The Essentials of working with Autism

1. The Essentials of working with Autism Why We Do What We Do! 2009-2010

2. Pervasive Developmental Disorder Autism Spectrum Disorder • Pervasive Developmental Disorder • Autism Spectrum Disorder

3. What is Autism? • According to the American Psychiatric Association (APA): • Severe qualitative impairment in: • Reciprocal interaction (i.e., doesn’t have intuitive ability to socialize) • Verbal and nonverbal communication • Restricted range of activities and interests

4. Earliest Signs of Autism • Sleep and feeding problems • Difficult to comfort • Not interested in people • Fascination with sensory experiences • Doesn’t imitate parents or seek their reassurance/approval • Poor eye contact

5. Signs That Typically Lead to Evaluation by Specialists • Communication delays (speech and gestures) • Delays in self-care skills (e.g., toilet training) • Unusual reactions to sensory experiences • Problems with play, learning, emotion management, and/or behavior • General developmental delay or other medical problems

6. Age of Onset • Most children with autism show signs in first 18 months • 20%-40% have “regressive” or “late-onset” autism • develop normally for first year or two, then lose speech, become self-absorbed • By age 3, the two types are indistinguishable

7. Key Dimensions of ASD • 5 characteristics or dimensions of autism • Social • Communication • Cognitive • Interests • Sensory • Each has a range, or “spectrum,” of expression

8. Social Dimension Classic autism Asperger’s “Active but odd”, expresses interest in social interaction (especially with adults) in idiosyncratic or immature ways Aloof, avoids social interaction Passive, tolerates social interaction “Active but odd”

9. Communication Dimension Classic autism Asperger’s No spoken language Limited speech (may require prompts); echolalia Significant pragmatic difficulties Remarkable verbal fluency, but unable to recognize others’ lack of interest

10. Cognitive Dimension Classic autism Asperger’s Unusual learning style w/ relatively advanced skills in engineering-type areas (e.g., jigsaw puzzles or technical drawing) Profound learning problems; focused on sensory qualities of objects Average to precocious academic abilities; may have poor organizational skills

11. Savant Abilities 10% of children with autism develop specific “splinter skills” far beyond their overall level of development

12. Interests Dimension Classic autism Asperger’s Preoccupation with parts of objects; spinning wheels; flipping switches Focus on collecting/hoarding objects. Focus on acquiring and remembering facts about a specific topic

13. Sensory Dimension Lack of visible response to some sensory experiences, including pain or cold Extreme sensitivity to smells, noises, bright lights, etc. Preoccupation with sensory experiences

14. Characteristics of the Culture of Autism • Relative strength/preference for processing visual information (as compared to auditory) • Heightened attention to detail, but difficulty understanding big picture (“deficit in central coherence) • Difficulty combining or integrating ideas

15. Characteristics Continued • Difficulty with attention (very distractible or difficulty shifting attention) • Communication problems • Social use of language (pragmatics) • Correct word usage (semantics) • Nonverbal communication • Abstract or nuanced language • Development of vocabulary and grammar (except in Asperger Syndrome/HFA)

16. More Characteristics • Difficulty with concepts of time • Tendency to be attached to routines • Very strong interests and impulses to engage in favored activities • Marked sensory preferences and aversions

17. Let’s Look at the Program Standards • Core Materials • Instructional Strategies • Visual & Physical Structure • Individual & Classroom Schedules • Individual Communication Systems • Classroom Management • Required Record Keeping

18. Small Group Activity • Select three characteristics of autism • How are each of those characteristics addressed by at least two of the following standards? • Instructional Strategies • Visual & Physical Structure • Individual & Classroom Schedules • Individual Communication Systems

19. Need for Structure • Students with autism Spectrum disorders (ASDs) tend to be disorganized or otherwise ineffective in their approach to many materials and activities • Therefore, they need external organizational support in order to be meaningfully engaged in learning

20. What Is Structure? • Teacher or caregiver decides • What the learning activities will be • Where they will take place • How long they will last • What visual information to use • These decisions are based on individual the student’s needs • Not based on convenience or preferences

21. Goals of Structured Teaching • Teach the student with ASDs as many skills as possible, given his developmental level • Provide an environment that is as comprehensible as possible, so the student can understand the expectations and opportunities around him

22. Where can Structured Teaching be used? • All settings, including • Home • Schools • Work sites • Therapy sessions • Recreational activities • Community settings

23. 5 Questions • For every new activity, there should be individualized visual information and physical organization of the environment that answer 5 questions for the learner: • Where should I be? • What work or activity will I do? • How much work will I do?/How long will it last? • How will I know that I am making progress and when I have finished? • What will I do next?

24. Visual Schedules • Use schedules of activities that are • Visual • Accurate • Individualized • Flexible (need to be able to change them as circumstances change) • At earliest level, hand student objects indicating “what’s next” • Cup means snack time • Roll of toilet paper means bathroom time • At later levels, direct student to check his schedule

25. “Where should I be?” • Have a designated spot for student to sit or stand (chair, carpet square, etc.) • For students who wander or pace, define space with screens, large pieces of furniture, etc. • For more advanced learners, use assigned seats, daily schedules with room numbers, map of school w/routes

26. “What work or activity will I do?” • Student should be able to see what he is supposed to do, and for how long • Always supplement spoken directions with visual or physical cues

27. “What work or activity will I do?” • Keep materials organized with • Baskets • File folders • Clear containers • Velcro and tape • Clips

28. “How much work will I do?”“How will I know when I’m done?” • If answer is based on “how much” or “how many” student gets done, the materials should be organized in way that makes it obvious • Block-sorting task is done when all the supplied blocks have been put through the holes • Written assignment is done when the work sheet is completed and put in the “finished” pocket of the file folder

29. “How much work will I do?”“How will I know when I’m done?” • If answer is based on “how long,” have visual system to countdown time • Hour glass • Timer • Visual symbol system (e.g., teacher takes away one clothes pin every minute)

30. “What will I do next?” • Teach students to engage in an acceptable activity in a designated spot until it’s time for next activity • If student doesn’t pick up on this routine quickly, you may have to put an object or symbol at the physical end of each set of work materials to show him what to do next

31. Conclusion • Structured Teaching and environmental supports facilitate understanding, learning, and adaptive functioning at all developmental levels

32. Required Record Keeping • Not optional • Must be collected weekly • IEP objectives updated each six weeks • Base updates on actual data • What is meant by 2CY? • Can be viewed by parent • Keep it simple • Choice: Review 360 entered weekly and completely, or Review 360 + IPD form

33. Let’s Practice

34. Data……Why? • In your group make a list of five reasons that data is important • Then list three reasons why teachers may be resistant to collecting data

35. The Benefits of Using Review 360 • It is fast once you have registered all of your students • Graphs can be used to report progress or lack of progress to parents • When we start to nag about Regression/Recoupment data, you don’t have to send us anything!

36. The most important things you should be doing • Teaching a communication system • Maintaining accurate data & documentation • Communicating with the parents/guardians

37. Your Turn . . . . • In your groups • Make a list of your challenges as a teacher • Choose at least two challenges and suggest possible, reasonable solutions • Group discussion • What are your strengths as a special education teacher? • How do your strengths help your students make progress?

38. Random Points • Behavior vs. Personal Social Development – what should be the goal area? • Regression/Recoupment data vs. ESY Objectives