Autism Spectrum Disorders in the Classroom

1. Autism Spectrum Disorders in the Classroom Classroom strategies/interventions Shannon Northup, M.Ed CHKD Hospital School Teacher

2. ASD-What it looks like in the classroom • Communication Deficits • Atypical Behavior • Social Impairments

3. Communication deficits • Non-verbal • Minimal language • Use of Semantic Language • Use of Pragmatic Language

4. Semantics= Use of Language • Echolalia • Delayed Echolalia • Pronoun reversal • Using augmentative devices or alternative systems (PECS, sign language, Cheap Talks, etc).

5. Pragmatics = Social Language • Interpersonal Space • Modulating voice tone, pitch, rhythm (“hollow/dull speech”) • Absence of facial expressions (flat affect) • Topic maintenance • One dimensional • Turn taking • Poor Comprehension

6. Severe Behaviors • Self Injurious Behavior (SIB) - Head banging - Biting Self - Hitting Self • Towards Others - Kicking - Hitting - Biting • Towards Property

7. Stereotypic (Self Stimulatory Behaviors)

8. Additional Atypical Behaviors • Negativistic Behaviors - Whining, crying, tantrums, protesting (Reinforcement assessment and develop system specific to that student) • Sensory Perceptual Abnormalities - Abnormal responses to sensations - Difficulty regulating sensory impact tactile defensive • Strong Impulses - Narrow interests

9. Atypical Behaviors continued - Perseveration (fixation/preoccupation with objects or parts of objects or topic of discussion. • Rigidity (insistence on sameness/routines or difficulty with change- visual schedules

10. Social Impairments • Poor peer relationships- social stories, set up social situations • Restricted range of interests • Lack of joint attention • Poor constructive and imaginative play (pretend play) • Lack of flexibility in thinking

11. Maintenance and Generalization of Skills • Inability to maintain skills without repetitive practice • Generalization does not occur spontaneously (contrive situations and use natural environment ) • Cannot generalize across directives, environments, instructors or teaching stimuli (3 different settings and 3 different types of materials

12. How can you help? • Consistency, structure, and clear expectations from ALL staff • Use visual supports to encourage comprehension and increase vocabulary and label all items in the classroom. • Avoid reasoning (especially during escalated maladaptive behaviors)- use the supports you have in place, ie: Rx system • Use appropriate reinforcement such as highly desired items and reinforcement assessments to determine what motivates them.

13. Educational Characteristics to Remember • Skills need to be taught directly • Generalization of skills taught • Difficulty attending to tasks • Most learn much better Visually • Change is not tolerated • Difficulty Performing on request • Rote memory is often superior but understanding (comprehension) is weak • May need extra time to process • Motivation is not reliable- reinforcers may change often • Down time and wait time are extremely difficult