august 13, 2009 presented by kathy brodie and amy quinley, autism specialists para training for
TRANSCRIPT
August 13, 2009
http://www4.smsd.org/autism
Presented by Kathy Brodie and Amy Quinley, Autism Specialists
Para training for working with students with Autism Spectrum
Disorders
Autism Spectrum Disorders(ASD)
Neuro-biological disorder that affects the functioning of the brain, impacting social interactions and communications skills development
The impact is with varying degrees of severity
The one feature that differentiates ASD from other syndromes is the limited or lack of ability to socially interact with others (Firth, 1989)
Diagnosis is based on the presence or absence of specific behaviors – diagnosis is by observation only
Children are born with the disorder or the potential to develop it
There is no cureChildren do not outgrow ASDAppropriate, consistent interventions
help to lessen the impact of the deficits of the disability
CausesASD is caused by either structural
anomalies or disturbances in sections of the brain
Researchers are investigating a number of causes of ASD◦The brain structure is different in
children on the spectrum A link between heredity, genetics and
medical problems A “trigger” has not yet been identified
Prevalence1 in 150 births (CDC, 2007)Affecting as many as 1.5 million Americans
ASD (Autism Spectrum Disorder) and PDD (Pervasive Developmental Disorder) are synonymous.
The spectrum includes◦ Autistic Disorder◦ Aspergers Syndrome◦ PDD-NOS◦ Rett’s Disorder◦ Childhood Disintegrative Disorder
Underlying Characteristics
Patterns of behavior need to be assessed with an understanding of the underlying characteristics of ASD
Understanding the underlying characteristics helps to determine the appropriate intervention
Underlying characteristics are exhibited in the following areas:◦ Social◦ Restricted patterns of behavior, interests, activities◦ Communication◦ Sensory differences◦ Cognitive differences◦ Motor differences◦ Emotional vulnerability
ASD – Educational ASD – Educational ConcernsConcerns
Rote (and usually visual) learnersOften off task due to distraction from
internal/external stimuliDifficulty with organizationDifficulty working cooperatively with othersDifficulty understanding abstract conceptsRote or pedantic speech may give a false
impression of comprehensionFine motor difficultiesDifficulties with problem solvingMay be physically clumsy and awkward
ASD – Communication Concerns
Rote communication skillsDifficulty with abstract conceptsDifficulty with non-verbal cues and
nuancesTopic perseverationLiteralnessDifficulty in pragmatic use of languageMay make irrelevant commentsTendency to interrupt or talk overMay demonstrate an advanced vocabulary
ASD – Behavioral Concerns
May be rigid, extreme rule followers and enforcers
Difficulty with problem solving – may use only one method for solving or reacting to a situation
Difficulty with transitions◦ Between locations; between activities; between
steps of an activityMay need to adhere to specific routines and
ritualsMay appear non-compliant due to lack of
social understandingPreoccupation with narrow areas of interest
What you might see as a result of behavioral concerns:◦ Refusal to cooperate◦ Arguing◦ Elevated voice pitch and volume◦ Yelling◦ Meltdowns◦ Aggressive acts
ASD – Social Interaction Concerns
Mindblindness◦ Difficulties in both the use and
understanding of nonverbal behaviors◦ Inability to understand and utilize the
unwritten rules of social conduct Difficulty playing with othersNaïve and easily influencedMay appear rudeMay not understand jokesDifficulty working in proximity to peers
What you might see as a result of social concerns◦ Poor academic performance◦ Peer failure◦ Rejection◦ Isolation◦ Anxiety◦ Depression◦ Substance Abuse◦ Suicidal Ideation
Scott Bellini (2007)
Why Social Skills?Even those children on the spectrum who
speak well and are high achievers in school, are at high risk for failure in life.
One study conducted of adults with Asperger Syndrome showed the following results:◦ 88% were unemployed◦ 3% could live independently◦ 65% had no social contact outside of their
family◦ None were married or involved in a significant
emotional relationship
National Autism Society of Great Britain (2001)
Understand the importance of social skills to future success – work with the team to provide specific social skill intervention for students
Capitalize on “teachable” momentsRemember, it’s the process, not the
productAssign students alternative roles in
group settings, capitalizing on strengths – it may be necessary to be creative in designing their roles
Interventions for success
Don’t ask, tellFollow throughWaitMore is not betterParaphrase using similar languageKeep statements short and to the pointAvoid use of abstract language (i.e.,
metaphors, idioms, puns)Alert student’s attention with phrases
like “This is important, listen carefully” or “Be sure to write this down” or sound an audible cue before announcing directions
Avoid large amounts of written workSet realistic and mutually agreed upon
expectations for neatnessAvoid pressures of speed and accuracyProvide fill in the blank sheets with
page numbers to locate answersSubstitute projects for written workProvide word banks when appropriate
Teach concrete concepts prior to teaching abstract concepts
Reduce number of concepts introduced at any one time
Highlight important concepts to be learned in text or material
List steps (i.e., steps in mathematical process or experiment) so student knows exactly what to do – the visual support will be helpful
Present a study guide that includes only the information that will be tested – eliminate extraneous material
The underlying characteristics for successful interventions
Be flexibleBe consistent across environments Keep your sense of humorDon’t personalize situationsBe able to “Think Outside the Box”
Behavioral Supports
5 Point ScaleComic Strips
Written ExpectationsPower Cards
Silence is Golden
Reinforcement strategies must be applied consistently across environments◦Keep in mind that students with ASD may
not respond to typical reinforcers or to typical reinforcement schedules
◦Also, students with ASD may not always respond to typical consequences
Model behaviors you wish to teach – remember – you are modeling the entire day.
Make directions and expectations clear – communicate expectations to the student
Don’t engage in arguing with students
The Incredible 5 Point Scale Supports social understanding. Can be used for a variety of situations (i.e., voice level, frustration,
touching others, etc.). Colors and numbers give the students a quick and visual way to
reference how they feel and what they should be doing.
54321
Comic StripsDrawings on a white board, or on
a notebookUse for detailing situations that
may otherwise be difficult to hash out◦A problem at recess or lunch◦How to handle a bully◦The steps to a math problem
Written ExpectationsWhen it’s in writing, there is less
to sort through.Provide simple and short
directions.Just the facts… that’s all you
need.Can be done on the spot – it
doesn’t have to be a fancy, color enhanced, laminated ordeal.
Power CardsUse highly motivating
characters/people to teach:◦Perspective taking◦Social skills◦Rules◦Expectations◦Choices◦Generalization
The M & M crew has great school behaviors!
Blue M & M always remembers to:
Sit in his seat.
Follow directions given by grown ups.
Let the grown up be in charge.
When I am at school, I will act like part of the M & M crew and I will have great school behaviors!!!
Remember……Maximize visual supports.Minimize verbal prompts.Allow sufficient wait time.
Silence is Golden