The ASD Puzzle Autism Spectrum Disorders Strategies for the Music Classroom

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The ASD Puzzle Autism Spectrum
DisordersStrategies for the Music Classroom

• Carole Pearce
• Nelson Elementary School
• Music Therapist Board Certified (MT-BC)
• Masters in Music Education

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OBJECTIVESThis training will address

1. General Characteristics about A.S.D.
2. Knowing Your Students
3. Music Room Considerations
4. Lesson-Planning
5. Knowing Your Musical Elements Sensory
   Adaptations
6. The Melt-down Behavior Strategies
7. Assessment
8. Performance Groups
9. Resources

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Pervasive Developmental Disorder (Autism
Spectrum Disorder) DSM-IV
Retts Disorder
Aspergers Disorder
Childhood Disintegrative Disorder (Hellers
Syndrome)
Pervasive Developmental Disorder Not Otherwise
Specified
Autistic Disorder
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Features of Autism Spectrum Disorder
Differences in socialization
Autism
Repetitive behaviors, interests and activities
Differences in communication
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Pervasive Developmental Disorder- Not Otherwise
Specified (PDD-NOS)

• Does not meet all of the criteria for diagnosis
• Often considered a milder form of autism
• Doctors often are more likely to give diagnosis
  of PDD than autism to very young children

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Comparison of Autism and Aspergers Disorder

• Autism
• Generally below normal IQ
• General diagnosis before age 3
• Delay in language onset
• About 50 are non-verbal
• Limited grammar and vocabulary

• Aspergers Disorder
• Generally normal IQ
• General diagnosis not until age 3 or after
• Language onset time normal
• All are verbal
• Average grammar and vocabulary

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Comparison of Autism and Aspergers Disorder

• Aspergers Disorder
• Deficits in reciprocal social interactions
• Seizures commensurate with general population
• Sensory problems
• More occurrence of high-level obsessive
  interests

• Autism
• Deficits in reciprocal social interactions
• 1/3 have seizures (primarily adolescents)
• Sensory problems
• Obsessive interests

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Accommodations Information
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Communication Strategies

• Augmentative communication device/visuals
  Students should bring these to class!
• It is their voice!

Tech Talk
Big Mac
AAC Device
Communication book
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PREVENTING BEHAVIOR PROBLEMS

• Find out what the classroom teacher is using
• Have the classroom teacher include a slot for
  music
• Give the icon, if earned, prior to leaving class

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Individual Behavior Chart

• Use objects/icons that interest students
• It could be a stamp, a sticker, or a picture
• Remember, not all students like stickers or
  consider stickers important to work for

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Music Room Considerations

• Safety First Physical Layout
• Labeling the room
• Rules and Boundaries

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Room Organization

• What do you see?

• Vocabulary is at student eye level
• The chairs are quiet
• Everything has an assigned area
• Add a photo to the chair where the student is
  assigned
• Add a visual schedule
• Add visual class rules

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Room organization to promote independence

• Keep small items in bins with picture labels

• Label where classroom
• tools are kept

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• Picture labels could be added to shelves for
  instrument
• and book organization to promote independence

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Visual Boundaries
Painters tape and furniture provide boundary
lines between areas of room
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Designated work space
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Visuals to assist withrules and boundries
Universal No Sign
Simplify rules use picture supports
Label what should not be touched
Individual seats labeled
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Rules
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Lesson Planning

• The Routine
• Visuals
• Transitions

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Create a Predictable and Visual Routine

• Classroom Schedule

• Individual Picture Schedules

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Checklists or reminder cards that are posted in
the work area
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Classroom Music Example Using Picture Symbols

• Rationale
• This provides the student with autism the
  opportunity to understand and anticipate schedule
  transitions.

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Classroom Music Example Using Picture Symbols

• Arrange picture symbols on your chalkboard or
  dry-erase board in any order (e.g., an icon for
  warm-up, others for songs and activities for the
  day).
• Have the student with autism choose the order in
  which these activities will occur.

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Classroom Music Example Using Picture Symbols

• As each activity is completed, take the
• icon down and put in a Complete box or
  envelope.
• Allow all the students in the class, not just the
  student with autism, to take turns choosing the
  icons.

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ITS ALL ABOUT

• being sensitive to your students reactions to
  music elements!!!!!!

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ELEMENTS OF MUSIC FOR SENSORY ADAPTATIONTHE
MOST IMPORTANT THINGS TO KEEP IN MIND!!!!!!

• What one brain perceives as sounding pleasing,
  another brain may perceive as sounding
  irritating.
• Fear results in fight or flight. A brain that is
  over-stimulated will fight the external sounds or
  tune them out. It is our job to make the music
  connect to the student.
• The elements of music are often the perfect tools
  to reduce fear, engage a student and eventually
  help the student adapt. Learning cannot take
  place until this occurs.

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ADAPTING TEMPO

• Think of the students current energy level.
• Start there and gradually work towards the
  desired energy level (accelerando or ritardando
  very effective)
• Slow can induce calmness, can be used to see
  how long a student can stay focused.
• Fast - can animate the system, effective for
  improving motor skills (fine-motor skills such as
  instrument playing, gross-motor skills such as
  movement activities).

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The Greeting Song

• Hey Hello

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ADAPTING RHYTHM

• Begin with
• Pulse beat, meter, patterns of strong and weak
  beats. The simplicity of this is very appealing
  to students.
• Transition to
• Patterns rhythmic patterns keep the brain alert
  once it has processed the pulse. Chants are
  effective for students who are non-verbal because
  they break down language into patterned
  syllables.
• Advance to
• Perseveration (Repetition) an ostinato, a
  repeated pattern can be a driving force to make
  the brain pay attention and finally give in and
  adapt to the new stimulus, try adding another
  layer for texture

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Quick Reaction Games

• Beat Circles
• Dalcroze-Based Activity
• Help to keep attention
• Spontaneous, Improvisational
• Good for transitions
• Good for variety of levels in one group
• Developmentally Sequenced
• Teacher Led or Student Led
• Many variations and adaptations for curriculum

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TONE COLOR CONSIDERATIONS

• What sounds pleasing to one person may be
  irritating or problematic for another.
• Certain tone colors or frequencies may elicit
  behavior problems. Document.
• Students who have difficulty discriminating
  between sounds often have the same problem in
  speech.

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Instruments

• The Best Band
• Safety First
• Think of physical limitations, fine-motor skills
  and eye-hand coordination.
• Consult classroom teacher, ESE teacher, Physical
  Therapist or Occupational Therapist for
  adaptations.
• Primary Instrumental Activities start/stop,
  steady beat, fermata, tempo changes, form
• Intermediate Instrumental Activities note
  values, meter, rhythm patterns, complex tempo
  changes, form

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INSTRUMENTS FOR SENSORY ADAPATION

• Keyboard Instruments
• String Instruments
• Percussion Instruments
• Wind Instruments
• Vocalization
• Recorded Music

See Handout Instruments for Sensory Adaptation
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EFFECTIVE USE OF FORM

• The structure of music is appealing to students
  because it is orderly and predictable like a
  routine.
• Musical form aids in the development of attention
  span
• Music evolves, peaks, resolves.
• Task created, organized, completed
• Attention for some students may be minutes, for
  others, only seconds. Document and ask for
  assistance in setting realistic goals for length
  of attention.
• Think of form in varying lengths one measure
  thenone phrasethenone verse thenone piece.
  Plan according to your students present level
  and gradually increase.

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Movement Activities

• Primary Teddies to Turtles
• Animal and transportation themes are effective.
• Proprioception awareness of body motion/parts
• Opposites (basic and music elements)
• Intermediate Meter Circles
• Isolate basics of a music element and gradually
  progress to more difficult concepts within the
  element.
• Count how many repetitions it takes for the whole
  class to get it right.

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More on Movement

• Use at the right time in the lesson
• Start at their energy level and gradually go in
  the direction you want
• To help control and calm down
• To help motivate
• Good order In seatthen.standing in
  place.then.locomotor
• Use as a reinforcement for good behavior!

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ADAPTING MELODY

• Before speech, there were basic, instinctive
  human calls which contained inflection. They
  did not involve cognitive processing.
• Melodic contours which are step-wise create a
  sense of anticipation, waiting for a sense of
  resolution.
• Melodic contours that are erratic with leaps
  create a sense of restlessness.
• Melody connects vocal sounds into self-expression
  then into word meanings.

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ADAPTING HARMONY

• Yankee Doodle
• For some students, music with a thick harmony is
  over-stimulating.
• Live Music Gradually reduce or increase the
  texture.
• Recorded Music It is the color or mood of the
  harmony that has the most effect on a student.
  Take this into consideration when planning.
  Listen especially for sudden changes in harmony
  and stop music before that point.

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ADAPTING DYNAMICS

• Since dynamics indicate a state of emotion,
  predict how your students will react to recorded
  music especially.
• Students with poor muscle control will
  demonstrate extreme dynamics or erratic changes
  when playing instruments. Be ready!
• Activities involving crescendo and decrescendo
  can help to address this lack of motor control.
• Dynamic changes also help students to attend and
  stay engaged.

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The Melt-Down!Behavior Strategies

• THE BIG IDEA..
• Behavior is
• Communication!

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Choice Board Example
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First / Then Card
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Transition Strategies

• Use a Time Timer

• Use a visual schedule with an all done envelope
• Pre-warn students of ending activities and any
  change in routine
• Create a predictable routine (ex. Opening
  song/activity, closing song/activity)

Use a traditional timer
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Social/Behavioral Strategies

• Power Cards
• Rules
• Social Stories

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What is a Power Card?

• the power card strategy is a visual aid that
  incorporates the childs special interest in
  teaching appropriate social interactions
  including routines, behavior expectations, the
  meaning of language and the hidden curriculum
• Elisa Gagnon
• Power Cards

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Social Story
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(No Transcript)
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ADDITIONAL IDEAS ONBEHAVIOR AND INSTRUCTION
Characteristic of ASD Instead of ........ Try ............
Difficulty initiating, participating in and sustaining peer relationships Letting the students choose groups Pre-assign groups prior to stating the demands of group work (monitoring interactions)
Lack of sharing their own interests and reciprocating with sharing interests of others Unstructured cooperative groups Pre-teach lessons Assign jobs or parts Offer a speaker pass to define reciprocal classroom participation - some students with AS may need forewarning to develop their response prior to being called upon (scripted participation)
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Sensory ideas that can be used within a natural
environment

• Wearing head phones or ear plugs
• Quiet squeeze or fidget toys
• Using construction toys that snap or push
  together
• Pushing crates, chairs, carts or other heavy,
  large objects
• Move and sit disc

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MORE ABOUTBEHAVIOR AND INSTRUCTION

Develops routines and rituals Fast-paced transitions from one music task to another Give time frames for tasks. Gauge work with time and ability (how many questions does the student really need to answer to demonstrate knowledge of the content) Use visual timers, songs, or countdowns to cue transitions. Keep a student folder
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ASSESSMENT

• Consider the IEP!! You have the right to see it
  and know what is expected from each student!
• Talk to the ESE teachers!
• Use the Accommodations Form for testing
  situations.
• Ask an aid or teacher for help when administering
  written or computer tests.
• Be open-minded about how students demonstrate
  knowledge during activities in the music room.
• Subtle movements of hands, feet, head, knees,
  even blinking!
• Humming certain parts of a phrase on pitch,
  usually resolution pitches.

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Performers with Autism

• Some Ideas for Assisting Performers
• with Autism

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Rehearsal Strategies(Band/Orchestra/Choir)

• Simplify your rehearsal language from the podium
• Practice rehearsal routines (e.g., where to sit,
• where to keep music, etc.) outside of class
• Ask for assistance from ESE or Classroom teachers

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More Rehearsal Strategies

• Provide music in other forms (e.g., recordings,
  smart music, etc.)
• Simplify parts (e.g., provide a reduced
  instrument part written by the instructor)
• Visit concert venues prior to performance and
  practice performance routines

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Peer Assistance

• Have students help with equipment issues,
• music organization, and expectations
• Have peer work with the student privately

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BIG IDEAS TO MEMORIZE!!

• Flight or Fight!!!! BEHAVIOR IS COMMUNICATION!
• Meet them musically at their energy level!!
• DOCUMENT behaviors associated with certain
  situations or musical stimuli!!
• Address therapeutic needs as a way to access
  music learning goals!
• MUSIC is one of the most effective tools in
  changing behavior and encouraging learning!

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Resources to Consider

• Hourigan, Ryan M. Teaching Music to Performers
  with Special Needs. Teaching Music 15, no. 6
  (2008) 2629.
• Iseminger, Scott H. Keys to Success with 16, no.
  6

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Resources

• CARD-USF
• http//card-usf.fmhi.usf.edu/
• Autism Society of America
• http//www.autism-society.org
• Autism Society of Florida
• http//www.autismfl.com/
• NIMH Information page on autism
• http//www.nimh.nih.gov/healthinformation/autismme
  nu.cfm

• Autism Help.info
• http//www.autismhelp.info/main.htm
• CDC Autism Information Center
• http//www.cdc.gov/ncbddd/dd/ddautism.htm
• First Words Project FSU
• http//firstwords.fsu.edu/
• Indiana Resource Center for Autism articles to
  download
• http//firstwords.fsu.edu/ -
• http//www.iidc.indiana.edu/irca/ftrainpapers.html

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Resources

• John Wobus Autism Resources site
• http//www.vaporia.com/autism/
• OASIS Online Asperger Syndrome Information
  Support
• http//www.udel.edu/bkirby/asperger/
• Tony Attwood
• http//www.tonyattwood.com.au/
• Autism Internet Modules http//www.autismin
  ternetmodules.org/

• MAAP Services for the Autism and Asperger
  Syndrome
• http//www.maapservices.org/
• Autism Asperger Publishing Company
• http//www.asperger.net/
• Future Horizons
• http//www.futurehorizons-autism.com/
• Florida Inclusion Network
• www.floridainclusionnetwork.com
• Jessica Kingsley Publishers
• http//www.news_at_jkp.com

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Resources

• Berger, D. (2002). Music therapy, sensory
  integration and the autistic child. United
  Kingdom Jessica Kingsley Publishing.
• Ryan Hourigan and Amy Hourigan. Teaching Music to
  Children with Autism Understandings and
  Perspectives Music Educators Journal September
  2009 96 40-45, doi10.1177/0027432109341370
• Margie La Bella, MT-BC, MA. Music Therapy and
  Education, www.musictherapytunes.com

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Questions
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Power Card