Teaching Students with Autism Spectrum Disorders

1. Teaching Students with Autism Spectrum Disorders Overhead Slides

2. Questions I have about teaching students with autism spectrum disorders

3. Focus QuestionsPart One • What are the general areas of delays and concerns that characterize individuals with autistic spectrum disorders? • How do the characteristics of autism spectrum disorders impact teaching and learning?

4. Autism Spectrum Disorders • are complex, neurological disorders that affect the functioning of the brain • can be present in a variety of combinations and may accompany other disabilities

5. Autism Spectrum Disorders • Impairments in social behaviour • Communication difficulties • Stereotypic or unusual behaviours Autistic Disorder Asperger’s Disorder Rett’s Disorder Childhood Disintegrative Disorder Pervasive Developmental Disorder Not Otherwise Specified

6. Social Impairments • Multiple nonverbal behaviours • eye-to-eye gazes • facial expressions • body postures • gestures • Peer relationships • Spontaneous seeking of others • Social or emotional reciprocity

7. Communication Impairments • Delay in language development • Difficulty initiating or sustaining a conversation • Repetitive or idiosyncratic language • Lack of varied spontaneous imaginative play

8. Repetitive Patterns of Behaviour • Preoccupation with patterns of interest • Inflexible adherence to routines • Repetitive motor mannerisms • Preoccupation with parts of objects

9. Other Autism Spectrum Disorders • Asperger’s Disorder • social impairments and unusual behaviours • average or above cognitive abilities • communication and anxiety are issues • language development not significantly delayed • Rett’s Disorder • occurs only in females, very rare • Childhood Disintegrative Disorder • regression in multiple areas after normal development • Pervasive Developmental Disorder Not Otherwise Specified • does not meet diagnostic criteria for autism

10. General Characteristics of ASD • Communication difficulties • Social interaction difficulties • Unusual behaviours • Unusual patterns of attention • Unusual sensory responses • Anxiety • Learning difficulties

11. Communication • Nonverbal communication difficulties • Expressive language delays • Oral language differences • Language use not for social purposes • Echolalia speech • Perseveration on a topic • Restricted vocabulary • Difficulty with conversations • Comprehension difficulties

12. Social Interaction • Establishing and maintaining relationships • playing with others • taking turns and sharing • Theory of mind • understanding other perspectives • making sense of social behaviour • making sense of feelings and emotions • making sense of communication

13. Implications for InstructionIdeas and Examples • Communication • Social interaction

14. Implications for InstructionIdeas and Examples Communication Instruction based on assessment results Instruction should emphasize: • paying attention • imitating • comprehending words and instruction • using language for social reasons • developing functional communication

15. Implications for InstructionIdeas and Examples Social Interaction Social Skill Development • Tolerating others in own space • Imitating the actions/vocalizations of others • Engaging in parallel activities • Taking turns • Using eye contact • Explicitly teach theory of mind concepts

16. Unusual Behaviours • Diagnostic criteria • preoccupation with patterns of interest • inflexible adherence to routines • repetitive motor mannerisms • preoccupation with parts of objects • Unusual response to sensory stimuli • Challenging aggressive destructive behaviours Behaviours are the tip of the iceberg. It is essential to delve below the surface to identify the message of the behaviour.

17. Unusual Patterns of Attention • Stimulus overselectivity • Impairment in joint attention • Difficulty disengaging and shifting attention • Short attention span

18. Sensory Characteristics Often hypersensitive or hyposensitive to • tactile • auditory • visual and olfactory • olfactory • gustatory • vestibular and proprioceptive

19. Anxiety Characteristics • Difficulty regulating emotions • Inability to express oneself clearly • Sensory processing needs • High need for predictability • Difficulty understanding social situations

20. Implications for InstructionIdeas and Examples • Unusual behaviours • Attention • Sensory responses • Anxiety

21. Implications for InstructionIdeas and Examples Unusual or Challenging Behaviours • Teaching students new skills and interests • Understanding responses to sensory stimuli • Preparing the student for planned changes • Developing calming strategies • Assisting the student to monitor level of arousal or anxiety • Adapting the learning environment

22. Implications for InstructionIdeas and Examples Patterns of Attention Information and instructional activities should be provided in a format that: • is clear and concise • is consistent with comprehension level • focuses their attention • emphasizes the most relevant information

23. Implications for InstructionIdeas and Examples Sensory Responses • Assess sensory responses. • Be aware of different experiences of sensory stimulation. • Use alerting strategies to help enhance students when hyposensitive. • Implement strategies to calm students when hypersensitive.

24. Implications for InstructionIdeas and Examples Anxiety • Provide warnings about transitions and changes. • Provide daily and weekly schedules. • Use social scripts to encourage calming and teach coping skills. • Provide facts about anxiety-arousing situations. • Establish a calming area.

25. Focus QuestionsPart Two • Who should be involved in the development of an individualized program plan (IPP)? • What are the roles and responsibilities of each participant? • How can the collaborative team best communicate, problem-solve and plan for transitions?

26. Individualized Program Plan Process • Gathering information • Setting the direction for the IPP • Developing the IPP • Implementing the IPP • Reviewing the IPP

27. Components of Effective IPPs • Personal and educational data • Strengths and needs • Long-term goals • Short-term objectives • Strategies and accommodations • Transition plans • Resources • How progress will be evaluated • Assignment of responsibility • Process for review and evaluation

28. Learning Characteristics • Uneven cognitive profile • Deficits in attending to relevant cues • Language impairments • Difficulties with abstract reasoning • Planning, organizing and problem solving • Strong rote memory and visual spatial skills

29. Implications for InstructionIdeas and Examples • organization skills • problem-solving skills • visual cues and reminders • concrete language Learning Instruction should be based on assessment results and emphasize:

30. Collaboration • What are the elements that lead to successful home and school collaboration?

31. Collaborating with Parents • Gathering relevant background information • Maintaining communication • Planning problem-solving and decision-making • goals and objectives • placement • transition plans • Coordinating resources

32. Planning a Collaborative Meeting • What information needs to be gathered? • What planning, problem-solving and/or decision-making needs to take place at this time? • How will goals and objectives be addressed? • Is placement an issue at this time? • What transition plans are necessary? • Which resources and professionals should be involved? • Who should be invited to participate in the meeting?

33. Develop an Agenda • Introduction of participants • Purpose of the meeting • Sharing new information • What’s working • Concerns/issues • Brainstorming • Planning • Who • What • When • Review date

34. Conducting a Successful Collaboration Meeting • Set a positive tone, introductions, logistics. • Give each participant the opportunity to share. • Brainstorm possible options. • Summarize the discussion and review plans. • Establish plans and times for follow-up.

35. IPP – Part OneGroup Activity • Group Number: • Name of student • Strengths and needs • Long-term goals • Short-term objectives

36. What worked well? What would you change for next time? Collaboration MeetingRole-play

37. Transition StrategiesStarting Off on the Right Foot • Teacher preparation • Preparing the student • Preparing the classroom • Promoting understanding

38. Transition StrategiesPreparing the Teacher and Staff • Visit student in current setting to observe: • behaviour • classroom routine and organization structure • successful adaptations and modifications • visual systems used to support the student • effective instructional strategies • student’s level of participation

39. Transition StrategiesPreparing the Teacher and Staff • Meet with sending staff to exchange information about: • effective ways to motivate student • student’s likes and dislikes • sensory-related issues • effective behaviour management strategies and/or Behaviour Support Plan • relevant health issues • Meet with parents

40. Student: Date of birth/age: Family situation (e.g., parents, siblings, involvement of extended family, how does the child relate to his family, etc.) Diagnosis (how did the diagnosis come about, who diagnosed the child, concerns about the diagnosis): Parent concerns and expectations: Interventions (e.g., Early Intervention Programming, therapies, etc.): What types of supports and therapies are currently in place? What type of involvement does the child have in the community (e.g., sports, religious school, other outside activities)? What works at home and in other settings? What worked at previous school setting? Specific concerns or issues to be aware of. Understanding Your Student

41. Transition StrategiesPreparing the Student • Use videotapes or pictures of new teacher and classroom. • Prepare scrapbook or social story. • Plan visit or visits to future classroom with familiar person. • Plan preferred activities for student in new setting. • Prepare a calendar for student.

42. Transition Strategies – Preparing the Student for Junior and Senior High • Identify key people for student. • Assign an adult mentor. • Provide training in how to use lock and lockers. • Enlist the assistance of peers. • Develop a plan/script for handling teasing. • Create a homework plan. • Teach specific skills necessary for new setting.

43. Transition StrategiesClassroom Accommodations • Consider desk positioning • to facilitate attention • to ensure that teacher assistant is unobtrusive. • Consider sensory issues. • Consider possible distractions. • Define specific spaces for specific purposes such as • calming area • individual learning area.

44. Transition Strategies – Junior and Senior High Accommodations • Provide an in-school mentor • Organizational support • Modified academic demands • Allow more time for cognitive processing • Homework support and modification • Accommodate for sensory needs • Identify safe, calming area for student

45. Transition StrategiesPreparing Classmates • Remember that students mirror the teacher’s attitude. • Address concerns, questions and misconceptions. • Invite guest speakers. • Use activities to foster awareness and understanding. • Coach peers to be effective partners.

46. Transition to Adult Life • Collaborate with parents, community agencies, support services and student. • Develop transition goals. • Teach specific skills necessary for new setting.

47. Instructional Approaches and Accommodations • Visual support • Structuring the environment

48. Visual Supports • Schedules (no surprises) • Visual rules (what are the rules today) • Visual tools to organize (materials) • Social experiences (solving problems) • Independence (theme boards and cues) • Visual bridges (communicating about life) • Behaviour tools (anxietyand relaxation)

49. Visual Schedules Example of a group schedule Example of a weekly schedule Example of a simple visual schedule to support arrival routine Example of a daily schedule Example of a visual chore chart

50. Visual SchedulesDesk Strip