research based strategies for autism spectrum disorder

Research Based Strategies for Autism

Spectrum DisorderPresented by: Mary E. Flowers

Goals of Presentation1. Discuss to Autism Spectrum Disorder (ASD) and the

symptoms that accompany the diagnosis

2. Review research on cognitive difference in persons with ASD

3. Research based strategies to address social, communication, behavioral, and academic issues of the students with AS

4. Brainstorm how these can be implemented with students in our classrooms

Expert Panel

Autism Spectrum Disorder

Asperger’s Syndrome

PDD-NOS

CDDRett’s Syndrome

?

??

"Here's to…the round pegs in

the square holes. The ones who

see things differently…Because

they change things. They push

the human race forward.”

— Apple

How Do We Support a Student with Autism Spectrum Disorder?

•What have you seen,

heard about, or used in

the past that has

worked with a student

on the spectrum?

Routines and SchedulesThis schedule works well for younger students just learning to use a schedule or for

students in a self-contained classroom.

1. A “check schedule” card is kept right next to the schedule. When it is time for the student to transition to the next activity the card is handed to the student with the request to “check your schedule”. The student will bring the card back to the place where it belongs, thus bringing him to his schedule.

2. Once the student is at their schedule they can be cued or physically assisted to take the next card on the schedule.

3. The picture in their hand tells them where they are going. A “receiver envelope” is kept at the site where the activity will occur. The student puts the picture in the envelope and then he is right there where the activity takes place—transition complete!

I first heard the terms “check schedule card” and “receiver envelope” at a workshop with Barbara Bloomfield from New York. She has a business called “Icon Talk Visual Teaching Materials”. You can request a catalog at autism@magiccarpet.com.

Example #2This schedule works well for students who spend most of their day in general education.

Example #3

This schedule clearly communicates what needs to be done.

It can be attached to a notebook or clipboard

so it is portable and easy to use.

Things to do. All Done

Warm-Up

Work Task

Break

Community

Lunch

Don’t Forget Special Days and Activities!!

Mini-Schedules

Here is an example of a mini-schedule

for getting ready for a winter recess.

I need a break!

• Identifying the need for a break and getting a break appropriately are important skills for our students.

Break

Reminders and Rules

Choices

Reinforcement vs. Punishment

Descriptive Praise

Modifications and Adaptations• How can we modify tests for students who have fine motor

skill problems?

• How can we modify an activity for a student with ADHD?

• How can we modify a reading activity for a student with dyslexia?

• What can we do for a student who always seems to be out of his seat at the wrong time?

• What can we do for a student who is easily overwhelmed in the classroom?

Coping Strategies

Video Modeling

Sensory Integration Strategies• How can we integrate sensory

breaks throughout the day?

• What are some activities or materials that can be used to help children who have problems:– Getting out of their seat– Fidgeting with their hands– Kicking their feet – Pushing their chair backwards on two legs– Getting into areas where they’re not

supposed to be

Preventative Strategies

This goes hand in hand with…

Positive Behavior Support Plans

Some children with Autism will have a PBSP

What to do when the behavior occurs

What to do when the behavior does not occur

Ensures all staff are prepared

Lists triggers for the behavior

Social Supports for Students

Collaboration

Additional Websites• http://www.angelfire.com/pa5/as/asteachersites.html

• http://www.visualaidsforlearning.com/school-pack-learning.htm

• www.kansasasd.com

• http://pics.tech4learning.com/

• http://www.5pointscale.com/more_sweet_scale.htm

• http://www.lessons4all.org/downloads/reinforcement_checklist2.pdf

• http://www.pattan.net/files/Autism/Autism120905.pdf

It has been a pleasure to be here today!

If you have any further questions please contact me at mary_flowers@iu5.org