Erin Karus Allegheny Intermediate Unit · 2016. 2. 7. · Make concepts visual – ex. , Tar Heel Reader: Paint chip vocabulary building Who’s who – pronoun mapping

Erin Karus

Allegheny Intermediate Unit

What do you know about ASD? Agree or Disagree

1.Autism, Asperger’s Syndrome and PDD-NOS are all diagnoses that fall under “Autistic Disorder”

2.Autism is a Behavioral Disorder

3.Most children with autism have below average IQ

4.All individuals w/autism are visual learners

5.Folks w/ASD prefer to be alone

Sam: the Dancing Barista:https://www.youtube.com/watch?v=ukDKrwoL36g On the Ellen D Show: https://www.youtube.com/watch?v=KaRqqVDAaQo

No Limits!!

“…a developmental disorder that occurs in 1 out of every 68 births and effects males more often than females by a 4:1 ratio.” This neurological disorder “affects a child’s ability to communicate and interact socially… The cause of autism remains unknown, and there is no known cure. It presents a lifelong challenge to those diagnosed & their families.”

Organization for Autism Research:http://www.researchautism.org/resources/teachersdvd.aspCenters for Disease Control www.cdc.gov

Autism Spectrum Disorder (ASD)Includes: Autistic Disorder Pervasive Developmental Disorder, NOSAsperger’s Disorder

New Category:

Social Communication Disorder

Neuro-biological disorder Areas of the brain activate differently Multi-systems are affected◦ Communication◦ Social Interaction◦ Sensory Regulation◦ Emotional Regulation◦ Often: anxiety food choice issues gastrointestinal problems

Genetic / Chromosomal / Cellular: Fragile X Syndrome, Mitochondrial Disease◦ – over 20 genes were recently identified

Current studies point to genetic factors plus exposure to environmental toxins

Less than 60% score in the range of Intellectual Disability

(opposite of Kanner’s original findings,1943) http://sfari.org/news-and-opinion/classic-paper-reviews/2007/leo-kanners-1943-paper-on-autism-commentary-by-gerald-fischbach

Boys:girls ratio = 4:1 No racial, ethnic, social, or economic correlation

The spectrum is broad and varied! “If you’ve met one person with Autism, you’ve met one person with Autism.”

Sensory Stabilization

Adults Understand Autism

Communication / Joint Attention

Cognitive / Academic Learning

Behavior / Emotional Regulation

Social Skill Competence

Maintenance







Maintenance

“The Culture of Autism is a core value” Try to see life through their eyes Appreciate, respect, accept – do not judge Lack of understanding leads to frustration

(on the part of helping adults) Recognizing differences is informative,

NOT derogatory“This is the foundation of our effectiveness”

Dr. Eric Schopler, University of North CarolinaTEACCH Autism Program, Founder

Successful intervention requires: an understanding that people with autism are part of a distinctive group with common characteristics that are different, but not inferior!

“Different, not less”, Temple Grandin: https://www.youtube.com/watch?v=YeWks6cgJ-k

Dr. Eric Schopler, University of North Carolina, TEACCH

Emma’s HOPE Book https://emmashopebook.com/2013/03/07/presu

me-competence-what-does-that-mean-exactly/ https://emmashopebook.com/







Just because I can’t speak, doesn’t mean that I don’t have something to say!

Carly Fleischmannwww.carlysvoice.com

Common Communication Challenges:

Struggle with auditory comprehension Limited expressive repertoires Lack of connection between language and needs-fulfillment

Literal interpretation of language Reciprocal flow of conversation is not intuitive

8:20 Math Homework, pencil

9:05 Reading Romeo & Juliet

9:50 Surprise Team work

8:21 Math Homework, pencil

9:07 Reading Romeo & Juliet

Science Flash cards

Visuals MUST be taught: Visuals MUST be relevant:

What is this:







http://www.youtube.com/watch?v=p49epMEJE0E

Sensory stimuli & responses to sensory input: receive, modulate, integrate, organize – fluidly!!

Sensory domain is neurologically DEVELOPMENTAL Hyper or Hypo Sensitive to:◦ Tactile◦ Taste/Smell (gustatory/olfactory)◦ Movement (vestibular/proprioceptive)◦ Auditory◦ Visual

Occupational Therapist may provide guidance-ask!

You could see obstacles in your way, but you could not make yourself avoid them.

You couldn't tell if you were sitting in the middle of your chair & you fell off, even when you tried not to.

Your clothes felt like they were made of fiberglass.

You tried to drink a cup of water from a paper cup, only you couldn't tell how hard to squeeze; you squeezed too hard & the water spilled all over you.

The different smells in the lunchroom made you utterly nauseous.

Light touch is sometimes uncomfortable Firm pressure is often preferred◦ Weighted lap pad◦ Bean bag chair

Clothing can be problematic◦ Fruit of the Looms get it - No Tags!◦ Waist bands can be too tight or too loose◦ Preference for certain fabrics

Consider classroom materials◦ Art supplies◦ Science experiments

Seat strategically: Sounds are heard at the same level, not filtered or prioritized (teacher’s voice, traffic, fan motor…)

Some children do well with ear plugs, head phones Keep language simple and concrete Allow auditory processing time Give warnings, when possible, about loud or

unexpected noises - fire drill, bells Introduce to setting early, such as assembly,

allowing sound to modulate as room fills Leave class moments before the bell, or after bell

Seat student where there are limited visual distractions - avoid windows, door, particular students, classroom pet/plants, etc.

To maintain focus during independent work consider a study carrel or “privacy folder”

Use visuals to promote on task behavior-schedules, checklists, behavior cue cards

Taste/oral: Access to water bottle Crunchy foods - pretzels, ice, carrots Allow student to chew gum (safety first!)

Smell/olfactory: Use of scented lotions, lip balm Scented pencils or markers Substitute acceptable “sniffs” for inappropriate

Allow movement breaks: office runner, walk, drink break, clean board, pass out materials

Move and sit cushion, ball chair, etc. Teach “chair exercises” Theraband or lycra on chair legs Provide quiet, inexpensive fidget Set clear, consistent rules for use of fidgets◦ Koosh ball◦ Velcro ◦ Putty …

Sensory processing disorder website http://www.sensory-processing-disorder.com/sensory-

processing-disorder-checklist.html

Simulation http://redbridgeserc.org/resources/entry/autism-simulation/

How are academics supported via sensory tools?

Examples; Raised lined paper Cushioned pencil grips Timers Weighted pads Others???





Behavior/ Emotional Regulation


Tell a Story to your tablemate about a place where you’ve been or you would like to go.

You May NOT use any words that end in “e”.

Describe your experience. . . How might this represent experiences of

individuals with ASD?

• Examples and Non-examples• Build general knowledge

• Model, teach by example• Guide their practice (I do, we do , you do)• Point out highlights, critical information

• Response cards• White boards• Choral response• Type, assistive tech • Email, text

How do the Challenges of ASD affect ELA,English and Language Arts Instruction?

Underlying skills of good readers:◦Predict◦Wonder◦Brainstorm◦Uncover Clues

Teach them using Book Chats…

I Get It, by Audra Jensen, M.Ed., BCBA

Drawing a Blank, Emily Iland-“Gaining others’ perspectives is like “mind reading”-Vocabulary and comprehension activities can help

◦Make concepts visual – ex. www.taggalaxy.de, Tar Heel Reader: www.tarheelreader.org

◦ Paint chip vocabulary building

◦Who’s who – pronoun mapping

Free timer: http://ideas.gstboces.org/programs/timer/

Free graphic organizers: http://www.eduplace.com/graphicorganizer/

Worksheets, lessons, materials (some are free)www.superteacherworksheets.com







Behavior is a response to internal or external stimuli – any action taken by an individual

All behavior has a function, purpose Prior actions & events contribute to behavior Warning signs are often missed A fact-finding meeting can impact outcomes:

review contributing events, uncover warning signs, reveal possible function/purpose, explore need for FBA (Functional Behavior Assessment)

Wants vs. Needs!!

Many Students with Autism are: Motivation Resistant!Due to: Idiosyncratic interests Low threshold for satiation Lack of connectedness

Reinforcer Profiles can Help!

Reinforcer Profile for: ______________________To maintain desired behavior

Videos:

Fidgets:

Music:

Activity:

Tips for _______________’s Team

Early events that may contribute to behavior

Immediate triggers that may precede behavior

Behaviors that may result (mild to significant)

Teach Alternative Behaviors that meet specific needs:

Fact Finding Meeting: Share information, such as: • Perceived reasons

for behavior, • How to watch for

signs that precede behavior, and

• How to help prevent behaviors by implementing specific strategies.

Tips for _______________ Team Meeting Date __________

The function of behavior appears to be:

Early Events that may contribute to behavior (Antecedents):• Commotion (such as playground, pep rally)• Competitive activity (group games)• High language load• Changes in routine Immediate Triggers that may precede behavior (Antecedents):• Making a mistake• Losing a game• Actual or perceived teasingBehaviors that may result (mild to significant:)• Pacing the floor • Mumbling expletives• Heavy pressure on pencil• Tantrum (screaming, kicking)

Teach Alternative Behaviors that meet specific needs:• Practice rhythmic breathing (In, 2, 3 – Out, 2,3)• Allow sensory breaks (3 minutes: chair push ups, putty, draw, etc) • Reduce amount of language, allow processing time• Pre-teach activities using written instructions, list of steps, schedule

Jeffery’s

To avoid uncomfortable situations

Rule How to teach it…

Visuals can Support “A-O-K” Behavior Cue Cards/Reminders Providing Choice Contracts Self Monitoring Checklists Regulation Scales

The Autism Notebook:

EmotionalRegulation

Scales







Characteristics: Difficulty interpreting nonverbal cues Difficulty perceiving another’s perspective Lack of understanding of the actions of others Delayed initiation and interaction Misinterpretation of social cues Lack of flexibility, rigidity (a rule is a rule!)

http://whyfiles.org/209autism/4.htmlUniversity of Wisconsin, 2004NIMH Science Update • July 19, 2012

face

s

* Brain activity when shown

faces or objects

Red = faces

Blue = things

Challenges in the following areas may contribute to misunderstandings in the social realm:

1. Delayed Theory of Mind2. Weak Central Coherence3. Delayed Executive

Function

Theory of Mind

CentralCoherence

Exec. Function

Challenge…

Ideas for instruction...

Association exists between Asperger’s Syndrome and secondary mood disorders, i.e. depression & anxiety

Up to 1 in 3 show signs of clinical depression About 1 in 4 have clinical signs of OCD Awareness of differences can lead to decreased

self-efficacy, may be observed as odd or challenging behavior

“Clinics & schools are full of “mild cases” creating chaos when social demands are overwhelming” (Minshew, 2008)

1. Perceiving what someone is thinking, feeling, or experiencing.

◦ Understanding that people have thoughts about each other.◦ We change our behavior based upon what someone else thinks about us.◦ Being unable to figure out how someone feels can lead to social misunderstandings

Perceiving what someone is thinking. Understanding that someone can have a

thought about you. Sharing a thought. Deciphering what you think and why. Changing one’s behavior based upon

what someone else is thinking.

I know, that you know, that I know… Missing the “Hidden Agenda”

Drawing together multiple pieces of information to identify the contextual whole

Identifying important information

Getting the “big picture”

Making connections from actions to consequences - learning from mistakes!

Skills related to specific brain functions:

Getting started Inhibiting actions Planning, prioritizing Working memory Self-monitoring Flexibility, shifting focus

2. Gathering together details to get the BIG picture

◦ A necessary skill to figure out what is important, what to pay attention to

◦ Helps us understand the reasons behind changes in routine; builds flexibility

3. Executive functions relate to social competence:

◦ Getting started◦ Planning next steps◦ Inhibit actions◦ Self-monitor, persevere◦ Shifting, adjusting◦ Using working memory◦ Generalizing

https://www.youtube.com/watch?v=k0xgjUhEG3U

1. Begin with Social Skills Assessment◦ Autism Social Skills Profile◦ Parent , Teacher, Child Interview

2. Goal Selection ◦ Critical, overarching goals

3. Select Strategy4. Implement5. Analyze, Edit, Adapt

Social Stories – Social Narratives www.thegraycenter.com

“Seeing is Learning” Jed Baker www.jedbaker.com

Write a Social Narrative here: ••••••

Jill Kudzma Blog: http://jillkuzma.wordpress.com/

Pinterest: http://www.pinterest.com/jillkuzma/books-i-love-for-teaching-social-skills/

The Feelings Game: http://do2learn.com/games/feelingsgame/index.htm

Also on Do2Learn.com: http://do2learn.com/SocialSkills/SocialBehavior/index.htm

Acting Antics: www.actingantics.com

Receiver of Help Member ObserverWorkerTutee

Giver of HelpActive ParticipantLeaderSupervisorTutor

NOT SO COOL WAY COOL

50 middle & high school willing participants:

Impact on: Result: Peer Interaction INCREASED! Academic Participation INCREASED! Academic Engagement INCREASED! Relationships INCREASED!

Reflects gains for ALL students!Purposeful Peer Support Works!

What’s up with Nick? Book, and also Video◦ http://www.researchautism.org/

resources/NickVideo.asp

What’s up –workbooks ◦ http://www.researchautism.org/

resources/KitforKidsWorksheets.asp

◦ http://www.researchautism.org/resources/documents/OAR_ActivityWorkbook4.pdf

Last year:https://www.youtube.com/watch?

v=yLPipSV-XVQ&feature=youtu.be

This year: https://drive.google.com/a/aiu3.net/file/d/0B

4TiTIR6KWMrWUNxMHI3OHlYQnRVeVpZd0doQ3hRX0Y2ME1B/view?ts=56de2c52&pref=2&pli=1

AutismSpeakswww.autismspeaks.org/autism-apps Common Sense Media

www.commonsensemedia.org/app-reviews Bridging Appswww.bridgingapps.net AIU3 AT - Wiki

http://assistivetechaiu.wikispaces.com/iPad+and+iPod iPads 4 teaching

www.ipads4teaching.net/critical-eval-of-apps.html Schrockguide

www.schrockguide.net/app-for-that.html

Documents

Erin Karus Allegheny Intermediate Unit · 2016. 2. 7. · Make concepts visual – ex. , Tar Heel Reader: Paint chip vocabulary building Who’s who – pronoun mapping