Supporting Students with Autism Spectrum Disorders In the Arts

1. Supporting Students with Autism Spectrum Disorders In the Arts By: Sharon M. Malley The John F. Kennedy Center for the Performing Arts

2. Preliminary Poll • How many years of experience do you have teaching students? • Have you had opportunities to teach students with autism? • How confident are you about teaching students with autism?

3. “Intelligence manifests itself in myriad ways when there are obstacles to someone (who is) unable to communicate verbally. Intelligence manifests itself and should be celebrated.” 1

4. We Will Learn • Definition of autism • Challenges associated with having autism • Teaching strategies for teaching artists

5. Autism definition • Group of complex disorders of brain development • A pervasive developmental disorder (PDD) • Characterized by difficulties in social interaction, verbal and nonverbal communication and repetitive behaviors

6. The Group of Disorders • Autistic disorder • Rett syndrome • Childhood disintegrative disorder • Pervasive developmental disorder – not otherwise specified (PDD-NOS) • Asperger Syndrome

7. Causes of Autism • No one cause • Genetic • Coupled with environmental stresses

8. Current Prevalence • 1 child in 88 diagnosed with autism • 1 in 54 boys, 1 in 252 girls • According to current Centers for Disease Control estimate

9. Challenges Associated with Autism • Sensory challenges • Communication challenges • Social/emotional challenges

10. Sensory Challenges • Inability to sort out important information from background information • Choose to look at or attend to the item that changes the least – less overload • Withdrawal from activities • Inability to ignore background stimuli • Difficulty in general classrooms

11. Communication Challenges • Communication can be affected in many ways, such as: • Non-verbal • Echolalic speech • Difficulty interpreting non-verbal communication • Difficulties processing what others have said • Focusing on one or only a few topics in conversation, to the exclusion of all others

14. Communication Challenges • Body space – e. g. standing too close • Pitch, tone, inflection, volume • A student can be highly verbal, but have communication discrepancies • Students with speech difficulties can still have normal IQ’s • Skills in the arts can exist independently of verbal and written skills.

15. Social/Emotional Challenges • Difficulties with reciprocal social interactions • Behaviors are a form of communication • Behavioral manifestations might include: • Flapping hands, spinning around • Rituals, such as arranging things neatly • Self-injurious behavior • Meltdowns

16. Theories of Social Cognition • To help us understand the developmental delay of students with autism: 2 • Theory of Mind • Theory of Central Coherence • Theory of Executive Functioning

17. Unique Strengths of Students with Autism 3 • Enjoyment of routines and chores • Consistent accuracy in performing tasks • Recall of visual images • Recall of historical facts, depending on interests • Following concrete rules (written)

18. Unique Strengths (continued) • Precision and attention to detail • Ability to quickly learn and maintain time schedules • Skills in the arts in many instances • Integrity, honesty, authenticity

23. Teaching Strategies – 3 Pointers • Every student is different – there is no one approach for teaching students with autism. • Learn as much as you can from the student’s teachers. • Using UDL as a framework will reduce the amount of differentiation you might need for a particular student.

24. 4 General Strategies • Reduce the amount of stimulation • Focus on visual learning • Maintain clear structure • Use positive behavior supports

25. Reduce Stimulation • Lessons, texts, media, should be focused on the task, with little extraneous stimuli • Use task analyses for skill development, directions • “Prune the environment because the brain cannot prune the input” 4

26. Sample Task Analysis Watercolor Painting - Preparation 1) Select paper 2) Get box of supplies 3) Get cup 4) Fill cup with water 5) Get paper towel 6) Arrange materials on table 7) Select color 8) Twist open tube of paint 9) Squeeze small amount of paint on palette 10) Put cap on tube

27. Focus on Visual Learning • Provide visual schedule of the activity • Use graphic organizers in reading and writing activities • All directions should be written as well as verbal • Use pictures to illustrate your written directions if needed • Use student’s preferred technology

28. Sample posted schedule or directionsToday we will: To Do Finished • Listen to teacher directions • Draw your portrait with a partner • Color your portrait • Put your portrait on the wall • Take a break

29. Maintain Clear Structure • Organized materials, segments of time, clear directions • Prepare for transitions • Have clear concise rules posted • Use rule cards

30. Maintain Clear Structure (continued) • Use social narratives • Provide a checklist for organization • Pre-teach vocabulary and key concepts

31. Classroom Rules • Follow your teacher’s directions • Raise your hand and wait to be called on • Keep your hands and feet to yourself • Walk in the halls and classroom

32. Use Positive Behavior Supports • Provide 2 clear choices for an activity, both of which have a desired outcome • Provide opportunities to take breaks • If a student engages in inappropriate behavior – ask yourself why – what might have contributed to the confusion?

33. Helpful Hints • Teach in small chunks • Accommodate before modify • Empower rather than enable • Capitalize on student’s limited interests

35. Use of Technology • Because technology limits focus, many students with autism embrace today’s technology tools. • They are now used widely as communication accommodations. • Computers • Ipads, other “smart” notebooks • Interactive white boards • There are many apps specifically for students with autism – for communication, schedules, etc.

36. Technology • List of apps on Autism Speaks and other websites • http://www.autismspeaks.org/autism-apps • http://www.autismspeaks.org/autism-apps • Picture Exchange Communication Systems • Use hard copies • Use on IPads • Use on Interactive White Boards

37. Final Thoughts • Each individual has a creative spirit. The student with autism brings a unique and beautiful perspective to the world. Give the student the tools needed to explore and express her interests. Take her creations seriously, and . . . enjoy the sheer beauty of presence undimmed by social dictates.5

45. Endnotes 1 DeStaebler, J. studio manager of Creative Growth Art Center, Oakland, CA, as quoted in: Wexler, A. (in press). Art, developmental disability and self-representation. In S. M. Malley (Ed.), The intersection of arts education and special education: Exemplary programs and approaches. Washington, DC: The John F. Kennedy Center for the Performing Arts. 2, 3 Eren, R. B. (2010). Understanding and teaching children with autism spectrum disorders in the classroom: A special education perspective. In B. L. Gerber & J. Kellman (Eds.), Understanding students with autism through art. Reston, VA: National Art Education Association.

46. Endnotes 4 Heusmann, G. R. (2010). How understanding the neurobiology of autism can help you choose effective teaching strategies. In B. L. Gerber & J. Kellman (Eds.), Understanding students with autism through art. Reston, VA: National Art Education Association. 5 Kellman, J. (2010). Floating objects, eggs, stairs, and more: Mind and structure in the art of children with autism. In B. L. Gerber & J. Kellman (Eds.), Understanding students with autism through art. Reston, VA: National Art Education Association.