Family TrainingFamily Training

By Meegan WintersBy Meegan Winters

““Every person with Autism is Every person with Autism is an individual, and like all an individual, and like all individuals, has a unique individuals, has a unique

personality and combination personality and combination of characteristics”of characteristics”

-Autism Society of America-Autism Society of America

Definition of AutismDefinition of Autism

According to the American According to the American Psychiatric Association, Autism is Psychiatric Association, Autism is characterized by a triad of characterized by a triad of impairments in the areas of impairments in the areas of socialization, communication, and socialization, communication, and ritualistic behaviorritualistic behavior

Social Social InteractionsInteractions

A person with Autism usually A person with Autism usually has problems interacting with has problems interacting with people in the following ways:people in the following ways:

May avoid or lack eye contactMay avoid or lack eye contact May not imitate othersMay not imitate others May not point or use other hand May not point or use other hand

gesturesgestures May prefer to be aloneMay prefer to be alone May not understand social cuesMay not understand social cues

CommunicationCommunication

A person with Autism will usually A person with Autism will usually have problems communicating, have problems communicating,

such as:such as: May not speak at allMay not speak at all May be severely language delayedMay be severely language delayed May have unusual or odd speech patterns May have unusual or odd speech patterns

(repeat words or phrases heard by others, (repeat words or phrases heard by others, i.e. tv or videos)i.e. tv or videos)

May be unable to initiate or engage in a May be unable to initiate or engage in a conversationconversation

May be unable to use their imagination May be unable to use their imagination during play, i.e pretending a banana is a during play, i.e pretending a banana is a phonephone

BehaviorsBehaviors

An individual with Autism may show An individual with Autism may show restricted, repetitive, or ritualistic restricted, repetitive, or ritualistic

behaviors, interests, and activities, for behaviors, interests, and activities, for example:example:

May be preoccupied with a narrow range of interests (i.e May be preoccupied with a narrow range of interests (i.e dinosaurs, astronomy, trains, or roller coasters)dinosaurs, astronomy, trains, or roller coasters)

May insist on sameness (i.e prefer certain clothing or eat May insist on sameness (i.e prefer certain clothing or eat only certain foods)only certain foods)

May line up their toys or objectsMay line up their toys or objects May flap their hands, or make hand and body gesturesMay flap their hands, or make hand and body gestures May rock themselvesMay rock themselves May be self-injurious (i.e head banding)May be self-injurious (i.e head banding) May anger easily or show aggressionMay anger easily or show aggression May be resistant to changeMay be resistant to change May become angry or upset if their daily routine changes in May become angry or upset if their daily routine changes in

any wayany way May focus on only a small part of a toy or objectMay focus on only a small part of a toy or object

““Children do not outgrow Children do not outgrow Autism, but symptoms may Autism, but symptoms may lessen as the child develops lessen as the child develops

and receives treatment”and receives treatment”

Why the Lyle Torrant Why the Lyle Torrant Center?Center?

Small class sizesSmall class sizes Highly structured Highly structured

classroomsclassrooms On site therapies (OT, On site therapies (OT,

PT, Speech)PT, Speech) Teachers trained in Teachers trained in

ASD intervention ASD intervention techniques (PECS, techniques (PECS, TEACCH)TEACCH)

On site sensory On site sensory integration roomsintegration rooms

Intervention TechniquesIntervention Techniques

TEACCH (Treatment and Education of TEACCH (Treatment and Education of Autistic and Communication Autistic and Communication handicapped Children)handicapped Children)

PECS (Picture Exchange PECS (Picture Exchange Communication System) Communication System)

Visual Supports Visual Supports

TEACCHTEACCH

What is TEACCH?What is TEACCH?

The long-term goals of the TEACCH The long-term goals of the TEACCH approach are both skill development and approach are both skill development and fulfillment of fundamental human needs fulfillment of fundamental human needs such as dignity, engagement in such as dignity, engagement in productive and personally meaningful productive and personally meaningful activities, and feelings of security, self-activities, and feelings of security, self-efficacy, and self-confidence.  To efficacy, and self-confidence.  To accomplish these goals, TEACCH accomplish these goals, TEACCH developed the intervention approach developed the intervention approach called “Structured Teaching.”  called “Structured Teaching.”  

The principles of Structured Teaching The principles of Structured Teaching include:include:

Understanding the culture of autism. Understanding the culture of autism. Developing an individualized person- and Developing an individualized person- and

family-centered plan for each client or student, family-centered plan for each client or student, rather than using a standard curriculum. rather than using a standard curriculum.

Structuring the physical environment. Structuring the physical environment. Using visual supports to make the sequence of Using visual supports to make the sequence of

daily activities predictable and daily activities predictable and understandable . understandable .

Using visual supports to make individual tasks Using visual supports to make individual tasks understandableunderstandable

How do we use TEACCH?How do we use TEACCH?

Structured classroom Structured classroom environment environment (separated areas within (separated areas within the class for specific the class for specific purposes)purposes)

Individualized teaching Individualized teaching at the Teacher Table (1 at the Teacher Table (1 on 1 teaching)on 1 teaching)

Independent skills Independent skills practiced in individual practiced in individual Work Stations.Work Stations.

Visual Supports used Visual Supports used throughout the school throughout the school and classrooms.and classrooms.

PECSPECS

PECSPECS

Teaches functional communication Teaches functional communication that is immediately usefulthat is immediately useful

Is appropriate for anyone having Is appropriate for anyone having difficulty using speechdifficulty using speech

Is augmentative or alternativeIs augmentative or alternative Does not disregard speechDoes not disregard speech

PECSPECS

FunctionsFunctions Requests: direct reinforcementRequests: direct reinforcement Comments: social reinforcementComments: social reinforcement

Spontaneous vs. responsiveSpontaneous vs. responsive

Phases of PECSPhases of PECS

Phase 1Phase 1-Teaaches Students to initiate -Teaaches Students to initiate communication by exchanging a single communication by exchanging a single picture for a desired itempicture for a desired item

Phase 2Phase 2-Teaches students to be -Teaches students to be persistent communicators-actively seek persistent communicators-actively seek out pictures to make a request.out pictures to make a request.

Phase 3Phase 3-Teaches students to discriminate -Teaches students to discriminate pictures and select the picture that pictures and select the picture that represents the item.represents the item.

Phases of PECS (cont’d)Phases of PECS (cont’d)

Phase 4Phase 4-Teaches students to use -Teaches students to use sentence structure to make a request in sentence structure to make a request in the form of “I want _____.”the form of “I want _____.”

Phase 5Phase 5-Teaches students to respond -Teaches students to respond to a question “What do you want?”to a question “What do you want?”

Phase 6Phase 6-Teaches students to comment -Teaches students to comment about things in their environment both about things in their environment both spontaneously and in question form.spontaneously and in question form.

How do we use PECS?How do we use PECS?

PECS is a technique used PECS is a technique used during many Speech during many Speech therapy sessions.therapy sessions.

PECS is used during meal PECS is used during meal and play times within the and play times within the classroom.classroom.

PECS can be sent home PECS can be sent home for parents to use with for parents to use with their child.their child.

Each student has their Each student has their own book and set of own book and set of pictures to make pictures to make requests and comments.requests and comments.

Visual SupportsVisual Supports

Visual SupportsVisual Supports

Visual SchedulesVisual Schedules

How we use Visual SupportsHow we use Visual Supports

Daily Visual scheduleDaily Visual schedule Visuals for Visuals for

communication communication (PECS)(PECS)

Visuals for skill Visuals for skill developmentdevelopment

Visuals for Visuals for reinforcements and reinforcements and behavior behavior modificationmodification

For more Information For more Information (Sources)(Sources)

Autism Spectrum Disorders by Amy M. Wetherby and Barry M. Autism Spectrum Disorders by Amy M. Wetherby and Barry M. PrizantPrizant

   Do-Watch-Listen-Say by Kathleen Ann QuillDo-Watch-Listen-Say by Kathleen Ann Quill   www.pecs.comwww.pecs.com

www.teacch.comwww.teacch.com

www.autism-society.orgwww.autism-society.org

www.child-parent-café.comwww.child-parent-café.com

www.cenmi.org/Portals/4/Documents/Tutorials/VisualSupports.ppswww.cenmi.org/Portals/4/Documents/Tutorials/VisualSupports.pps