Regional Autism Advisory Council of Southwest Ohio (RAAC-SWO) RAAC Training Committee 2011

1. The Basics of Autism Spectrum DisordersTraining Series Regional Autism Advisory Council of Southwest Ohio (RAAC-SWO) RAAC Training Committee 2011

2. Training Series Modules Module One: Autism Defined, Autism Prevalence and Primary Characteristics Module Two: Physical Characteristics of Autism Module Three: Cognition and Learning in Autism Module Four: Getting the Student Ready to Learn Module Five: Structuring the Classroom Environment Module Six: Using Reinforcement in the Classroom

3. Training Series Modules Module Seven: Autism and Sensory Differences Module Eight: Sensory in the Classroom Module Nine: Communication and Autism Module Ten: Communication in the Classroom Module Eleven: Behavior Challenges and Autism Module Twelve: Understanding Behavior in Students with Autism

4. Training Series Modules Module Thirteen: Social Skills in the School Environment Module Fourteen: Functional Behavior Assessment Module Fifteen: Working Together as a Team Module Sixteen: Autism and Leisure Skills to Teach Module Seventeen: Special Issues of Adolescence Module Eighteen: Safety and Autism Module Nineteen: Special Issues: High School, Transition, and Job Readiness

5. Training Series Modules Module Twenty: Asperger’s Syndrome: Managing and Organizing the Environment Module Twenty-One: Asperger’s Syndrome: Addressing Social Skills

6. Characteristics of Students with Asperger Syndrome • Difficulty in social understanding and social skills • Sensory issues • Often interact more successfully with adults or younger children than same-aged peers • Difficulty establishing and maintaining friendships • Difficulty understanding and using body language (i.e., eye gaze, gestures, and facial expression) • May repeat back information without comprehending the content • Often fail to seek clarification when they do not understand something (Brenda Smith Myles, 2006) • Difficulty in understanding and discussing feelings • Often show limited interest in others • Strong preference for sameness • Excessive time and energy devoted to special interests • Attention challenges • Poor organizational skills • Difficulty regulating their emotions • Poor handwriting • Impaired gross motor skills (Brenda Smith Myles, 2006)

7. Asperger Syndrome Academic performance usually ranges from adequate to exceptional, but students with Asperger Syndrome are likely to have increased difficulty in the classroom setting secondary to their difficulty with interpersonal skills (relating to others), reading social cues, and working with peers in groups and cooperative activities.

8. Big Idea Students with Asperger Syndrome can be misidentified as attention deficit or behavior concerns in the general education setting.

9. Managing the Environment • Things to consider to help a student with Asperger Syndrome be more successful in a classroom include: • Structuring seating arrangements • Providing a ‘safe haven’ • Preparing the student for changes in the routine and/or schedule • Operating on Asperger’s time • Teaching Routines Explicitly • Simplifying the language • Providing Visual Supports

10. Structuring Seating Arrangements • Place the student next to an understanding “peer buddy” who can build a relationship with the student • Consider the proximity of where the student sits. Some students may work most effectively seated near the teacher or near a quiet area. • When organizing group work, avoid self-selection. Assign students to groups ensure that the student with Asperger’s is assigned to an appropriate group.

11. Provide a ‘Safe Haven’ • Many students with Asperger’s can become overwhelmed by noise, crowds, perceived chaos, or just the stress of engaging socially with peers. • Students with Asperger’s should have an identified place or person that is available to them to access when they are becoming overwhelmed. • A set plan for ‘escape’ should be written for when students with Asperger’s get overwhelmed or upset in the classroom. Students should be taught how to request this break to the safe haven. • Staff should be aware of what the pre-physical or verbal behaviors that a student may exhibit when they are beginning to get upset.

12. Prepare the Student for Changes in the Routine and/or Environment • Most students with Asperger’s need clear expectations and routines. This helps to reduce the anxiety that can overwhelm students. • Whenever possible, explain changes in the routine well in advance. (“On Friday, we will have an assembly. That means that you will go straight from your second-period class to the auditorium.”) • Indicate these changes in the student’s schedule the day of by writing them or having a picture of the change.

13. Big Idea Be Pro-active. Many problem behaviors can be avoided by pre-teaching skills or preparing students for changes in the environment.

14. Operate on Asperger’s Time“Twice as much time, half as much done.” • Make sure that the student has ample time to complete organizational and related tasks such as: • Taking out/organizing books, paper, pencil • Putting away materials • Finding and turning in homework • Moving from classroom to classroom • Organizing backpack • Dressing out for physical education • Organizing materials to go home after school • Modify Requirements • For example, in math class students are given a worksheet with 20 problems on it. Have the student do the first 10 problems, the odd number problems, etc. • Reduce or eliminate handwriting • Allow the student access to the computer or scribe • Avoid Rushing

16. Teach RoutinesEnsure that students with Asperger’s know the routine for how to do the following: • How to ask for help • How and when to sharpen pencils • When and what to throw away and where • How to ask to go to the bathroom • How to obtain school supplies when they forgot to bring them to class • How and when to hand in homework • How to pass out papers • How to organize materials on desk • How to place school supplies in a locker, backpack or desk so that they are easily accessible • How to make up missed work due to absences or related reasons • How to line up for lunch, recess, etc. • How to walk down the hall in a line with other students • How to get ready to transition to another activity within the same class • How to get ready to transition to another activity that is not within the same class • How to get ready for recess • How to get ready to go home • What to do during free time • How to navigate lunchtime

17. Simplify the Language • Avoiding using idioms • “Put your thinking caps on”, “Open your ears” and “Zipper your lips” will leave a student with Asperger’s confused and wondering how to do that. • Avoid using sarcasm • If a student accidently knocks all your papers on the floor and you say “GREAT!” you will be taken literally and this behavior may be repeated on a regular basis.

18. Simplify your Language • Comprehension is not guaranteed • Repeat directions and ask for clarification • Be simple and concrete • It is more effective to say “Pens down, close your journals, and line up to go outside” than “It looks nice outside. Let’s do our science lesson now. As soon as you’ve finished your writing, close your books and line up at the door. We are going to study plants outdoors today.”

19. Simplify your Language • Address the pupil individually at all times • For example, the student may not realize that an instruction given to the whole class also includes him/her. Calling the student’s name and saying "I need you to listen to this as this is something for you to do" can sometimes work; other times the student will need to be addressed individually.

20. Visual Supports • While students with Asperger Syndrome have strong expressive skills, there may still be difficultly with understanding and comprehending the content presented during class. • Visual supports help aid the students ability to process and understand the content presented in class. • Visual supports provide structure and organization to information a student with Asperger Syndrome may find confusing.

21. Types of Visual Supports Written Schedules Graphic Organizers Organizational Checklists/Systems

22. Big Idea Just because a student has good verbal skills does not mean that they have good comprehension skills and understand is being said to them. Test for understanding.