why we do what we do! 2009-2010. pervasive developmental disorder autism spectrum disorder

Why We Do What We Do!

2009-2010

Pervasive Developmental Disorder

Autism Spectrum Disorder

According to the American Psychiatric Association (APA):Severe qualitative impairment in:

Reciprocal interaction (i.e., doesn’t have intuitive ability to socialize)

Verbal and nonverbal communication

Restricted range of activities and interests

Sleep and feeding problems Difficult to comfort Not interested in people Fascination with sensory

experiences Doesn’t imitate parents or seek

their reassurance/approval Poor eye contact

Communication delays (speech and gestures)

Delays in self-care skills (e.g., toilet training)

Unusual reactions to sensory experiences

Problems with play, learning, emotion management, and/or behavior

General developmental delay or other medical problems

Most children with autism show signs in first 18 months

20%-40% have “regressive” or “late-onset” autismdevelop normally for first year or two,

then lose speech, become self-absorbed By age 3, the two types are

indistinguishable

5 characteristics or dimensions of autismSocialCommunicationCognitiveInterestsSensory

Each has a range, or “spectrum,” of expression

Aloof, avoids social interaction

Passive, tolerates social interaction

“Active but odd”

Classic autism Asperger’s

“Active but odd”, expresses interest in social interaction (especially with adults) in idiosyncratic or immature ways

No spoken language

Limited speech (may require prompts); echolalia

Significant pragmatic difficulties

Remarkable verbal fluency, but unable to recognize others’ lack of interest

Classic autism Asperger’s

Profound learning problems; focused on sensory qualities of objects

Unusual learning style w/ relatively advanced skills in engineering-type areas (e.g., jigsaw puzzles or technical drawing)

Average to precocious academic abilities; may have poor organizational skills

Classic autism Asperger’s

10% of children with autism develop specific “splinter skills” far beyond their overall level of development

Preoccupation with parts of objects; spinning wheels; flipping switches

Focus on collecting/hoarding objects.

Focus on acquiring and remembering facts about a specific topic

Classic autism Asperger’s

Extreme sensitivity to smells, noises, bright lights, etc.

Lack of visible response to some sensory experiences, including pain or cold

Preoccupation with sensory experiences

Relative strength/preference for processing visual information (as compared to auditory)

Heightened attention to detail, but difficulty understanding big picture (“deficit in central coherence)

Difficulty combining or integrating ideas

Difficulty with attention (very distractible or difficulty shifting attention)

Communication problems Social use of language (pragmatics) Correct word usage (semantics) Nonverbal communication Abstract or nuanced language Development of vocabulary and

grammar (except in Asperger Syndrome/HFA)

Difficulty with concepts of time Tendency to be attached to routines Very strong interests and impulses to

engage in favored activities Marked sensory preferences and

aversions

Core Materials Instructional Strategies Visual & Physical Structure Individual & Classroom Schedules Individual Communication

Systems Classroom Management Required Record Keeping

Select three characteristics of autism How are each of those characteristics

addressed by at least two of the following standards? Instructional StrategiesVisual & Physical Structure Individual & Classroom Schedules Individual Communication Systems

Students with autism Spectrum disorders (ASDs) tend to be disorganized or otherwise ineffective in their approach to many materials and activities

Therefore, they need external organizational support in order to be meaningfully engaged in learning

Teacher or caregiver decidesWhat the learning activities will beWhere they will take placeHow long they will lastWhat visual information to use

These decisions are based on individual the student’s needsNot based on convenience or preferences

1. Teach the student with ASDs as many skills as possible, given his developmental level

2. Provide an environment that is as comprehensible as possible, so the student can understand the expectations and opportunities around him

All settings, includingHomeSchoolsWork sitesTherapy sessionsRecreational activitiesCommunity settings

For every new activity, there should be individualized visual information and physical organization of the environment that answer 5 questions for the learner:Where should I be?What work or activity will I do?How much work will I do?/How long will it

last?How will I know that I am making progress

and when I have finished?What will I do next?

Use schedules of activities that areVisualAccurate IndividualizedFlexible (need to be able to change them as

circumstances change) At earliest level, hand student objects

indicating “what’s next”Cup means snack timeRoll of toilet paper means bathroom time

At later levels, direct student to check his schedule

Have a designated spot for student to sit or stand (chair, carpet square, etc.)

For students who wander or pace, define space with screens, large pieces of furniture, etc.

For more advanced learners, use assigned seats, daily schedules with room numbers, map of school w/routes

Student should be able to see what he is supposed to do, and for how long

Always supplement spoken directions with visual or physical cues

Keep materials organized withBasketsFile foldersClear containersVelcro and tapeClips

If answer is based on “how much” or “how many” student gets done, the materials should be organized in way that makes it obviousBlock-sorting task is done when all the

supplied blocks have been put through the holes

Written assignment is done when the work sheet is completed and put in the “finished” pocket of the file folder

If answer is based on “how long,” have visual system to countdown timeHour glassTimerVisual symbol system (e.g., teacher takes

away one clothes pin every minute)

Teach students to engage in an acceptable activity in a designated spot until it’s time for next activity If student doesn’t pick up on this routine

quickly, you may have to put an object or symbol at the physical end of each set of work materials to show him what to do next

Structured Teaching and environmental supports facilitate understanding, learning, and adaptive functioning at all developmental levels

Not optional Must be collected weekly IEP objectives updated each six weeks

Base updates on actual dataWhat is meant by 2CY?

Can be viewed by parent Keep it simple

Choice: Review 360 entered weekly and completely, or Review 360 + IPD form

In your group make a list of five reasons that data is important

Then list three reasons why teachers may be resistant to collecting data

It is fast once you have registered all of your students

Graphs can be used to report progress or lack of progress to parents

When we start to nag about Regression/Recoupment data, you don’t have to send us anything!

Teaching a communication system

Maintaining accurate data & documentation

Communicating with the parents/guardians

In your groupsMake a list of your challenges as a teacherChoose at least two challenges and suggest

possible, reasonable solutions

Group discussionWhat are your strengths as a special

education teacher?How do your strengths help your students

make progress?

Behavior vs. Personal Social Development – what should be the goal area?

Regression/Recoupment data vs. ESY Objectives