Sherry A. Moyer, MSW, LSW Executive/Research Director The University of Toledo

1. Teaching Self-Regulation, Executive Function, Attribution, and Sensory Awareness to Students with Asperger Syndrome, High-Functioning Autism and Related Disorders Sherry A. Moyer, MSW, LSW Executive/Research Director The University of Toledo Center for Excellence in Autism Autisminfo@utoledo.edu

2. Areas of Functional Impairment or Challenge for Students With ASD • Cognitive • Social • Behavioral • Communication • Sensory • Adaptive • Vocational

3. Cognitive Concerns as Related to Successful Participation in the Classroom Environment • General capacity, IQ • Co-morbid learning disabilities • Ability to problem solve • Executive function/organizational skills • Ability to manage time • Ability to evaluate progress • Ability to determine cause and effect • Required processing time • Planning deficits

4. Social Concerns as Related to Successful Participation in the Classroom Environment • Relational boundaries • Understanding of need for positions of authority • Ability and degree of need to communicate or initiate interaction with other students • Theory of Mind! Understanding or projection of mental states, motivations and emotions of others. • Reciprocal Interaction/conversation

5. Adaptive Concerns as Related to Successful Participation in the Classroom Environment • Problem Solving • Planning • Hygiene • Any current adaptive strategies being employed • Use of visuals • Willingness to ask for help • Transportation/navigation • Organizing backpacks, desks and assignments • Adapting to change • NO RELATIONSHIP TO IQ!!!!!!!!!!

6. Sensory Concerns as Related to Successful Participation in the Classroom Environment • Tolerance for noise, light, crowds, smells, textures/touch • Tolerance for physical activity • Sitting still, standing in lines • Hygiene • Transportation/navigation • Adapting to change in environments • Tolerance for proximity to others • Tolerance for temperature • Tolerance for pain

7. Communication Concerns as Related to Successful Participation in the Classroom Environment • Articulation • Comprehension • Pragmatics • Parameters of assignments • Rules • Directions

8. The Problem in a Nutshell… “But he is so high functioning…he is articulate and opinionated, he must be high functioning.”

9. Critical skills to target for intervention IF you want behavior to change in a meaningful way…

10. Some General Guidelines • Control Versus Authority • The X + 10 Relevance Rule • Global Skills are EVERYTHING • You Cannot Expect Another Person to Demonstrate Desired Skills Consistently Without an Opportunity to LEARN FIRST!

11. A Look at Global Skills • Global processes are those that contribute to cognitive development in several domains. (Kail, 2004) Flexibility/Shift Self-Regulation Executive Function Skills Causal Attribution Goal Oriented Behaviors Processing Speed Abstract Thinking Problem Solving

12. Operating Systems! Global Skills are the Human Operating System!!!!!

13. Functional global skills allow us to improve our: Academic achievement Employment performance Social competence Independent Living Skills Adaptive Skills Why Target Global Skills?

14. Without global skills, other skills are rote-based and notmeaning-based. (Dr. Brenda Smith Myles, CEC 2009 presentation)

15. Let’s Try One…

16. In Real Life… Step 1: Order lunch in the cafeteria. Step 2: Analyze the choices. Do I want pizza? Do I want fish? THE ANSWER IS PIZZA! I can pick off the pepperoni Pretty hungry.. I hate the pepperoni though… Will fill me up better than fish

17. Improved Communication

18. Visual Aids • Schedules • Choice Boards • Universal Symbols • Directional Signs • Task Organizers • I Pads/Pods - technology

19. Self-Regulation… By definition, self-regulation is the systematic effort to direct thoughts, feelings and actions toward the attainment of one’s goals. This is the art of selecting a socially acceptable response to any given situation that is BALANCED with the intensity of the circumstances. Zimmerman, (2000)

20. Component Skills of Self-Regulation… • Identifying goals • Creating strategies to achieve the goals • Self-monitoring of performance for evidence of progress • Configuring physical and social contexts to support achievement of goals Schunk & Zimmerman (1994; 1998)

21. Component Skills of Self Regulation… • Time management • Self-evaluating methodologies • Attributing causation to results • Adapting future methods Schunk & Zimmerman (1994; 1998)

22. Let’s look at an Example! • The assignment is for students to work in small groups and complete a science experiment. Here are some steps and self-regulation skills required. • Find other group members. • Identify requirements of the assignment. • Assign steps of assignment to group members or work together. • Evaluate group progress prior to assignment being due. Configuring physical and social contexts. Identify goals. Creating strategies to achieve the goals. Time management. Self-evaluating, attributing causation to results, adapting future methods.

23. Modulation… Modulation on the other hand is the ability to inhibit your behavior successfully enough to respond without over reacting. It is your VOLUME BUTTON For individuals with Asperger Syndrome, this can be particularly challenging when responding to emotional situations Myles, Dunn and Orr (2000)

24. Modulation Scale

25. Assessing your circumstances…

26. Attribution… Very simply, attribution retraining is a cognitive approach that helps to improve our understanding of cause and effect. Attribution is our ability to understand the cause and effect of events and interactions we are involved with. Our attribution pattern influences our motivation and hope for taking control of our situation and making things better! It is a key component skill of self-regulation (Schunk & Zimmerman, 1994; 1998) Attribution Retraining… The ECLIPSE Model, Moyer, NHS Human Services, 2009

27. Classifying the Dimensions of Attribution • Is the issue internal or external in locus? Did it happen because of something about you as a person? • Is the issue stable or unstable? Do you get the same outcome every time? • Is it controllable or uncontrollable? Can you influence the situation at all? Weiner, (1986) The ECLIPSE Model, Moyer, NHS Human Services, 2009

28. The ECLIPSE Model, Moyer, NHS Human Services, 2009

29. Self-Monitoring

30. The Benefits of Self-Monitoring • Students spend more time on task! • Reduction in disruptive behaviors! • Makes skill assessment easier! • Improves student sense of self-esteem! • Student learns to be responsible for work production!

31. Self-Monitoring ThroughTask Analysis • My benchmarks for this task. 1. Read the first 3 paragraphs of the article on oil exploration. 2. Identify at least 1 major idea from each paragraph. 3. Record each idea in a Word file on your computer. 4. If the first 3 benchmarks are complete, your assignment is DONE! Yes? No? X X X X

32. Schedules • Create a safety net of predictability • Serves as a check list for completing required activities • Helps to reinforce appropriate behaviors • Can be written or visual with graphics or photos • Help to manage time • Are useful for EVERYONE not just people with disabilities

33. My Morning Routine Checklist…

34. A word about problem solving and self-advocacy…

35. A Quick Word AboutProblem Solving… • Problem solving is an accumulation of all of the other global skills. • It can be done subconsciously with routine tasks or with great time a deliberation over life changing issues. • Either way, it is our ability to successfully advocate for ourselves and get our needs met.

36. Decision Making Independent Performance Self-Evaluation Adjustments SELF-ADVOCACY Wehmeyer, Palmer, Agran, Mithaug, & Martin (2000)

37. The Formula… The ability to select and implement a reasonable solution that will meet our needs and allow us to successfully Problem solve of self-advocate Accurate assessment of the circumstances + Functional Self-Regulation/ Monitoring Skills =

38. Here’s One Example… “I can send the teacher an email tonight or ask her how long it should be when I get to class tomorrow and I will still have time to finish it.” “I have a writing assignment for school but I don’t know how long it should be.” + = “I don’t need to get upset or avoid the assignment because…”

39. Supporting Problem Solving Through the Use of the MAGIC STATEMENTS! • What can I do to help you make things better? • Do you need a little more time to answer/finish what you were doing? • I will help you figure this out when you are calm enough to problem solve. • I understand that you are upset. • You have a right to your feelings.

40. A look at differentiating instruction based on what we know now….

41. Key Factors That Influence Instruction Processing speed – visual/auditory Anxiety Perception Neurology

42. Managing Differentiated Instruction Review plant books and catalogs after priming Verbal reinforcement Conversation starters, skills list, and visual schedule throughout day Emotion recognition and regulation Conversation starters and skills list D:Emotion recognition (correct/ incorrect) # rumbling and rage Visual schedule Resource room 8:00 Priming Koosh ball Disco seat 8:20 Reading 9:00 Math 1:00 LA 1:45 SS/Sc 9:45 Bathroom 10:00 PE 10:45 Home Base

43. Thanks for having me! Sherry A. Moyer, MSW, LSW Executive/Research Director The University of Toledo Center for Excellence in Autism autisminfo@utoledo.edu