Profile for Children with Autism Spectrum Disorders (LSP) is designed to assist teachers, therapists and parents with understanding an individual child's Learning Style characteristics and patterns. All children have strategies or preferences that allow them to gain information from their environment in order to negotiate social interactions. These strategies and preferences can be viewed as Learning Styles. Unfortunately, children with autism spectrum disorders may demonstrate an atypical learning style profile that leads toward interaction challenges in these social arenas. As a result of learning style differences, at least some children with ASD demonstrate unconventional and often misinterpreted interactive behaviors as they apply what they know to their social contexts. A child s pattern of interaction may pose challenges for the partner when attempting to interpret a child s attempts or non-attempts of reciprocal interactions and intentionality. LEARNING STYLE DIFFERENCES IN ASD In contrast to typical development, some children with ASD do not learn to interact with others in socially meaningful ways. They may not seek out social opportunities for learning social, communication and interactional conventions and expectations. Environmental and interpersonal cues often go unnoticed, thus affecting social, emotional communication outcomes and judgments. Learning style differences may severely limit some children s ability to notice others in their environment and thus engage in, and learn from social interactions. These children subsequently experience difficulties in developing shared meanings, shared affect, shared emotions and eventually, conventional behaviors due to their learning style challenges. At least some children with ASD are unaware of the need to look up and around and seek interpersonal and environmental cues in order to make an independent decision to engage and participate in social interactions established by a partner(s). These children may miss important cues and sequences of social, cognitive and language information offered by a partner. In social settings such as classrooms, small groups or family gatherings, some children may also be unaware of interpersonal and environmental cues that help guide social exchanges and thus miss opportunities to learn and participate in a) classroom routines, b) group interventions and c) social interactions. The LSP targets 10 intervention components that represent the greatest challenges for professionals and families based on the learning style differences of ASD. It assists partners with interpreting why many of these interactive breakdowns occur and what aspects need to be considered in order to achieve greater social success with others. The LSP also provides a guideline for creating and maintaining appropriate educational, intervention and family-systems programs to advance children from learning style weaknesses to learning style strengths. THE LEARNING STYLE PROFILE ADDRESSES TEACHER, THERAPIST AND PARENT NEEDS BY: 1. Providing a intervention guideline and protocol that address the core challenges of ASD and learning style differences 2. Prioritizing the learning style differences in children with ASD at early childhood, primary and secondary grade levels 3. Profiling learning style differences to design effective classrooms, therapy and family-systems programs 4. Assisting with "how" to set up the classroom, therapy and family-systems programs based on learning style differences for children with ASD

5 5. Addressing "how" to teach an individual child based on his or her learning style profile 6. The LSP is an easy and clear visual reference tool that can be used to educate those who interact with children with ASD. PERSONAL NOTE TO THE READERS Why was the Learning Style Profile developed? In my 30-plus years of national and international consulting and ASD program development, I found a great need to design a digestible, concise and practical reference tool that could be implemented by teachers, therapists and parents today!. I designed the Learning Style Profile at the Rocky Mountain Autism Center as a guideline and protocol for incorporating Learning Style Profile components into the general structure of classroom, home and intervention settings for a more balanced educational and intervention approach. It also promotes a more developmentally balanced Learning Style Profile for each child to support his or her individualized education program (IEP) and/or behavior plan. The Learning Style Profile is based on, and supported by the principles and practices in the empirical literature on ASD learning styles and patterns. The development of the LSP has been greatly influenced by my own clinical practice and personal experiences working with the kids on the floor over this time frame. It is my attempt to provide a compass and roadmap for this very complex road of ASD that we travel. I have lectured world-wide on the LSP protocol and would now like to share it with you. Thank you. Dr. Patrick J. Rydell

6 Introduction The Learning Style Profile for Children with Autism Spectrum Disorders (LSP) is a protocol that attempts to describe a variety of patterns, strategies and preferences of how a child with ASD may be learning and acquiring information from their environment. It is designed to assist teachers, therapists and parents with understanding an individual child s Learning Style characteristics and patterns to provide a guideline for designing and maintaining appropriate classroom, therapy and family-systems programs. This protocol includes 10 Learning Style Components and is specifically designed as an efficient and practical guideline for a) incorporating these Learning Style Components (see below) into the general structure of classroom, therapy and family settings for a more balanced educational and intervention approach, b) promoting a more developmentally balanced Learning Style Profile for each child, and c) providing a guideline for classroom, therapy and family-systems design and intervention strategies for each Learning Style Component that will support the child s individualized education program (IEP) and/or behavior plan. LSP is designed to target 10 intervention areas that represent the greatest challenges for professionals and families based on the learning style differences of children with autism spectrum disorders. It is fully well recognized that not all children with ASD have the same learning style profile. Some children may exhibit significant learning style differences from typically developing peers while others may not. Additionally, learning style differences, if present, may significantly vary from child to child. Thus, the LSP seeks to profile these learning style differences in order to match specific teaching and intervention methods to the individual child.

7 LSP provides an intervention guideline to advance children from learning style weaknesses to learning style strengths so that children may be more available for, and progress in the ASD core challenge areas (social interactions, communication, emotional regulation and behavior). LSP seeks to address classroom and intervention challenges by prioritizing a child s learning style as a necessary ingredient in successful instruction and intervention. LSP reflects learning style priorities, which are to a) support a child s independent problem-solving abilities to seek out interpersonal and environmental cues in order to actively engage and successfully participate in classroom and intervention settings (Prizant, Wetherby, Rubin, Laurent, & Rydell, 2006), and b) use social models as a primary teaching and instructional approach (Strain, P.S., & Bovey, E. (2008). In addition, LSP addresses teacher, therapist and parent needs by - PROVIDING A GUIDELINE AND PROTOCOL: 1. That is supported by evidence-based practices in autism spectrum disorders and prioritizes the learning style differences in children with ASD at early childhood, primary and secondary grade levels 2. That is an easy-to-use, practical and efficient tool to assist with profiling learning style differences in order to design effective classroom and intervention programs 3. That assists with how to set up classroom and intervention programs based on learning style differences in children with ASD 4. That specifically addresses how to teach an individual child based on his or her Learning Style Profile. 5. That can be used as a companion to more comprehensive assessment and intervention models which identify and target core developmental goals and objectives. 6. That can be used as an easy and clear visual reference tool to educate those who interact with children with ASD. LEARNING STYLE DIFFERENCES IN ASD The learning styles of children with ASD often inhibit successful social interactions (Prizant, 1983; Prizant & Wetherby, 1989; Rydell & Prizant, 1995, Schuler & Prizant, 1985). Learning style differences may severely limit the child's ability to notice others in their environment and thus engage in, and learn from social interactions. The child may subsequently experience difficulties in developing shared meanings, shared affect, shared emotions and eventually, conventional behaviors due to their learning style challenges (Prizant, et.al., 2006). In contrast to typical development, children with ASD may not learn to interact with others in socially meaningful ways. The child may not seek out social opportunities for learning social, communication and interactional conventions and expectations. Environmental and interpersonal cues often go unnoticed, thus affecting social, emotional communication outcomes and judgments. Learning styles in some children with ASD may reflect static, repetitive and inflexible social, language and cognitive patterns. Object knowledge, perseverative actions on objects, rote memory, rotely learned social and communicative patterns, repetitive behaviors and insistence of sameness typify the learning style of many these children. Learning style differences may also tilt toward episodic memory, gestalt processing and situation-specific learning in which a) static visual stimulus such as numbers, letters, shapes, b) auditory stimulus and c) verbal words and phrases are rotely learned in an original learning context but inflexibly applied across new and different contexts which require the processing of rules, meanings, conceptual knowledge and patterns in order to make social judgments (Prizant; 1983).

8 Learning Style Profile Description The primary purpose of the Learning Style Profile for Children with Autism Spectrum Disorders (LSP) is to determine the child s learning characteristics and patterns under each of the 10 Learning Style Components (below) in order to profile a) the balance/imbalance of the child s learning style characteristics, b) the balance/imbalance of our classroom, therapy and family-systems program design based on the learning style characteristics, c) the relationship among the child s learning style characteristics, emotional regulation and behavior challenges, and finally, d) to assist with design/redesign of classroom, therapy and family-systems program structure, methods and strategies to assist the child in becoming a more balanced learner based on his or her learning style characteristics. See LSP Protocol Slides 10 LEARNING STYLE PROFILE COMPONENTS The following 10 LSP Components are based on, and derived from the learning style and core challenge literature in autism spectrum disorders (for reviews, see: American Speech-Language-Hearing Association, 2006; Landa, et al; Prizant, et al, 2006; Strain, 2010), and supports the National Research Council s (2001) recommendations and instructional priorities. The 10 LSP components were selected based on over 30 years of clinical experience and consultations to schools, ASD centers and intervention settings. Most importantly, these components were specifically selected as they represent the teacher s, therapist s and parent s most common and consistent needs in the classrooms,

9 therapy and home settings. The LSP was developed at, and serves as a primary guideline and protocol for all programs delivered at Rocky Mountain Autism Center, as directed by Dr. Patrick J. Rydell. Balance in the Child Children with ASD may exhibit Learning Styles that are considered to be developmentally unbalanced regarding relative strengths and needs. For instance, the child with ASD may primarily learn in relation to objects but less oriented to people. Learning is more often associated with aspects of objects and tasks and less so by looking up and around and obtaining information from social cues, models and demonstrations from their partners. If the child learns to become more focused and oriented toward people, it is often with one individual at a time but not necessarily in small or large groups. Rigidity and rote learning styles may be present as opposed to more flexible and spontaneous interactions with tasks or social partners. It is typical for a child with ASD to learn to respond to others well before he or she is able to initiate or maintain interactions. Or, conversely, the child may only interact with a partner if he or she is in control of the agenda, while not learning to participate when being asked to follow the partner s lead. The child s learning style may not include the ability to make and execute a logical plan of action but rather display random, impulsive actions with objects, themes or partners. The child may learn to establish and maintain joint attention only at short distances but less so at increased distances. The child may be able to consistently respond verbally but struggles with knowing how and when to verbally interact for initiating or maintaining purposes. Also, communication may reflect a learning style that is rote, scripted and prescribed as opposed to flexible, generative and spontaneous. Finally, a child may be able to transition to highly preferred activity or location but may not have learned to do so in less preferred situations. Balance in the Classroom, Therapy and Home Settings Establishing and maintaining a well-balanced and designed classroom, therapy and home-based setting is challenging at times when considering the Learning Styles of children with ASD. Several questions arise; a) Have we considered the 10 Learning Style Components as part of our educational and program design, structure, and procedures?; b) Are our educational and program interventions balanced in their approach to the Learning Style Components?; and c) Are we providing learning opportunities for each child with ASD to become more balanced across the Learning Style Components? Each learning style component will now be described with a corresponding balance description and program questions to consider.

10 LSP COMPONENT DESCRIPTIONS AND IMPLEMENTATION GUIDELINES This section offers a description of how classroom, therapy and family-systems programs may be designed to achieve greater balance of learning opportunities when addressing learning style differences for children with ASD. Each of the 10 LSP components will be introduced below. Effective program design and intervention strategies for each of the LSP components will be discussed in the accompanying podcasts recordings. These podcasts were recorded as part of the Autism Today with Dr. Pat online radio show that was hosted by Dr. Patrick J. Rydell. Teachers, therapists and parents discussed the practical application and implementation of the LSP components in their classroom, therapy and home settings. In identifying strengths and differences of the child s learning style and designing effective educational and intervention programs for children with ASD, we might ask the following questions: 1. Object vs. People Orientation Is the child with ASD a) primarily focused on objects and learning through sensory-seeking behaviors and/or manipulation of objects or b) also focused on, and oriented toward a social partner for the purposes of social learning while remaining emotionally regulated? Do our educational and intervention procedures primarily focus on object-oriented, task-completion learning tasks while relatively fewer learning opportunities are provided to establish joint attention toward partners for social purposes and interactions. For instance, as a primary instructional method, do we initially provide or give the child things to do (e.g., sensory objects, manipulatives, puzzles, matching tasks, etc.) in which the child applies his or her own learning

11 experience, rule, repetitive actions, or pre-conceived agenda onto the object given? At some later point in time, we may attempt to be part of, or enter into the established activity with the child. In this case, does the child resist our attempts to join in because of our interference with the previously established object-oriented agenda? Balance: We may also consider introducing these objects by asking the child to stop, wait, look up and around...what are we doing?...how can you become part of what we are doing? Joint attention and a we learning style orientation are established with the child at the introduction of each interaction in which the partner introduces objects by demonstrating, modeling and rehearsing an activity in a manner in which both the partner(s) objects are equally important. The child begins to learn ways of interacting with the object based on a people-oriented learning style. In essence, the child is learning about objects in relation to the partner, not just the object as a primary focus. The objects/tasks are introduced based on a social ( we ) agenda as opposed to an object ( I ) agenda. Get Podcast 2. Learns through Social Modeling/Demonstration/Rehearsal Does the child with ASD a) demonstrate little or no response or follow-through regarding a partner s attempts of modeling/demonstration of social-communication and interactional skills or b) demonstrate responsivity and follow through regarding a partner s modeling/demonstration of social-communication and interactional skills while remaining emotionally regulated? Do our educational and intervention procedures primarily rely on the use of visual and/or verbal cues and prompts to teach the child classroom and program procedures, expectations and structure? Visual/verbal prompts are very commonly used to direct and focus the child while managing classroom and program activities. These methods are often used in teaching the child to respond or follow through with expectations, especially for children who find it difficult to initiate, participate or interact unless prompted by an adult partner. However, prompt-dependency is of concern as a child may learn to mostly wait or depend on others to tell him or her where to go, what to do, etc. It has been our experience that, in some cases, the partner may be misapplying visual/verbal cues as prompts to guide the child in a step-by-step manner...e.g., First do this...next do this...next do this...etc. Thus, the child is only required to respond to the just-elicited visual/verbal prompt to know where to go or what to do. The child often may not consistently interact or follow through until told to do so, which leads to a learning style of prompt-dependency. The question of, Who is doing the thinking? becomes relevant in these cases. Balance: We may also want to consider the use of a social model approach as a primary teaching strategy to assist the child in understanding how and when to follow classroom and program procedures, directions, and expectations. For instance, by a partner a) introducing routines/tasks/activities and b) using a social model (adult, peer, etc.) in which the partner is allowed to provide necessary social-interactional information, the child is provided a consistent and systematic opportunity to look up and around to gain the necessary social knowledge base to engage and participate in interactions with others. The child is then given a turn or opportunity to participate having learned from the previous social model and not primarily from following a series of adult-directed visual/verbal prompts. Again, the question of who is doing the thinking? comes into play here as the child eventually relies less on the partner s visual/ verbal overuse of directives and becomes more accountable for making independent decisions, i.e., knowing how and when to participate based on the acquired social knowledge and cues. By following the lead of the partner as opposed to being visually/verbally cued and prompted by the partner, the child is less likely to become prompt-dependent and is more likely to use more independent problem-solving skills in knowing how and when to participate. [Get Podcast]

12 How to Use the Learning Style Profile WHAT IT IS: The Learning Style Profile for Children with Autism Spectrum Disorders (LSP) is a protocol designed to assist teachers, therapists and parents with understanding a child s Learning Style characteristics and patterns. It is meant to be used as a supplement to other formal and informal assessments for program planning in order to assist teachers, therapists and parents in making more informed decisions about a) how children with autism spectrum disorders learn, b) how to structure an appropriate classroom and intervention program based on the core challenges and learning style differences in ASD, and c) offer a guideline for educational and program priorities. See LSP Protocol Slides WHAT IT IS NOT: The Learning Style Profile for Children with Autism Spectrum Disorders is not a a) standardized assessment, b) curriculum-based assessment, nor c) an assessment in which formalized, quantitative data are collected. The LSP is not designed to target specific goals and objectives for intervention, but rather to identify learning style differences for the purpose of designing educational and program intervention priorities and direction. The LSP recognizes that

13 children with ASD do not have the same learning styles or learning style differences. Therefore, the LSP should be used only as a guideline for intervention given the particular learning style profile of the child. USE: The Learning Style Profile for Children with Autism Spectrum Disorders can be used: (a) As part of the child s initial program assessment (b) As part of the child s program review (c) As an ongoing process for program monitoring, design and revision INSTRUCTIONS Learning Style Profile: Qualitative Approach to Data Collection The Learning Style Profile for Children with Autism Spectrum Disorders includes the 10 Learning Style components. LSP uses a qualitative approach to profile the learning style characteristics within the component areas. Each component includes a large arrow that is divided into 4 quadrants (Unaware, Aware, Emerging & Consistent). The arrow represents a continuum of learning style that proceeds from less to more advanced capacities and balance in each of the LSP component areas. It is recommended that teachers, therapists and parents use individual child case studies and anecdotal notes as the preferred qualitative method to determine the overall profile of behaviors that represent or characterize the child s learning style. Case studies are used to observe, reflect, describe and explain the learning style characteristics of a child within the naturalistic learning contexts in which the observer(s) may or may not be a participant. Observations should be conducted preferably across three naturalistic settings or contexts. If LSP observations are conducted by a team, a facilitator is selected to collect and interpret the collective impressions, interpretations, and determinations for which quadrant best characterizes each of the 10 Learning Style Components. Using the qualitative methods described above, a checkmark is placed in the quadrant that best represents the child s learning style characteristics for each of the LSP components (see steps below). If there are discrepancies among the observers conclusions regarding the quadrants, observer corroboration is used for agreement. Learning Style Profile: Steps Step 1: Read the Learning Style Profile for Children with Autism Spectrum Disorders Background and Description sections to become familiar with the purpose, approach and description of the LSP and its 10 components. Step 2: Document the child s learning style characteristics by using the Learning Style Profile Protocol: A) The LSP can be given as part of the child s initial assessment, re-assessment or periodically throughout the year as part of the child s program review. The LSP is designed to be used with children across early childhood, primary and secondary grade levels. B) The LSP is an informal documentation of the child s learning style profile based on observing the child across his or her naturalistic contexts. The LSP is meant to assist the teacher, therapist or parent in collecting qualitative information as part of a more comprehensive assessment process using a case study format. No standardized scores nor quantitative data are collected as part of this protocol. C) Use the LSP Continuum Documentation Procedures* below to document the child s learning style characteristics and balance.

14 D) The teacher, therapist, parent (or team facilitator) may place a checkmark on the LSP continuum for each of the 10 components that best represents the child s learning style characteristics based on the scale below. Each LSP component includes an area to collect anecdotal notes. LSP Continuum Documentation Procedures Less Advanced Unaware (red): The child is primarily unaware of the target learning characteristics within the component even with adult partner assistance (e.g., adult partner prompts the child using visual, verbal, social and/or physical cues). The child learning style characteristics are unbalanced and skewed toward the learning style differences (weakness) typically associated with the core challenges of ASD (left side of the continuum). Aware (purple): The child primarily exhibits an awareness of all of target learning characteristics within the component with assistance from an adult partner (e.g., adult partner prompts the child using visual, verbal, social and/ or physical cues), but does not engage nor participate in the social interaction even with adult partner assistance. Note: Target learning style characteristics are those capacities associated with the right side of the continuum for each of the 10 components (see example below). As the child acquires these targeted learning style characteristics, an increased balance is achieved through a greater awareness and independent application of these learning style strengths across persons, places and circumstances. More Advanced Emerging (yellow): The child primarily exhibits an independent awareness of all of target learning characteristics within the component based on social-environmental cues (no adult assistance), but engages and participates in the social interaction only with adult partner assistance (e.g., adult partner prompts the child using visual, verbal, social and/or physical cues). Consistent (green): The child primarily exhibits an independent awareness of all of target learning characteristics within the component based on social-environmental cues (no adult assistance), and independently engages and participates in the social interaction based on social-environmental cues (no adult assistance) across persons, places and circumstances. Each of the 10 Learning Style Profile components are accompanied by a audio podcast that offers comprehensive descriptions of a) the purpose of each LSP component b) its application in the classroom, therapy and home settings c) examples of strategies that support each of the LSP components The podcasts originate from Dr. Rydell s online radio show, Autism Today with Dr. Pat, (VoiceAmerica Radio Station) in which Dr. Rydell and his co-hosts (teachers, therapists and parents) discuss their practical experiences and implementation of the Learning Style Profile. Please review the Radio Podcasts and Talking Points section to gain insight and practical application strategies for using the LSP.

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16 Start LSP Assessment Now To begin using LSP Profile touch here. To download a pdf for printing, touch here. (You need to be connected to the Internet) Radio Podcasts and Talking Points The Learning Style Profile includes 10 intervention components that represent the most important core challenge areas for developing appropriate ASD intervention based on the child s individual learning style profile (weaknesses and strengths). Each of the 10 LSP components is accompanied by a corresponding radio podcast from Autism Today with Dr. Pat (VoiceAmerica Radio Station, Health and Wellness Channel, 2012). The purpose of Autism Today with Dr. Pat podcast is to offer practical intervention strategies, methods and information to professionals and family members regarding their day-to-day interactions with children and adults with autism spectrum disorders. Dr. Rydell and his cohosts (teachers, therapists and parents) discuss the LSP components and its practical application in the classrooms, therapies and at home. We encourage you to download the radio podcasts from our LSP Reference page -[Get Podcast]

17 LEARNING STYLE PROFILE COMPONENTS, PODCASTS AND TALKING POINTS Podcast Episode #1: Learning Style Profile: Object vs. People Talking Points: Missed opportunities The more time spent coping is less time learning Who is doing the thinking? Podcast Episode # 2: Learning Style Profile: Object vs. People (part 2) Talking Points: Present objects primarily during social/reciprocal interactions (i.e., Look up and around) Interactions require social engagement (i.e., What are we doing?; Objects/tasks rarely given to the child without a social agenda) Establish a social priority (i.e., Are we the most important thing in the environment?) Podcast Episode # 3:Learning Through Social Modeling, Demonstration and Rehearsal Talking Points: Present social /situational cues through partner s models (i.e., watch partner and environment for contextual cues) Social imitation is based on models, demonstration, mentoring and rehearsal (i.e., less verbal prompting or adult directive verbal instruction) Establish social reciprocity (i.e., activities emphasize social engagement, learning and collaboration; less focus on skill imitation) Attains Social Cues from Multiple Partners Podcast Episode # 3:Attains Social Cues from Multiple Partners Talking Points: Present social/situational cues through multiple adult/peer models (i.e., watch the group participants for cues) Social imitation learning opportunities are presented across multiple social models and mentors (i.e., less verbal prompting or adult directive verbal instruction) Present social reciprocity opportunities with multiple partners (i.e., activities emphasize group engagement/collaboration) Podcast Episode #4: Cognitive Flexibility with Objects, Activities and People Talking Points: Subsequent activities should vary from the original activity by presenting them in/at a different setting, time, place or circumstance (i.e., activities should be systematically varied within the structure) Subsequent activities should vary from the original activity by presenting them with a slightly varied theme, sequence or outcome Subsequent activities should be modified from the original activity by presenting them with varied objects, object attributes or persons Podcast Episode # 5: Shared Control Talking Points: Present activities with the agenda initially established by the coach (e.g., coach is typically the adult or a peer with advanced abilities)

18 Present activities in which multiple partners are required to attain social, communication, behavioral cues and expectations based on the coach s model and demonstration (i.e., participants initially follow coach s lead) Shift the control of the agenda to the target child after multiple partners have had an opportunity to be coach (i.e., target child will direct the group s agenda based on the previous coaches models/demonstrations; agendas do not need to be an exact imitation or match of previous agendas but follow the established theme, organization and sequence) Podcast Episode #6: Interaction Style Talking Points: Present activities that facilitate opportunities for the child to initiate social-communication interactions (i.e., using behavioral and communication strategies) based on multiple partners models and demonstrations Present activities that facilitate opportunities for the child to maintain social-communication interactions (i.e., using behavioral and communication strategies) based on multiple partners models and demonstrations Present activities that facilitate opportunities for the child to respond to social-communication interactions (i.e., using behavioral and communication strategies) based on multiple partners models and demonstrations Podcast Episode #7: Verbal/Symbolic Communication Talking Points: Generate and present activities that include and represent a variety of people, action, object, location and attribute variables Systematically provide options of variables that represent the various action sequence combinations of the JARs (i.e., minimal language modeled or taught at this time) Only once the child is familiar with the various components of the JAR, the partners now verbally map words and generative word combinations which represent people, action, object, location and attribute variables represented in the activity (i.e., elicited verbal models symbolize what the child already knows) Podcast Episode #8 and #9: Executive Function Talking Points: Present and model activities that consist of clear visual cues, organization and guidance Present activities with very little verbal direction or cueing so that the child understands the plan, sequence and outcome based on the presented visual structure ( e.g., 5 questions of structure) For subsequent turns, shift the execution of the logical plan to the child without verbally cueing or prompting each sequential step or outcome (i.e., so that the child is doing the thinking ) Podcast Episode #10: Distance Learning Talking Points: Present activities, tasks or objects at systematically increased distances from the child Present social partners and models at systematically increased distances (i.e., partners still need to be the most important thing in the child s environment at increased distances) Present verbal directions, visual cues, examples, etc. at systematically increased distances Podcast Episode #10: Transitions Talking Points: Establish a clear signal that a transition is imminent (i.e., object, visual cue, verbal, etc). Provide a period of time for the child to shift attention and establish distal joint attention to the situational cues of the partner models and social context

19 Provide a transition procedure in which multiple partners (social models) systematically transition prior to the child in order to establish a social/group expectation (i.e., What are we doing? ) [Get Podcasts]

20 LSP TREE DIAGRAM The Learning Style Profile Tree diagram represents a pattern of growth and development that includes interrelated and interdependent parts (Emotional Regulation, Joint Attention, LSP Components) that support a child s acquisition of a balanced Learning Style Profile. Learning Style Profile for Children with Autism Spectrum Disorders Dr. Patrick J. Rydell, 2012 EXECUTIVE FUNCTION DISTANCE LEARNING TRANSITIONS FLEXIBILITY SHARED CONTROL INTERACTION STYLE COMMUNICATION PEOPLE ORIENTATION SOCIAL MODELING MULTIPLE PARTNERS EMOTIONAL REGULATION EMOTIONAL REGULATION

21 LSP Case Study This case study will be used as an example of a program based on the 10 Learning Style Profile components and intervention guidelines. Andy is a fictitious child who represents a composite of a number of children with autism spectrum disorders at the same age, developmental level and with similar intervention priorities. This case study is offered as a demonstration of how to incorporate the LSP guidelines into an educational program. Touch here to see the finished Case Study Protocol PRESENT LEVEL OF FUNCTIONING Performance Summary Andy is a five-year old boy with a diagnosis of Autism Spectrum Disorder. He attends an early childhood program for typically developing children as well as children with a variety of disabilities (full inclusion setting). Andy has acquired approximately 8-10 words that are inconsistently and occasionally used only in highly-desired situations to a) request desired objects, b) protest undesired actions, and c) direct others actions. He is inconsistently able to follow an adult s simple gestural cues and verbal directions in familiar contexts. Given a structured and highly-motivating group activity, he is able to briefly observe others at close proximity and will occasionally imitate others words and actions given adult physical/verbal prompts. However, he primarily engages in a sensory-seeking, rote manner with several preferred toys while disassociated from others. Andy is not able to engage in organized joint action routines (JAR) with his peers and is not able to follow classroom rules or structure. Andy becomes easily upset, agitated and emotionally dysregulated when his agenda is disrupted, interfered with, or not supported. Observation Upon entering his classroom, as was typical every day, Andy immediately moved toward a car ramp set without acknowledging adults or peers, who were gathered together at the water table to watch the adult s demonstration of a new waterwheel. He stood very close to the car ramp, which was on a shelf. His back was turned away from rest of the classroom as he began to stare at the car ramp set. Then, he tapped a car against the ramp in a rhythmic manner. As was his routine, Andy next grabbed another car and pushed it off the shelf as it crashed on the floor. He then attempted to push the car ramp off the shelf so it would also crash on the floor, but it did not fall. He became upset due to the ramp not falling and began to jump up and down, flapping his arms, crying and eventually falling to the floor himself. An adult called from a distance, Andy, what is wrong?, but Andy neither attended nor reacted to the adult s voice. He strenuously resisted the adult s attempt to pick up the car ramp and replace it on the shelf. Andy rapidly moved about the area touching each toy briefly, then he moved on in a random manner. He did not appear to notice his peers laughter at the water table nor the child who approached and began playing with the car ramp. Note: There are many additional and varied applications of these guidelines depending on classroom, context, activity, academic, age, disability and other variables. Below is an example of one application. The case example below represents a multi-layered approach to intervention in which the 10 LSP components are addressed in both an interrelated and interdependent format. The priorities below represent a general progression of intervention as we addressed Andy s relative

22 learning style differences. The priorities do not represent a developmental sequence and should not be addressed in a linear format. Each child/adult learning style profile varies and should be individualized based on a comprehensive assessment of needs and priorities. Andy s Intervention Priorities and Steps 1. The first priority was to advance Andy from being primarily an Object-Oriented learner to a People- Oriented learner in order for him to be more available for learning from, and interacting with social models and mentors in his classroom. 2. The second priority was to establish Joint Action Routines (see JAR Guidelines below) so that Andy learned to share agendas during reciprocal interactions with others and to become more flexible with objects and people during these interactions. 3. The third priority included both social and cognitive components as we focused on Andy being able to plan, execute and participate in rule-based activities. 4. The fourth priority was to increase Andy s balance of interaction style so that he was able to successfully participate (initiate, maintain, respond) with others during reciprocal interactions. 5. The fifth priority was to increase Andy s symbolic communication ability to independently generate and use spontaneous verbal utterances for a variety of social-pragmatic purposes. 6. The sixth priority was to increase Andy s ability to learn from a distance and to successfully transition between learning contexts.

23 Five Questions of Structure The car ramp Joint Action Routine also included the Five Questions of Structure (LSP # 8) which was adapted from the TEACCH Model (Schopler, E., Mesibov, G., & Hearsey, K.; 1995). The visual structure and social/ environmental cues embedded within the JAR should answer these following questions for Andy: Where am I supposed to go? (i.e., to the mats and car track with a peer model/mentor) What am I supposed to do? (i.e., stop, wait, look up and around at the coach/peer for social models/cues and guidance) How much am I supposed to do?(i.e., 5 cars/trucks/boats in the box) How do I know when I am finished? (i.e., when 5 cars are rolled down the ramp) What comes next? (i.e., exchange roles when provided the visual cue e.g., bucket to fill container) Set-Up of Andy s Program Definitions: The teacher, speech-language pathologist, occupational therapist and teaching assistant all participated and systematically rotated into this intervention. The term adult will be used as a general reference to these professionals in this case study. Also, we use the term coach to refer to the adult or peer who establishes and initiates the activity/routine and serves as the primary model/mentor for others to follow. Step One: With teacher permission, the shelf in the classroom where the car ramp was located was temporarily cleared of materials (LSP #8) except for the activity designated by the adult. This was to reduce excess stimulation and competition (e.g., excessive and/or distracting materials) for the implementation of the new JARs. Several days before this intervention started, Andy was provided a part (car) of the car ramp set that served as a transition object (LSP #10). Andy understood that the car was part of the car ramp set (whole). Andy was given the car at home after breakfast. The parent was instructed to briefly reference the car (i.e., When you get to school, it will be time to play car ramp with Ms.Johnson ) and allow him to carry the car to school, down the hallway and provide a purpose for entering into the classroom (e.g., to complete the part-whole process), thereby reducing anxiety that often accompanies transitions and entering rooms through door thresholds. It should be noted that greetings (e.g., saying hi to adults and peers) was not a priority at this point as the focus was on a smooth transition. However, this important goal but will be added to his communication program in the near future. Note: This procedure could be modified so that the adults in Andy s classroom could implement a similar transition process across the school day between rooms or areas of the classroom. Step Two: Upon entering the classroom, Andy was met by a peer who also had the same car. The adult facilitated Andy to follow the peer (LSP #2 and #8) to three mats of different colors (LSP #4) on the floor near the cleared shelf. Andy was facilitated to sit on different colored mats each time in order to avoid a rotely learned behavior. As the peer placed his car on a car track next to the mats, the adult facilitated joint attention (using gestures, body proximity, minimal verbal cueing) among Andy, his peer and the car track as Andy was guided to also place his car on a car track next to his peer s matching car (same to same) (LSP #2). Step Three: Prior to initiating the car ramp JAR, objects were typically not set up, available to handle, nor offered to Andy to interact with on his own (if so, the adult will be required to interrupt or redirect Andy s possible objectoriented pattern ( I see, I want, I get ) thereby increasing the likelihood of emotional dysregulation). The program was designed such that the adult/peer was always the primary focus (LSP #1) of the JAR. In other words, the adult/peer

24 partner was designated as the most important thing in the environment which facilitated Andy s learning in relation to people, as opposed to sensory-seeking or object-oriented learning that often serves to compete with joint focus and attention. Step Four: The adult facilitated a social awareness by using gestures, body proximity and minimal verbal cueing to facilitate Andy to... stop, wait...look up and around prior to beginning the JAR (e.g., Andy was facilitated to sit or stand still on one of the three mats while facing the adult/peer as an anticipatory act). Eye contact was not necessarily a prerequisite for beginning the JAR. Rather, social orientation and proximity toward one of the partners was key to establishing joint attention, seeking out others and engagement (LSP #1). If present, the paraprofessional or teacher aide s role was to facilitate Andy s joint attention and focus on the adult and JAR using gestures and body proximity, but with minimal verbal cueing. Verbal Mapping Step Sixteen: Our next step was to further develop Andy s verbal/symbolic communication capabilities. Our emphasis was to first teach meanings (semantics) of words through Andy s observation and understanding of the various combinations of the JAR variables presented (e.g., people, actions, objects, locations, attributes), then model language that represented or symbolized Andy s knowledge base (LSP #7).

25 CEU Questions CERTIFICATE OF COMPLETION PROCESS To receive a certificate of completion for the Learning Style Profile for Children with Autism Spectrum Disorders (Rydell, 2012), please see for details. (You need to be connected to the Internet) Contact Information Dr. Patrick J. Rydell, Director Rocky Mountain Autism Center 8600 Park Meadows Drive, Suite 800 Lone Tree, Colorado Phone:

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29 Case Study Protocol

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