Inclusion Resources for High-Functioning students on the Autism Spectrum

1. Maize Professional Development Day January 17, 2011 Presenter: Beth Donahue K/1 IR Teacher ~ Maize Elementary bdonahue@usd266.com Inclusion Resources for High-Functioning students on the Autism Spectrum

2. Accommodations/Modifications • Visual Supports • Social Skills: Issues, Strategies, Resources • Behavior: Issues, Strategies, Resources • Communication: Issues, Strategies, Resources • Sensory Needs • General Resources • Q & A • Lunch  Preview

3. Each child with Autism is unique. To be diagnosed with autism, a person must demonstrate either delayed or atypical behaviors in the following categories: • Social Interaction • Communication • Behavior Source: American Psychiatric Association. (2000). Pervasive developmental disorders. In Diagnostic and statistical manual of mental disorders (Fourth edition---text revision (DSM-IV-TR). Washington, DC: American Psychiatric Association, 69-70 What is Autism?

4. Average or above average IQ • Deficits in thought processing • Social perception • Social communication • Limited Flexibility of Thoughts and Interests • Motor and Sensory Deficits What is High Functioning Autism?

5. Students with autism are not able to learn social skills by watching others. • You will need to provide explicit instruction. • PRIORITIZE. You will not be able to “fix” everything all at once. (E.g., Hitting and yelling are both inappropriate. Address the hitting first. Then address the yelling.) Social Skills and Students with Autism

6. Scripting • Social Stories • Social Autopsies • Video Review • Role Playing • People Pages • Power Cards • Comic Book Conversations Social Skills: Strategies

7. The Gray Center for Social Learning and Understanding www.thegraycenter.org • The Hidden Curriculum Things we think they should “just know.” http://www.education.com/reference/article/hidden-curriculum-school-asperger/ • Social Skills Training: For Children & Adolescents with Asperger Syndrome & Social Communication Problems 70 lesson plans and activities for social skills training. Order from the IMC at the Coop Social Skills: Resources

8. Students with autism have behavior issues for different reasons than their peers. • Students with autism spectrum disorders and others who experience moderate to severe communication disorders frequently have behavior difficulties because they don’t understand their world very well and they are not effective in getting their wants and needs met. • When a student uses a behavior that works to accomplish his goal, he will use that behavior over again. If we want the behavior to change we might have to: • Change how we communicate • Alter how we respond • Modify the environment • Provide explicit instruction (give them the words) Behavioral Challenges

9. Ask parents for reward ideas! • First…Then • First: math; then: computer • Visual Schedule • Priming • “I am working for…” • Social Stories • Behavior Mapping Behavior: Strategies

10. Red and Green Choices • www.redandgreenchoices.com • The Incredible 5-Point Scale • www.5pointscale.com • Supporting Appropriate Behavior in Students with Asperger Syndrome http://www.education.com/reference/article/Ref_Approp_Behav/ • KU Special Connections http://www.specialconnections.ku.edu/cgi-bin/cgiwrap/specconn/index.php (not specifically for autism/aspergers…but the strategies are still appropriate) • Behavior Advisor http://www.behavioradvisor.com/ As of late, Dr. Mac has made it slightly more difficult to get to the good stuff on his site. But trust me, it’s worth it. Click on the “intervention strategies” link and sign up for the b-list. Like the KU site, this is not specifically for autism/aspergers but I’ve used a lot of the ideas with ASD kids. Behavior: Resources

11. Analyzing Behavior Completing a Functional Behavior Assessment involves a lot of data collection and hypothesizing. But even just an informal assessment can give you some insight into the needs of a student.

12. Communication is more than just speech: It is a complex process that requires the interconnection of many different skills. Even if students appear to be developing communication skills, it is important to remember that their communication systems may not work efficiently or effectively. • Stokes, Susan and Prizant, Barry “Unconventional Communication “Echolalia”” 31 July 2009 <http://www.austinschools.org/lifeskills/Student%20Communication.pdf> Communication: About

13. Modifications/Accommodations • Practice asking for help. / Verbal rehearsals. • Allow additional time for processing!!! • Be literal; be aware of difficulties that can arise when the same word can mean different things ( • Provide multiple means for expressing knowledge (kidspiration/inspiration, oral response, power point, 3D model, etc…) • Appoint an “Advance Agent”. (Classroom teacher or para.) “I’m going to ask you question #4.” • Graphic Organizers • Word Banks • Simplify verbal messages given to the student Christi Kasa-Hendrickson, Ph.D. University of Colorado at Colorado Springs; http://www.taalliance.org/conferences/2009/materials/autism-inclusionnovideo.ppt#256,1,Successful Inclusion for Students with Autism Communication: Strategies

14. A powerpoint with an amazing amount of information about using visual supports. (At school and at home.) www.cenmi.org/Portals/4/Documents/Tutorials/VisualSupports.pps Website: “Use Visual Strategies” Has printable cards for emotions and behaviors. You don’t have to sign up or anything. Just click print.  http://www.usevisualstrategies.com/VisualStrategiesInformation.aspx Communication: Resources

15. Hypersensitivity to specific noises is quite common. Irritation, distraction to environmental noises (lawn being mowed, airplane passing overhead, buzz from electronic equipment.) Sensory Needs: About

16. Try to cut down on noise. • Tennis balls or rubber tips on chairs • Explain out-of-the-ordinary noises (what’s happening, how long it will last, give suggestions for appropriate ways to react) • Gradually expose student to stimuli that is unavoidable. (e.g. lunchroom: arrange for alternate location to eat lunch. Let the student eat in a quiet place and then go to the lunchroom for the last 5 minutes. Once the student understands the noise and learns how to deal with it, have the student eat almost all of the lunch and then finish in the lunchroom…gradually increase time over weeks/months until the student is able to stay for the entire lunch period.) • Provide student with headphones/earphones to wear during activities which are especially loud. Sensory Needs: Strategies and Resources

17. Visual Supports: Why?

18. Picture schedule • First-Then Board • Cue cards Visual Supports: Ideas and Resources

19. Don’t rearrange the room or schedule without being prepared to support the ASD student with advanced notice! • Where will their new seat be? • Who will sit by them? • How long will it stay that way? • Prepare for fire/tornado drills: cue cards. Miscellaneous Tips/Strategies

20. Use ONE 3-ring binder per student to create a notebook system. Keep supplies in the notebook to help with organization: • Hole punch • Copy of Schedule(s) • Pencil pouch (put a supply list in the pencil pouch. e.g. “2 sharpened pencils, 1 red pen, 1 blue pen, 1 yellow highlighter” picture list if necessary!) • To Do List • Create a section for each class • One day every week (or more) have the student sit down with the teacher or para and sort through the notebook. (This part is critical to the success of this system!) • Use this instead of 7 or 8 different folders/binders. One Notebook System

21. Bus unloading/loading • Bathroom breaks • Passing periods • Lunch • Related Services Supports: Advanced Warning Expectations: explicit instruction in expected behavior Transitions