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Active Social Engagement

Active Social Engagement. Active Social Engagement for Students with Autism Alice Hammel, Virginia Commonwealth and James Madison Universities. Background. Challenges for students with ASD. Little interest in objects of people May not play simple interaction games

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Active Social Engagement

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  1. Active Social Engagement Active Social Engagement for Students with Autism Alice Hammel, Virginia Commonwealth and James Madison Universities

  2. Background

  3. Challenges for students with ASD • Little interest in objects of people • May not play simple interaction games • May not laugh or smile in response to positive statements • Limited interest in social speech, imitation, and joint attention • Lack of social function or understanding of social cues

  4. Socialization and Academic Progress • Social communication and academic progress are inherently linked • We learn by observing others and through witnessing the outcomes of those behaviors

  5. Fundamentals of Social Development • Social speech • Collaborative play • Eye contact • Joint attention Jim Along Josie Rhythm Game (imitation)

  6. Eye contact • Gather information • Indicate interests and emotions • The intent of others can be very confusing

  7. Why? • Attention has been drawn elsewhere • Anxiety related to the expectations of the classroom at the moment • Sensory input needs (hypo or hyper) • Delay in cognitive processing necessary to comprehend or retain information Levelance (in pairs)

  8. Joint attention • Attending to the interest of others • This can be extremely difficult. • Some students are not interested in engaging with others, their objects, or situations. • An inability to process via eye gaze, theory of mind, or other means can exacerbate joint attention miscues. • Simon Says

  9. Central Coherence • Central Coherence Theory • Focus on the local rather than the global aspects of an object of interest

  10. Theory of mind • Trouble predicting actions, intent by assuming beliefs or state of mind • Tone of voice • Often cannot understand looks, glances, figures of speech, tone of voice, etc.

  11. Let’s make music! Pass the Ball We are the Dinosaurs

  12. Other Challenges for Students with ASD • Language Delays • Age Appropriate Interests • Difficulty interpreting behaviors and emotions • Difficulty interpreting facial expressions that include emotion

  13. Socialization Strategies For Music Educators who teach Children with ASD

  14. Considerations for lesson planning • Imitation • Fine motor movements • Motor planning • Taking turns on instruments • Performing partner songs Bach Activity

  15. Social Stories • As individual books • Using pictures of the student modeling appropriate social behavior • “Setting up” social scenarios

  16. Lets make music! Lucy Locket Great Big House in New Orleans

  17. Strategies for Educators • Eye Contact • Appropriate Responses • Joint Attention

  18. Interest • Finding interests that connect students • May not be typical or age appropriate

  19. I love to Laugh • The Prism Project • Theory of Mind (revisited) • What is means to be funny • Telling Jokes

  20. I love to laugh

  21. Other considerations • Appropriate Atmosphere • Reverse Inclusion Opportunities • Pairing or “Buddying Up” • Literal Explanation (slang, etc.)

  22. Lets play Up, Up, and Away

  23. Reverse Inclusion • Students who are neurotypical may be included in music settings with students with autism. Some models of this include: • ASSET (Autism Spectrum Support Education and Training)

  24. The Prism Project: Hip-Hop Experience

  25. Concluding thoughts Alice Hammel hammela@mac.com

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