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Looking at Needs for Students with ASD and Planning for Change. High School Point Person Training #4 March 12, 2013 Sabrina Beaudry & Pam Leonard. In Review:. We reviewed & practiced describing what individual students’ autism looks like. - PowerPoint PPT Presentation
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Looking at Needs for Students with ASD and
Planning for ChangeHigh School Point Person Training #4
March 12, 2013Sabrina Beaudry & Pam Leonard
In Review:O We reviewed & practiced describing what
individual students’ autism looks like.
O We used the 7 considerations form to describe students’ needs (deficit areas) and how to support their needs.
O We discussed a simple process to help teams prioritize goal areas.
Today we Will:O Review homework
O Practice writing goals from a social thinking perspective
O Take some time to reflect on what we have learned and how we begin to plan on sharing that learning
Homework:
Share one idea you were able to use from the
resource we shared last time.
Goal Development…O We want to use student needs to
develop goals.
O We want to prioritize goal areas.
O We want to write goals with social thinking in mind.
Prioritizing for Katie:O Perspective taking- with both adults & peers
O Reading comprehension
O Expressive writing
O Organization for assignment completion
O Self Regulation of Emotions
Goal Area #1:Perspective Taking
Present Level: Katie is able to determine what another person may be thinking in a familiar situation/context, when she is prompted to pay attention to particular information (i.e. facial expressions, body language, tone of voice, etc.). She is independently able to interpret others’ thoughts in one on one or very small group situations with people that she is familiar with; however, she does not use this information to guide her own behavior/social communication. Same age peers are intuitively able to change their own behavior based on what others are doing/saying (perspective taking).
Goal: Improving observing & interpreting skills (MGW calls it listening with your
eyes)
By January 2014, In a structured small group setting (3-4 students),Katie will demonstrate the ability to independently change her own behavior based on the behaviors of others in the group 50% of the time.
Benchmarks:A. In a small group structured activity, Katie will use perspective
taking skills to accurately describe the behaviors of others, including: Body language, facial expressions, & tone of voice, ¾ opportunities.
B. In a small group structured activity, Katie will use perspective taking skills to accurately describe the behaviors of others (Body language, facial expressions, & tone of voice), and describe her interpretation of what they may be thinking 2/4 opportunities.
C. In a small group structured activity, Katie will use perspective taking skills to accurately describe the behaviors of others (Body language, facial expressions, & tone of voice), describe her interpretation of what they may be thinking, and appropriately change her own behavior as needed with adult prompting 3/4 opportunities.
D. GOAL…
Goal 2 Reading comprehension
O Present Level: When given a novel to read, Katie is able to read and answer basic Wh questions related to concrete facts. Deficits in Katie’s perspective taking impair her ability to answer inferential questions related to character development or be able to predict what may happen in a story. Same age peers are able to use inferential thinking to understand the characters’ perspective and predict outcome.
GOAL: To improve reading comprehension:
By January 2014, Katie will independently be able to use a social thinking tool (i.e social behavior map) to help her describe a character’s actions, how a character feels, and how a character’s actions impact others in the novel with 80% accuracy.
Benchmarks:A. After each reading assignment, Katie will independently complete a social behavior map related to designated characters in a novel with 50% accuracy.
B. After each reading assignment, Katie will independently complete a social behavior map related to designated characters in a novel with 60% accuracy.
C. After each reading assignment, Katie will independently complete a social behavior map related to designated characters in a novel with 70% accuracy.
D..GOAL…
Expected Behaviors that _______ Produces
How They Make Others Feel
Consequences He/She Experiences
How ____Feels About Himself/Herself
Unexpected Behaviors _______ Produces
How They Make Others Feel
Consequences He/She Experiences
How You Feel About Himself/Herself
Behaviors that are Unexpected
Social Behavior Map for _________, Chapt. 1
Behaviors that are Expected
Your Turn
O Based on your student’s needs, prioritize goal areas.
O Pick one goal area, and write a new goal keeping social thinking in mind.
Writing a goal in this manner was……
BREAK
Summary of What We’ve Learned this Year:
We Have Given you Best Practice Ideas in these areas:
O Observing and describing Autism
O Helping other staff think of students in a different way
O Understanding that students with ASD, or other social thinking deficits, think differently, SO, we need to plan differently
O Understanding the general concept of social thinking
O Prioritizing needs/supports
O Supporting students across need areas
O Specifically supporting social thinking needs
Paradigm: How we see educating students with ASD
It is shaped by:Assumptions
Ideas or conceptsBeliefs and valuesCurrent practices
In other wordsIt is your perspective!
What to do with our Paradigms?
O Be aware of them
O Take responsibilities of them, examine them, test them against reality
O Listen to others, be open to their perspectives
O Get the large picture
Paradigm Shift: Changing one way of thinking to another
Have you had a paradigm shift about educating students with ASD?
Count off by three’s
O List paradigm shifts that have happened for those in your group
O Report those out to the whole group
Do you think a paradigm shift is needed in the staffs of your high
school ?
If a shift is needed, what would be different from your paradigm shift?
Stay in your groups
O Each group will list what are the paradigm shifts that they feel need to occur in high school staffs that are different from your shifts
O Report the list out to everyone
What are the Barriers in helping shift that paradigm?:
O Stay in your groups
O Take the paradigm shifts we have listed
O List the barriers that are present in your respective high school that will make this paradigm shift a challenge
Let’s look at…….
What a research project showed about inclusion of
students with Asperger Disorder:
www.uconnucedd.org/lend/powerpoint/cohort3/
engelhardt.ppt
Barriers to Inclusion
Barriers: Next StepsWith your team answering the
following questions:
What barriers do you as point people have control over????
What barriers do you as point people not have control over????
What is your next step as the point people for your high school???????
O
