Autism Spectrum Disorders

1. Autism Spectrum Disorders Characteristics and Instructional Supports

2. Professional Development in Autism Center www.pdacenter.org Autism Spectrum Disorders Neurological Basis Genetic link Appears in first few years of life Characteristics vary across individuals Incidence is increasing: 1 in 166 children under 18 More boys than girls

3. Professional Development in Autism Center www.pdacenter.org Varying Diagnoses:“Pervasive Developmental Disorders”

4. Professional Development in Autism Center www.pdacenter.org Core Characteristics of ASD Communication Verbal skills vary May be more proficient with gestures or pictures May use vocabulary that is different than original meaning Repetitive words may be used out of context Concrete vs. abstract understanding of vocabulary and idiosyncratic phrases Lack of reciprocity in conversation Quantity and quality of vocabulary and grammar varies Concrete actions & pictures are more effective than abstract words Mike wears “ear muffs” to mean “head phones” Jingles represent emotions vs. verbal meaning “I could eat a horse” “Stand in line” Continue with conversation (e.g., explaining about how email travels) vs. “reading” when to let someone else comment or “reading” when others have something to add.Quantity and quality of vocabulary and grammar varies Concrete actions & pictures are more effective than abstract words Mike wears “ear muffs” to mean “head phones” Jingles represent emotions vs. verbal meaning “I could eat a horse” “Stand in line” Continue with conversation (e.g., explaining about how email travels) vs. “reading” when to let someone else comment or “reading” when others have something to add.

5. Professional Development in Autism Center www.pdacenter.org Core Characteristics of ASD Social Skills Interpretation of others’ words or tone Interpretation of others’ behavior Judgment of meaning and expectations Initiation and response Understanding of “rules” HAVE YOU EVER: Made a mistake in social situations? Told a joke that didn’t fit? Revealed a secret? Misread the intentions of others? Missed the meaning of a sarcastic comment?HAVE YOU EVER: Made a mistake in social situations? Told a joke that didn’t fit? Revealed a secret? Misread the intentions of others? Missed the meaning of a sarcastic comment?

6. Professional Development in Autism Center www.pdacenter.org Core Characteristics of ASD Restricted Repertoire of Interests or Behavior Repetitive behavior (for stimulation, to reduce anxiety, in times of stress, etc.) Perseveration… “getting stuck” Talking about a favorite topic Completing a task Physical movement High level of interest in one topic and low in others

7. Professional Development in Autism Center www.pdacenter.org Core Characteristics of ASD Sensory Processing & Movement Hyper-sensitive (over reactive) Hypo-sensitive (under reactive) Spatial positioning in space Motor Planning Tactile: slight bump in hallway can feel like pain; others need deep pressure through firm touch to be calm; low tolerance to pain Auditory – difficulty blocking out sounds; buzzing of bee could sound loud and alarming; multiple sounds can make attending impossible; may have difficulty discriminating sounds, remembering directions, paying attention/following voice and/or reading out loud. Visual – can be influenced too many visuals or not enough cues; shiny objects may “catch” attention that is hard to break; flourescent lights can be annoying Vestibular sensations are in our inner ear. Recpetors register movement and change in head position. Rotary movements (spinning) linear movements – especially when rapid – can make one dizzy, nauseous, or create a headache. Individuals with ASD may crave these sensations or tolerance is different. Others may show distress/anxiety at fear of falling, being picked up, sledding, etc. Olfactory – odors can be agitating even to the point of gagging; and individual may avoid situations to avoid the odor. Others may be hyposensitive and crave odors and/or tastyesTactile: slight bump in hallway can feel like pain; others need deep pressure through firm touch to be calm; low tolerance to pain Auditory – difficulty blocking out sounds; buzzing of bee could sound loud and alarming; multiple sounds can make attending impossible; may have difficulty discriminating sounds, remembering directions, paying attention/following voice and/or reading out loud. Visual – can be influenced too many visuals or not enough cues; shiny objects may “catch” attention that is hard to break; flourescent lights can be annoying Vestibular sensations are in our inner ear. Recpetors register movement and change in head position. Rotary movements (spinning) linear movements – especially when rapid – can make one dizzy, nauseous, or create a headache. Individuals with ASD may crave these sensations or tolerance is different. Others may show distress/anxiety at fear of falling, being picked up, sledding, etc. Olfactory – odors can be agitating even to the point of gagging; and individual may avoid situations to avoid the odor. Others may be hyposensitive and crave odors and/or tastyes

8. Professional Development in Autism Center www.pdacenter.org Other Characteristics of ASD Executive function Difficulty organizing and handling multiple tasks Difficulty with transition and change Getting Stuck (perseveration) Physical movement On tasks On topics Processing speed

9. Professional Development in Autism Center www.pdacenter.org Other Characteristics of ASD Anxiety and stress Problematic behavior Self-stimulatory (ritualistic, self-stimulatory, stereotypical-repetitive, self-injurious) Impulsive, with lack of judgment Without understanding social “rule” Act without fear (no interpretation) To communicate when there is no other way!

10. Professional Development in Autism Center www.pdacenter.org A spectrum disorder: different children are affected to different degrees in each area “If you’ve seen one child with Autism, you have seen one child with Autism.” Recognize that students with ASD are very different; not one approach that will work with all. There is something unique about them. Autism is a collection of overlapping groups of symptoms that vary from child to childSiegel, 1996, p.301Recognize that students with ASD are very different; not one approach that will work with all. There is something unique about them. Autism is a collection of overlapping groups of symptoms that vary from child to child

11. Professional Development in Autism Center www.pdacenter.org Thoughts to ponder… Competence is defined more by social skills than by intellectual skills. Without social competence… what happens? Students are more likely to learn from teachers who… demonstrate caring and make an effort to understand who they are and what they mean by their behavior and other forms of communication.

12. Professional Development in Autism Center www.pdacenter.org Outcomes for All Students(Schwartz, 2000)

13. Professional Development in Autism Center www.pdacenter.org Membership Neighborhood school placement Participation in physical spaces, activities with peers Accommodations to participate in general education instruction Participation in: teacher-designed groups student-designed groups class-wide activities school-wide activities out of school activities Discuss the term neighborhood schools.Discuss the term neighborhood schools.

14. Professional Development in Autism Center www.pdacenter.org Relationships Companion Learner Teacher Helper Helpee Friend

15. Professional Development in Autism Center www.pdacenter.org Knowledge/Skills Social Communication Academic Self-Management Personal Hygiene Adults need to provide: Accommodations and modifications Individualized interventions Communication system Collaboration Positive Behavioral Supports

16. Professional Development in Autism Center www.pdacenter.org Evidence-based strategies A specific intervention or instructional approach that has a base of high quality research over a range of different individuals, in a range of places, over a range of behaviors.

17. Professional Development in Autism Center www.pdacenter.org Evidence-based strategies Instruction based on a behavioral model Clear cues Direct explicit instruction Prompting as needed to get the response Reinforcement of performance (what actually motivates the student, not just praise or stickers!) Repeated practice Within the context of every-day activities

18. Professional Development in Autism Center www.pdacenter.org Evidence-based strategies Self-management of behavior - how to respond in social and stressful situations Scripts: modeling and video-taping scenarios (peer tutors are helpful!) Social Stories: Descriptive statements of the setting, subject, etc. Directive statements about how to respond Affirmative statements that describe beliefs about the situation Control statements: analogies to promote understanding Cooperative statements to identify who is available to help and how that help will be provided.

19. Professional Development in Autism Center www.pdacenter.org Telling My Friends that I am Back Sometimes I leave the room to take a walk and calm down.  When I come back into the classroom I will go to my seat and quietly tell my neighbor “I am back.”  My teachers like it when I come back into the room and am using a quiet voice. My friends will be happy when I am back in the classroom. When I am quiet, my friends can finish doing their school work. I also like to be happy and finish my work. If I have difficulty being quiet, I can squeeze my rubber ball. If I am having trouble staying in my seat or finding my work, I can raise my hand to get help from my teacher. She will say “I’ll be right there” and then she will come to my desk.

20. Professional Development in Autism Center www.pdacenter.org Evidence-based strategies “Positive Behavior Support” “Functional” Assessment: what is motivating and maintaining the inappropriate behavior Use SUPPORTS to prevent the behavior and minimize the need for the behavior TEACH alternative & replacement behavior A RESPONSE PLAN when the behavior occurs should be more focused on minimizing the effectiveness of the behavior than punishing it

21. Professional Development in Autism Center www.pdacenter.org Effective Program Elements Individualized planning Emphasis on social skills development Predictability and routine Planning for transitions and change to routine Systematic, behaviorally based instruction Family involvement Functional approach to problem behavior

22. Professional Development in Autism Center www.pdacenter.org A Supportive Environment Identify sensory influences Design VISUAL cues and schedules Design organized physical environments Set physical and activity boundaries Organize tasks Use assistive technology CHOICE

23. Professional Development in Autism Center www.pdacenter.org CHOICE: Types of Choices WITHIN: Which materials to use? BETWEEN: This or that? WITH WHOM: Which partner? WHERE: Location for activity? WHEN: When to take a break? REFUSAL: Snack or not? TERMINATE: Keep going or finished?

24. Professional Development in Autism Center www.pdacenter.org CHOICE: Incorporate into regular routines Recess activities Snack time Seating options to complete classwork Center activities Book Materials (markers, crayons, pens ,etc.) Job in cooperative groups

25. Professional Development in Autism Center www.pdacenter.org SCHEDULES: Daily w/ details Sample daily schedule with times & words. Some classes include further details. Use of a “picture clock” may also be helpful.

26. Professional Development in Autism Center www.pdacenter.org SCHEDULES: Individual Located on a wall within the classroom; part of a “transition” area for the student

27. Professional Development in Autism Center www.pdacenter.org SCHEDULES: To promote interaction This schedule was placed purposefully by the classroom teacher’s desk to facilitate more interaction during “check-in” times.

28. Professional Development in Autism Center www.pdacenter.org SCHEDULES: As an activity This schedule operates as an activity on its own. Each morning the student works with an adult or peer to “assemble” the schedule. This gives the student a chance to ask questions or learn more about the day.

29. Professional Development in Autism Center www.pdacenter.org SCHEDULES: Between-Task Schedules To break down a block of time into more specific activities Ex. Guided Reading = Read aloud with teacher, Complete worksheet, SSR

30. Professional Development in Autism Center www.pdacenter.org SCHEDULES: Within task To break down a specific task into a series of steps. This strip also serves as a reminder to the student when s/he is at the sink washing hands.

31. Professional Development in Autism Center www.pdacenter.org Boundary Setting Use visuals to clearly define areas: Furniture – where class meets for literature Tape – to show proper desk/chair placement Activities – color code materials

32. Professional Development in Autism Center www.pdacenter.org Organize a Task: Develop work “system” geared to student’s skill level - Use visual cues so student can understand: What work? How much work? How will I know when the work is finished? What comes next?

33. Professional Development in Autism Center www.pdacenter.org “When I’m done…”

34. Professional Development in Autism Center www.pdacenter.org Countdown Card

35. Professional Development in Autism Center www.pdacenter.org TURN TAKING Move name to back Move name to envelope Move name off card For pairs, write names on each side

36. Professional Development in Autism Center www.pdacenter.org To help students learn the “content” Software that can help: Boardmaker – www.mayer-johnson.com Writing w/ Symbols 2000 & BuildAbility - www.donjohnston.com PixWriter & Picture It – www.slatersoftware.com Kidspiration, Inspiration – www.inspiration.co

37. Professional Development in Autism Center www.pdacenter.org Boardmaker: Adapted stories www.adaptedstories.com (fee for subscribing; monthly story w/ activities) http://lserver.aea14.k12.ia.us/atteam/at/al.html (free) www.mcps.k12.md.us/curriculum/pep/teachercreate.html (free)

38. Professional Development in Autism Center www.pdacenter.org Closing Thoughts, Questions, Comments?