November 2012IDEA Partnership1 Autism Spectrum Disorders An Overview of Supports and Interventions Fundamentals for Educators and their Partners

November 2012 IDEA Partnership 1

Autism Spectrum Disorders

An Overview ofSupports and InterventionsFundamentals for Educators and their Partners

Development TeamThe following organizations participated in the development of this

presentation:

• American Association of School Administrators (AASA)• American Occupational Therapists Association (AOTA)• Autism Society• Autism Society of Wisconsin• Autism Training Center, Marshall University• Council of Administrators of Special Education (CASE)• Easter Seals• Festiva Educativa• Geneva Centre• Illinois Autism Training and Technical Assistance Center• Kansas Instructional Support Center• Long Island Families Together


Development Team (cont.)

• Minnesota Department of Education• National Associations of Pupil Service Administrators (NAPSA)• National Association of School Psychologists (NASP)• Network of Autism Training and Technical Assistance Programs• National Education Association (NEA)• National Professional Development Center• Ohio Center for Autism and Low Incidence (OCALI)• Southwest Autism Research and Resource Center• Technical Assistance Coordination Center (TACC)• Vocational Evaluation and Career Assessment Professionals

Association (VECAP)

3IDEA PartnershipNovember 2012


"Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child's educational performance.

Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences.

34 CFR Section 300.8 (c)(1)(i-iii)

ASD Definition IDEA 04

Behavior is Communication

The IEP Team must consider, in the case of a child whose behavior impedes the child’s learning or that of others, the use of positive behavior interventions and supports, and other strategies, to address that behavior.

34 CFR Section 300.324


This Overview Includes a Brief Discussion of:

Classroom routines Visual instructions, rules, and schedules Sensory and emotional regulation supports Transition supports Structured environment



Establish routines for all tasks in the classroom Write them down Videotape them Take still pictures of the routines

Classroom Routines

Routines That Need to Be Directly Taught How to ask for help

When and what to throw away and where

How to obtain school supplies when the student forgets to bring them

How and when to hand in work

How to pass out papers

How to organize materials so that they are accessible in desk, locker, backpack, cubby

How to make up missed work

How to line up for lunch, recess, music, etc …

How to walk down the hall with other students


PENCIL SHARPENING ROUTINE1. Wait until students are quietly working independently or

in small groups or until there is a break between classes or activities.

2. Bring your pencil to the pencil sharpener. If you have two pencils to be sharpened, bring them both.

3. Without talking to your neighbor, sharpen each pencil.4. Quietly return to your desk. If you do not have a working

pencil and need one immediately, always request permission to sharpen your pencil.

The Picture Communication Symbols ©1981–2009 by Mayer-Johnson LLC. All Rights Reserved Worldwide. Used with permission. Boardmaker® is a trademark of Mayer-Johnson LLC.

Henry (2005)

Visual Instructions, Rules, and Schedules Ensure that information you want the student to

know is presented using at least one of the following methods, according to the appropriate communication level of the child: Written words Pictures Photographs Line drawings Icons



Henry (2005)


Henry (2005)

Chou, 2009

Sensory and Emotional Regulation Supports

Decrease stress Change level of alertness Increases engagement Influences all aspects on life



Henry, 2005

Buron, K. D. (2006). When my worries get too big. Shawnee Mission, KS: AAPC. www.asperger.net. Used with permission.

http://www.asperger.net/

Buron, K. D. (2008). Check in poster. Shawnee Mission, KS: AAPC. www.asperger.net. Used with permission.

http://www.asperger.net/

Transition Supports

Communicate what will occur next Decrease anxiety Decrease transition time Increase ability to shift Increase engagement


Sample Transition Supports

Provide transition reminder 1, 2, 3, 4, 5 countdown Use a visual timer

Allows the student to see time passing visually Teaches the concept of time

Time Timer LLC (2008). Time timer. Cincinnati, OH: Author. www.timetimer.com.


Structured Environment

Increases independence Decreases anxiety Aids in transition




In Summary

Communication supports are necessary for all individuals on the autism spectrum.

Behavior is communication—what is the person communicating through their behavior?

Learning for individuals on the autism spectrum is enhanced through visuals, structure and routines throughout their day and across all environments.

Sensory and emotional regulation supports enable the individual to to available for learning.



Reflections!

Questions?

Discussion.

Documents

November 2012IDEA Partnership1 Autism Spectrum Disorders An Overview of Supports and Interventions Fundamentals for Educators and their Partners