Title: Autism Spectrum Disorders Academy
1Autism Spectrum Disorders Academy
- Presented by
- Brenda Mast
- Photo by Sarah Smith
2A Child with Autism
- If youve seen one child with autism, youve
seen one child with autism. - -Brenda Smith-Myles
3Autism Spectrum Disorders Academy Overview
- Module A Overview and History of Autism
- Myths vs. facts
- History and Definitions
- Common Characteristics
- Research-based interventions
4Academy Overview (cont..)
- Module B Communications
- Speech, language and communication
- Communication deficits
- Supporting communication
- No-tech, low-tech, and high-tech communication
systems - Demonstrate a communication device
5Academy Overview ( cont.)
- Module C Visual Supports
- Why visual supports?
- Functions of visual supports
- Illustrate a variety of visual supports
- How visual supports are used with students
- Making visual supports
6Academy overview (cont.)
- Module D Structured Teaching
- Key features of structured teaching
- Physical structures
- Work systems
- Prompting hierarchy
- Discrete trial instruction, errorless learning,
data collection
7Module E Social Skills
- Social Skills in naturalistic settings
- Joint action routines
- Social stories, rule cards, Power Cards
- Pivotal Response Training
8Questions to Be Addressed in Module A
- What is autism?
- What are the myths and what are the facts about
autism? - How has autism been identified throughout the
years? - What labels are associated with the autism
spectrum? - What causes autism?
- What are the common characteristics of autism?
- What are the research-based intervention for ASD?
9Activity Which Are Myths and Which Are Facts?
People with autism Fact Myth Source of Your Knowledge
.never make eye contact
.dont like to be touched
...all flap their hands
10Headline History of Autism
- 1940s
- Roots in medicine and psychiatry
- Emphasis on description
- Not much happens in schools
- 1970s
- First special education law passes
- Emphasis on Child find
- Deinstitutionalization
- Schools gear up
- 1980s
- More research on autism
- Education gets a heads-up
- Mainstreaming is the buzz word
- 1990s
- Autism label is listed as a disability
- Numbers increase drastically
11Whats in a Label?
- Autism
- Asperger Syndrome
- Autism Spectrum Disorder (ASD)
- Pervasive Developmental Disorder (PDD)
- Pervasive Developmental Disorder-Not Otherwise
Specified (PDD-NOS) Atypical Autism - Childhood Disintegrative Disorder
- Rett Syndrome
12Relationship Among Autism Spectrum
Disorders -adapted from Lord Risi (2000)
Autism
Asperger Syndrome
Childhood Disintegrative Disorder
Rett Syndrome
Pervasive Developmental Disorder- Not Otherwise
Specified PDD-NOS
13Diagnosing Autism Spectrum Disorders
- Difficult to diagnose
- Atypical development in young children my be
related to other things - No blood tests
- No DNA makers known yet
- Extensive observation is necessary
- There are so many differences in children with
ASD that they dont have all the same
characteristics or behaviors
14Study Group Directions
- Look at handout H9 Study Group Assignments to
see which interventions or practices your group
will read about. - Identify one or two of the most important
characteristics of the intervention/practice. - Find the rating the intervention has been given
and try to understand why it received this label,
based on the information you are provided. - Be ready to explain to your Home Group why it
was given this rating.
15Jigsaw Graphic
1. Home
2. Study Groups
3. Back to Home Group
16Jigsaw Graphic ( cont.)
17Questions to Be Addressed in Module
B AutismB-T1
- What is communication?
- How are speech, language, and communication
related to one another? - What problems with communication are sometimes
evident in students with ASD? - What can a paraeducator do to support
communication? - How can paraeducators assist students who use
unaided (no-tech), and aided (low-tech) systems?
18What is Communication?
- Communication is when someone sends a message to
another person and the message is received and
understood. - Everyone Communicates!
- Communication is not just speech.
- Communication may occur through behaviors, signs,
gestures, pictures, pointing, nonverbal body
language, symbols, vocalizations,etc. - Communication often relies on language.
- Language is a system of symbols and rules that
govern the use of the symbols to convey meaning.
19What Communication Problems Are Associated with
ASD?
- Limited inclination to share enjoyment,
interests, or achievements with other people - Primary purposes for communication to be
- - requests (get someone to do
something) - - protests (get someone/something to stop)
20Communication and Behavior
- Lack of other system of communication few
words, symbols, signs, or meaningful gestures
may result in behaviors we consider problematic - Adults need to understand the behavior look
deeper to try to understand the communication
that is occurring - Behavior may communicate
- - Frustration
- - Fear or other emotional upset
- - Discomfort need to escape noise, light,
sensory - irritation, etc.
- - Boredom
- - Physical needs thirst, hunger, bathroom
- - Protest
- - A request
- - Many other things
21Communication Deficits in Students with Autism
- Major Deficits
- 1. The capacity for joint attention
- 2. The capacity for symbol use
- 3. Verbal communication
- 4. Nonverbal communication
22Support Communication
- Everyone communications
- Communicate with students
- Expect them to respond
- Focus on positive aspects of what students can do
- Encourage communication with peers
- Eye contact
- Volume and tone of voice
- Listening and watching
- Other avenues
- Be an interpreter
23Functions of Echolalia
- Some research suggests that echolalia is an
early, but productive, stage of language
development - It may be language learning strategy eventually
leading to more efficient communication - It may be childs best effort to communicate
- We should honor the childs effort to
communicate. Try to understand the intent and
help the child move forward in language
development.
24Assisting Students with Echolalia
- Adults can assist a student who is using
echolalia to communicate - - Step 1 try to understand the
communicative intent - - Step 2 provide supports that help
- her get her message
- across
- Activity Directions
- To learn ways to support students who are
echolalic - 1. Form groups of about 5 people.
- 2. Assemble the puzzle pieces in your set.
- 3. When you make a match, stop for a moment,
read aloud, and discuss the suggested way to
assist. - 4. Before you go on to the next piece, stop and
discuss how you see yourself using this
suggestion with students you know.
25No-Tech/Unaided Communication Systems
- American Sign Language (ASL)
- Learn 8 signs for common needs
- All done finished
- Pizza
- Work
- Drink
- Bathroom
- Sad
- More
- Cookiie
26Unaided Communications Systems(cont.)
- Signed Exact English
- Home Signs or gestures made up by the student
- Supporting a student who uses ASL, SEE, Home
Signs, or gestures
27Aided Communication Systems (Low-Tech)
- Involves objects or pictures
- Involve storage of objects or pictures
- Involve displaying objects or pictures that
communicate purposes
28A Picture-Based Communication Approach
- When using a picture-base communication approach,
two adults are often involved at the start, each
in a different role. - Do not use verbal prompts.
- Present one picture at a time.
- Do not plan to do it all in one session plan
many sessions across the day.
29Picture Based Communication (cont.)
- Use different items paired with corresponding
symbols or pictures in different sessions. - Modify the picture or symbol to match the
students motor skills - Use one of the following two teaching methods
- Backward chaining
- Two-person prompting
30Monitoring Progess
Date Trial Pick up picture or object Reach toward communication partner with picture or object in hand Release the picture or ovject to the communication partner Picture/ object used Type of activity
1 11
2 11
3 11
4 11
5 11
6 11
7 11
8 11
9 11
10 11
31High-Tech Assistive, Alternative, and
Augmentative Communication Devices
Name of Device Why a student would use this type of device How it works Strengths / Limitations
32Questions to Be Addressed in Module C
- What are visual supports?
- What do they do?
- Why should a student use visual supports?
- Which visual supports make sense for students
with ASD? - How do I get them or make them?
- How do I use them?
33What are Visual Supports?
- Visual supports are things you can see, for
example. - You
- You use gestures and body movements to
communicate - - smile and frown
- - nod your head
- - shake your head side to side
- - hold out your hand
- - point
- - hold objects for someone else to use
34Visual Supports ( cont.)
- The environment
- Pictures
- Posters
- Photos
- Books
- Labels
- Signs
- Objects
- Logos
35(No Transcript)
36Visual Supports (cont.)
- Things you can make to address student needs
- Schedules
- Calendars
- Choice Boards
- Rule Charts
- Lists
- Instructions
- Behavior clues
37What Do Visual Supports Do for Students with ASD?
- Provide information
- Establish the rules for behavior
- Give directions
- Illustrate what their choices are
- Prepare them for what comes next
- Show what will happen later
- Demonstrate how classes or activities will begin
and end - Help them get through the day without adults
telling them every step
38Show Tell Questions
- Why would a student use this kind of visual
support? - How does it work?
- What are the limitations and strengths of this
type of visual support? - How did the student first learn to use the device?
39Notes Page for Activity 3.1
- A83.1a
- This is an example of _______________
- A student would use this to_________
- The limitations and strengths are_______
- To teach a student to use this, I would________
40Teaching Students to Use Their Visual Supports
- Introduce
- Demonstrate
- Act it out
- Show video
- Prompt ( Using prompt sequence)
- Use in multiple settings
41Signs that visual supports are working
- Fewer tantrums
- You repeat your directions less
- Student initiates actions
- Student uses more positive social behaviors
- You feel less stressed
- Student feels less stressed
- The day goes better overall
- Others notice that youre smiling more.
42Making Visual Supports
- What kinds of visual supports are necessary?
- When do you make them?
- Where do you get the materials?
- - Develop a relationship with Velcro!
- - Use real objects
- - Use pictures
- Organization
- Lamination
- Simplicity
43Questions to Be Addressed in Module D
- What is structured teaching?
- How can I create structures in unstructured
situations? - How do I navigate among the levels of prompting
and assistance? - How do I teach students using discrete trial
methods? - What is errorless learning?
- How do I document a students progress on lessons
taught through structured approaches?
44Structured Teaching
- Is an intervention philosophy or approach
- Developed by TEACCH at the University of North
Carolina - Allows for numerous instructional methods
- Three key features
- Structures the physical environment
- Incorporates visual instruction, organization and
clarity - Employs systematic teaching methods
- Makes it easier to learn
- Decrease confusion/ anxiety
- Provides positive behavioral supports
45Structured Teaching ( cont.)
- Considers a students special interests
- Relies on data to make or change programming
- Increases independent functioning in many
environments
46Jig for Table Setting
47Physical Structure
- Depends on student needs and environment
- Needs vary
- Some environments provide substantial structure
- Some environments provide little structure
- Fading
48Physical Structure
- Physical structures
- Define where the environment begins and ends
- Clarify what happens in that location
- Protect the students space needs
- Provide a safe place for belongings
- Reduce outside noise
- Limit visual distractions
- Reduce internal distractions
49Physical Structure Room Design
- Provides specific places for activities
- Affects performance of task
- Separates materials for specific functions
50Visual Schedule Example
51Grid Paper
52Visual Example of a Work System
Ben
Rug Rats
Itsy Bitsy Spider
Sleeping Beauty
Take me out to the ballgame
53Examples of a Work System
- 1. Question What work?
- Answer Rug Rats, Itsy Bitsy Spider,
etc. - Question How Much Work?
- Answer 4 Things
- Question How do I know Im making progress?
- Answer Take cards off and match to
corresponding folders that contain work. - 4. Question What happen next?
- Answer Name card tells me to check my
schedule.
54Discrete Trial Terms
- Cause-effect learning vs. observational learning
- Discrete trial instructional method
- Stimulus
- Discriminative stimulus
- Verbal promting
- Modeling
55Discrete Trial Terms (cont.)
- Physical prompting
- Gestural prompting
- Positional prompting
- Response
- Reinforcing stimulus
- Response
- Reinforcing stimulus
- Inter-trial interval
- Generalization
56Data Sheets
- Refer to Data Sheet B in your handout
57Word Splash
Stimulus
Modeling
Verbal prompting
Cause-effect learning and observational learning
Response
Physical Prompting
Generalization
Reinforcing stimulus
Discrete trial instructional method
Positional prompting
Gestural prompting
Prompting stimulus
Discriminative stimulus
Inter-trial interval
58Questions to Be Addressed in Module E
- What types of social skills need to be taught to
students with ASD? - How can I embed social skills into daily
classroom routines? - How do I create and use social stories?
- How do I pair the students special interests
with social skills to make the skills more
appealing? - How do I create and use social scripts and power
cards? - How do I keep data on the students use of social
skills?
59Social Skills
- Social skills impairments are defining
characteristics of ASD. - Difficulties include
- -
- -
- -
- May not be motivated by social reinforcement
60Social Skills (cont.)
- LEAP identifies five key social skills to teach
young children with ASD - 1. Getting your friends attention.
- 2. Sharing giving a toy
- 3. Sharing requesting a toy
- 4. Play organizer lets play zoo, you
be the zookeeper - 5. Giving a compliment
61Age- Equivalent Example of LEAP Social Skills
Older Students
LEAP Preschool Example Elementary School Example
Getting your friends attention
Sharing giving a toy
Sharing requesting a toy
Play organizer
Giving a compliment
62Other Social Skills Students May Need
63Elementary School
64Middle School
65High School
66How Do I Include Social Skills into Classroom
Routines?
Activity Expectation Actual Behavior Skill to Be Taught
Lining up to use the restroom Stand in line with his hands down. Faces the person behind him, stands very close. Stand on visual footprints. Face forward, hands down.
Snack helper Offer basket of snacks to other students. Puts his face within inches of others pours snacks out Say friends name, Joe. Offer basket of snacks.
Center Time Stay in Center with other students. Wanders from Center to Center runs away if others enter the Center. Develop work system. Structure physical environment with clearly defined boundaries.
67Principles of Social Stories
- Social Stories
- Dont work with every student.
- When they do work, they really work!
- Help students understand social situations.
- Include four types of sentences
- 1. Descriptive
- 2. Prescriptive
- 3. Directive
- 4. Affirmative
68Principles of Social Stories (cont.)
- Do
- - Keep it simple.
- - Choose one social situation per story.
- - Write it from the childs perspective.
- - Keep it positive.
- - Include pictures to illustrate the words.
- - Read the story at a teachable moment.
- - Provide repeated exposure to the story.
- - When a problematic situation occurs, remind
student what to - do using words from the story.
69Principles of Social Stories
- Avoid
- Trying to do more than one situation in a story.
- A lot of bossy statements.
- Negative statements.
70Special Interests
- Special interests can be
- An object
- A subject
- Students with ASD tend to have interests that are
different from their peers - - in focus (pictures of bowling balls)
- - in intensity (they ALWAYS have to play with
- or talk about a particular toy
- Including special interest increases
- - success
- - motivation
- - engagement
71How Do I Create and Use Social Scripts and Power
Cards?
- Social Scripts
- Can be written using the childs favorite cartoon
character or movie star as the main character of
the story. - Can be written in the form of directions for what
to do in a social situation. - Can be used to teach a specific skill.
72Power Cards
- Small card that gives the key points of
navigating a difficult social situation. - Include a picture or mention of the childs
special interest. - Students carry the cards with them and use them
to remind themselves of what to do in a given
situation.
73Documenting Use of Social Skills
- Data should inform WHAT is taught.
- Data helps us know HOW we should teach social
skills by showing us what worked most effectively
in the past. - Data helps us know WHEN the skill is mastered and
therefore, WHEN we can move on.
74Accepting Item
- Objective John will accept a snack item offered
by the snack captain. - Criteria 4/5 times a Snack is offered.
Date Item offered by peer/ adult Level of Assistance (4,3,2,1,.0) Comments
75Cooperative Play
- Objective Casesar will play build a tower that
is 8 blocks in height by taking turns with a peer
during Block Center. - Criteria 8 blocks in height, 2 minute duration,
3/5 times across 3 trials.
Date Prompting Minutes
I G/V PP FP R
Key I Independent G/V Gestural/ Verbal PP
Partial Physical Assistance FP Full Partial
Assistance R Refusal
76Sharing
Date Level of Assistance (4.3.2.1.0) Comments