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TEACHING AUTISTIC STUDENTS: TOOLS AND STRATEGIES FOR THE GENERAL EDUCATION TEACHER

TEACHING AUTISTIC STUDENTS: TOOLS AND STRATEGIES FOR THE GENERAL EDUCATION TEACHER. WHAT IS AUTISM?. A pervasive developmental disorder characterized by an extremely limited range of activities and interests, and often by the presence of repetitive, stereotyped behaviors.

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TEACHING AUTISTIC STUDENTS: TOOLS AND STRATEGIES FOR THE GENERAL EDUCATION TEACHER

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  1. TEACHING AUTISTIC STUDENTS:TOOLS AND STRATEGIES FOR THE GENERAL EDUCATION TEACHER

  2. WHAT IS AUTISM? A pervasive developmental disorder characterized by an extremely limited range of activities and interests, and often by the presence of repetitive, stereotyped behaviors. AMERICAN HERITAGE DICTIONARY

  3. HOW COMMON IS AUTISM IN THE UNITED STATES?

  4. HOW COMMON IS AUTISM IN THE UNITED STATES? • According to the CDC, 1 in every 110 children in the United States is affected with autism.

  5. HOW COMMON IS AUTISM IN THE UNITED STATES? • According to the CDC, 1 in every 110 children in the United States is affected with autism. • Autism affects boys four times more often than girls.

  6. HOW COMMON IS AUTISM IN THE UNITED STATES? • According to the CDC, 1 in every 110 children in the United States is affected with autism. • Autism affects boys four times more often than girls. • More children will be diagnosed with autism this year than with AIDS, diabetes, and cancer combined. Sources: www.autismspeaks.org; www.cdc.gov

  7. THERE IS HOPE While there is no medical detection or known cure for autism, thousands of children have shown significant improvement resulting from early diagnosis and use of effective interventions.

  8. TEAMWORK • Who should be on an autistic child’s team?

  9. TEAMWORK • Who should be on an autistic child’s team? • Parents and Family Members

  10. TEAMWORK • Who should be on an autistic child’s team? • Parents and Family Members • Teachers-Intervention and General Education

  11. TEAMWORK • Who should be on an autistic child’s team? • Parents and Family Members • Teachers-Intervention and General Education • School Support Staff

  12. TEAMWORK • Who should be on an autistic child’s team? • Parents and Family Members • Teachers-Intervention and General Education • School Support Staff • SLP, PT, and Physical Therapists

  13. TEAMWORK • Who should be on an autistic child’s team? • Parents and Family Members • Teachers-Intervention and General Education • School Support Staff • SLP, PT, and Physical Therapists • BCBA or Psychologist

  14. TEAMWORK • Who should be on an autistic child’s team? • Parents and Family Members • Teachers-Intervention and General Education • School Support Staff • SLP, PT, and Physical Therapists • BCBA or Psychologist • Coaches

  15. TEAMWORK • Who should be on an autistic child’s team? • Parents and Family Members • Teachers-Intervention and General Education • School Support Staff • SLP, PT, and Physical Therapists • BCBA or Psychologist • Coaches • Peers

  16. TEAMWORK • Who should be on an autistic child’s team? • Parents and Family Members • Teachers-Intervention and General Education • School Support Staff • SLP, PT, and Physical Therapists • BCBA or Psychologist • Coaches • Peers COMMUNICATION IS THE KEY!

  17. If YOU’VE SEEN ONE CHILD WITH AUTISM, YOU’VE SEEN ONE CHILD WITH AUTISM.

  18. “Commandment Number One of any civilized society is this: Let people be different.” -David Grayson

  19. THE CHALLENGES OF AUTISM

  20. THE CHALLENGES OF AUTISM • Communication

  21. THE CHALLENGES OF AUTISM • Communication • Social

  22. THE CHALLENGES OF AUTISM • Communication • Social • Repetitive Behaviors

  23. THE CHALLENGES OF AUTISM • Communication • Social • Repetitive Behaviors • Sensory Processing

  24. THE CHALLENGES OF AUTISM • Communication • Social • Repetitive Behaviors • Sensory Processing • Organization and Attention

  25. THE CHALLENGES OF AUTISM • Communication • Social • Repetitive Behaviors • Sensory Processing • Organization and Attention • Cognitive Impairment

  26. THE CHALLENGES OF AUTISM • Communication • Social • Repetitive Behaviors • Sensory Processing • Organization and Attention • Cognitive Impairment • Motor Challenges

  27. COMMUNICATION • Receptive Language • The ability to understand what is said or written.

  28. COMMUNICATION • Receptive Language Strategies • Eye contact=Attention • Call student’s name before giving instructions.

  29. COMMUNICATION • Receptive Language Strategies • Eye contact=Attention • Call student’s name before giving instructions. • Limit the “No and Don’t” instructions.

  30. COMMUNICATION • Receptive Language Strategies • Eye contact=Attention • Call student’s name before giving instructions. • Limit the “No and Don’t” instructions. • Don’t run! No Talking!

  31. COMMUNICATION • Receptive Language • Eye contact=Attention • Call student’s name before giving instructions. • Limit the “No and Don’t” instructions. • Don’t run! No Talking! • Better Choices: Walk! Quiet Voices!

  32. COMMUNICATION • Receptive Language • Eye contact=Attention • Call student’s name before giving instructions. • Limit the “No and Don’t” instructions. • Don’t run! No Talking! • Better Choices: Walk! Quiet Voices! • Model the behavior you want the student to understand.

  33. COMMUNICATION • Receptive Language • Eye contact=Attention • Call student’s name before giving instructions. • Limit the “No and Don’t” instructions. • Don’t run! No Talking! • Better Choices: Walk! Quiet Voices! • Model the behavior you want the student to understand. • Wait Time. It takes time for autistic children to process and retrieve information.

  34. COMMUNICATION • Receptive Language • Eye contact=Attention • Call student’s name before giving instructions. • Limit the “No and Don’t” instructions. • Don’t run! No Talking! • Better Choices: Walk! Quiet Voices! • Model the behavior you want the student to understand. • Wait Time. It takes time for autistic children to process and retrieve information.

  35. COMMUNICATION • Receptive Language Strategies • Eye contact=Attention • Call student’s name before giving instructions. • Limit the “No and Don’t” instructions. • Don’t run! No Talking! • Better Choices: Walk! Quiet Voices! • Model the behavior you want the student to understand. • Wait Time. It takes time for autistic children to process and retrieve information. • Older student will need a guide sheet for more information.

  36. COMMUNICATION • Receptive Language Strategies • Eye contact=Attention • Call student’s name before giving instructions. • Limit the “No and Don’t” instructions. • Don’t run! No Talking! • Better Choices: Walk! Quiet Voices! • Model the behavior you want the student to understand. • Wait Time. It takes time for autistic children to process and retrieve information. • Older student will need a guide sheet for more information. • Use visual supports. Section later in presentation.

  37. CHUNK INFORMATION AND INSTRUCTIONS.

  38. CHUNKING • Use short sentences. • Give one direction or instruction at a time. • Break down task into smaller chunks. • Chain activities, such as learning to tie shoes.

  39. COMMUNICATION • Expressive Language-the ability to effectively express wants, needs, feelings, opinions, and knowledge. This includes reading and writing. • Deficits in picking up on non-verbal cues, body language, intonation, intent, and sarcastic remarks. • Difficulties in sustaining conversation. • Body language and facial expressions, movement, gestures rarely match their words. • Students can remain mute, experience language delays until age 5-9 years old, use echolalia, or have good language skills, but talks like a little adult.

  40. COMMUNICATION • Expressive Language • PECS • Scripts • Lunch Bunch • Sign Language or language boards • Sing • Cue Card (I Need A Break)

  41. SOCIAL SKILLS “It is so hard to be me.” -Addie W., 6 year-old with autism.

  42. SOCIAL SKILLS • Autistic Children are • slower in learning to interpret what others are thinking and feeling. • miss subtle social cues. • unable to predict or understand other people’s actions. • unable to or have difficulty regulating their emotions: • such as being disruptive, physically aggressive, immature behavior, and lose of control when overwhelmed, angry, or frustrated .

  43. SOCIAL SKILLS • All social skills must be taught. Autistic children will not naturally pick up these skills without assistance.

  44. SOCIAL SKILLS • Strategies for teaching social skills • Lunch Bunch • Social Skill practice built into your day. • Reciprocity • Circle of Friends • Social Stories (Carol Gray, The Gray Center) • Supervision during any unstructured activity (assistance with social skill help during recess, lunch, or free time) • Role play and model appropriate behaviors and skills

  45. REPETITIVE BEHAVIORS • Students may need or demand absolute consistency in their environment. • You may see young children lining up items instead of appropriate pretend play. • They can be obsessive with topics. REPETITIVE BEHAVIORS CREATE STABILITY IN THEIR WORLD.

  46. DR. SHELDON COOPERBIG BAND THEORY “I can’t wear different pajamas. These are my Monday pajamas.”

  47. SENSORY CHALLENGES • Hypersensitivity (over reactivity) • Smells, sounds, textures, and tastes • Hyposensitivity (under reactivity) • Increased tolerance of pain and hot/cold.

  48. SENSORY CHALLENGES • Problem Areas: • Preoccupation or distraction • Happy Birthday • Indoor lunch • Recess (outside or indoor) • Physical Education • Assemblies • Any free time • Large number of students • Unpredictability • Excessive Noise • Unaware of serious injury

  49. SENSORY CHALLENGES • Solutions: • Have the student run an errand while the class sings “Happy Birthday”, or sing it in a whisper voice/sign language. • The student can wear protective ear covering (gun range ear muffs). • Prepare the student for any upcoming event. • Let the student leave a few minutes early for the assembly or lunch. • Lunch with a friend in a classroom. • Circle of Friends during free time or recess. • PE may be adapted. • Yacker Tracker-visual voice monitoring system • Make sure lighting in the school or other location is appropriate and not distracting. • Headphones and classical music. • Time out place to sooth for a few minutes. • Be sure to check for any sign of serious injury, touching anything hot, wearing protective and warm clothing.

  50. ORGANIZATION AND ATTENTION • Difficulties: • Joint Attention • Executive Function is notably disordered • Flawed ability in planning, organization, flexible and abstract thinking • Short term and working memory deficits

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