Reaching Students with Autism Through the Arts: Implications
for Inclusive Arts Classrooms Ryan Hourigan Ph. D. Ball State
University
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7 Jumps!!! Everyone stand up!!
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My Background Ball State University 11 years in K-12 Music The
Prism Project Research Learning conditions and children with autism
Personal background
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Overview for Today 1.What is Autism? 2.Communication and
Children with Autism 3.Cognition Challenges for Children with
Autism 4.Break 5.Emotional Challenges and Children with Autism
6.Sensory Challenges and Children with Autism 7.Socialization
Strategies for Students with Autism 8.Conclusion and Questions
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What is Autism? autism is a complex developmental disability
that typically appears during the first three years of life and
affects a persons ability to communicate and interact with others
More often in boys than girls Autism Society of America, 2012
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Characteristics of Autism Communication challenges Restrictive
or repetitive behaviors Struggle with socialization Limited joint
attention Inability to read or understand body gestures or facial
expressions Sensory sensitivity
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Spectrum Autism is a spectrum disorder Each individual is
different I have never worked with a two children on the spectrum
that are the same Use of the word spectrum
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Pervasive Developmental Disorders Autism Pervasive
Developmental Disorder not otherwise specified (PDD-NOS) Aspergers
Syndrome Rett Syndrome Childhood Disintegrative Disorder American
Psychological Association
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Twice Exceptional Many children with autism are twice
exceptional Diagnosed as Intellectually gifted as well as on the
Autism Spectrum
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Person-first Language People do not want to be know by their
diagnosis Dignity and personhood
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PL 94-142 or IDEA Six Basic Principles FAPE (Free and
Appropriate Education) Nondiscriminatory evaluations LRE (Least
Restrictive Environment) IEP Parents have rights Due Process
Amended several times since (86,90,97,&04)
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Inclusion Philosophy Mainstreaming (older term) The inclusion
of students with special needs into general education for a portion
of the school day (Lewis & Doorlag, 2006, p. 424) Inclusion
Meaningful participation of students with special needs in general
education classrooms (Lewis & Doorlag, 2006, p. 424)
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Inclusion Theory Culturally Responsive Classrooms Support of
children and accepting of difference Difference is part of the
learning environment (Banks et. Al, 2005)
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Communication and Children with Autism Autism is characterized
by severe disturbances in communication skills.
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Communication Areas of concern for students with autism
Receptive Language Expressive Language Cognitive Functioning
Echolalia Eye Contact Joint Attention
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Eye Contact/Joint Attention Challenges for children with autism
Joint Attention Eye Gaze Echolalia Speculations as to the
cause
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Receptive Language Receptive language refers to the ability of
a student to receive and process/decode information. Receptive
Language
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Cognition (as it relates to communication and autism) Receive
through sensory receptors (i.e. ears, eyes, etc.) Understand and
Process Information Commit to Long Term Memory Express
Understanding
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Expressive Language Expressive language is defined as the
ability to use symbols of language to express thoughts (Lewis &
Doorlag, 2006)
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Expressive Language PECS (Boardmaker)
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Adaptations and Accommodations for Arts Educators Provide
simple clear instructions. May need to provide individual
instructions for a specific student. Allow for longer processing
time Partner written instructions with modeling (either by a peer
or teacher). Establish a communication journal between you, the
other classroom teachers, the special education team, and the
parents (if possible).
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Adaptations and Accommodations for Arts Educators Utilize
digital video and audio recordings for students to bring home and
practice tasks and executive skills Write instructions to go with
the video Write down instructions as well as express verbally (for
high-functioning students) Allow for materials/equipment access
outside of class (e.g. lunch./recess/after school) to practice Peer
support (included students)
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Ish From the Prism Project
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Reflective Question (with a partner) Discuss the following
question with a partner near you: How could you incorporate one of
the communication ideas or strategies mentioned in this segment in
your work with students on the autism spectrum?
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Cognitive Challenges and Children with Autism
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Cognition The ability of a student to receive, process, and
commit information to memory (Davis, Gfeller, and Thaut, 1999)
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Cognitive Domain Receive through sensory receptors (i.e. ears,
eyes, etc.) Understand and process information Commit to long term
memory
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Other Cognitive Challenges for People with Autism Weak Central
Coherence/Central Coherence Theory Children with autism have a
tendency to focus on the local rather than the global aspects of an
object of interest. Joshua example (church organs)
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Other Cognitive Challenges Theory of Mind Some people with
autism have trouble predicting another persons actions or intent by
assuming their beliefs or state of mind. Tone of voice Often cannot
get past their own state of mind Often cannot understand looks,
glances, figures of speech, tone of voice, etc. Might need to be
decoded
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Other Cognitive Challenges Executive Function Multi-step
directions Processing Delays Remembering them from day to day Motor
planning and fine motor issues UDL Principle II- Students with
autism navigate the learning environment differently
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Adaptations and Accommodations for Arts Educators Self-assess
your delivery of material Videotape your lessons Are there ways to
make the cognitive process easier for the the student (e.g. pace,
modeling, directions, tasks)? Are there interruptions in the
cognitive process (e.g. receive, process, commit to memory)? If so,
how might I change my lesson plan?
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Teaching Strategies for Arts Educators Allow for pull out time
with a peer or team teacher to reinforce understanding With a task
analysis (see previous) The Affective Domain part of what we do as
artists may not be easily accessible: Emotions, language, intent,
non-verbal expression may need a literal explanation Joshua sad
crying or happy crying example
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Other Teaching Strategies for Arts Educators Task Analysis Take
an activity that you teach and break it down into its smallest
steps
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Task Analysis Video Example
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Reflective Discussion Say hello to a new partner this time
Based on the information that was given, reflect on one aspect of
your teaching that could be accommodated for children with autism
who have cognitive challenges. Discuss this change with your
partner.
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Break Time!!! 10 Minutes
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Emotional Challenges for Children with Autism
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Emotional Challenges Typical cause of behavior outbursts
Frustration Anxiety Fear Impulse control Children with autism often
have self-regulation challenges as well
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Meltdowns/Outbursts Typical causes: Communication disruptions
Disruption in routine Regulating the emotions attached to above
(UDL Principle III)
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Strategies for Arts Educators (Questions to ask yourself) If
trying to curb a behavior that is disruptive, think of the
following questions: Is there an antecedent to the behavior? Speak
with classroom teachers/parents Is the behavior due to impulse
control or attention issues? Could sequence of lesson be changed?
Is the behavior interrupting the learning of other students in your
classroom? If so, action must be taken. Seek assistance
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Teaching Strategies for Arts Educators Establish a clear
routine for learning. Be aware of anxiety with concerts, festivals,
trips, and special events. This may lead to new behaviors. See task
analysis. Rehearse the trip, festival, etc. Understand the
impulsivity of materials such as paint, drums, and other equipment.
Plan in advance. Try to praise appropriate behavior as well as
ignore inappropriate behavior. Attempt to use positive
reinforcement (i.e. earning privileges) rather than negative (see
next two slides). Be aware of students who are introverted. Consult
counseling staff when you have questions. These students may need
assistance with socialization.
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Personal Behavior Checklist Found my folder/book Sat in my seat
Followed Directions Kept my hands to myself Inside VoiceX
Participated in music Lined up at the end of class 5 Days of no xs
= ??? 4 Days of no xs = ??? Etc.
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Positive Individualized Behavior Plan Level 4Level 3Level
2Level 1 Can have choice time with drums, computer, or music books
Can have choice time with drums or music books Can have choice time
with music books No choice time Move up: Move down:
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Scenario #1 You are teaching a lesson on ballroom dance. In the
first lesson, you try to match students with their partners. While
you are doing this, Toby puts his hands over his hears a yells No
way, I am not touching her!!. You try to calm him down and reason
with him. In order to avoid the activity, Toby attempts to run out
of the room. With your group, discuss the steps you would take to
curb this behavior in the future with Toby.
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The Result for the Prism Project-Toby
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Sensory Challenges for People with Autism
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Areas of Sensory Concerns Tactile Sensitivity (touch) Visual
Sensitivity Aural Sensitivity
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OTHER SENSORY ISSUES You may not have thought of Vestibular
Sensory Issues Balance and movement Proprioceptive Body
position
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Sensory Integration Disorder Often occurs in many persons with
Autism Seeking sensory input Hyper/hypo Contributes to the issues
previously (e.g. behavior)
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Sensory Considerations for Arts Educators Be understanding when
it comes to devices such as fidgets, weighted vests, and other
sensory needs. These may be needed to regulate sensory needs.
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Adaptations and Accommodations for Arts Educators Be mindful of
dynamics (extreme loud and soft dynamics). Student may need a
warning before rehearsing. Be aware of proximity to unpredictable
sounds, instruments, lights (e.g. drums, sound systems, stage
lights). Again, be mindful of materials that have different
textures (paint, drum heads, costumes, etc.). Students with autism
can be hypo/hyper sensitive Try to understand your learning
environment from the students prospective (e.g. someone who has
visual challenges) and make adjustments.
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Lesson preparation considerations (learning environment)
Highlight, enlarge, extract parts (visual) Headphones/Microphones
for amplification (or DE amplification) Be mindful of movement
activities. Can they be simplified for students with autism?
Sunglasses/Lamps/Christmas Lights Other technology
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Adaptations and Accommodations (for all ) (for students who are
visually sensitive) set up room exactly the same way every day.
Understand that new environments (e.g. concert halls, museums,
large studios) are different than classroom environments.
Adjustments may need to be made. Provide materials well in advance
for those who have hearing or visual needs
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Socialization of Children with Autism
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Socialization Challenges for People with Autism Theory of Mind
(revisited) Joint Attention (revisited) Age appropriate social
interests Affective Development
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Strategies for Arts Educators Make eye contact May seem
insignificant, but its not Encourage appropriate responses to
simple social events (e.g. greetings) Extend joint attention Create
an inviting social atmosphere that encourages acceptance
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Other considerations Reverse Inclusion opportunities Be aware
of how you buddy up kids for activities Again, extend joint
attention and provide literal explanation of social cues
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The Prism Project Rock Band Experince
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Reflective Question #3 With your partner on the right. How
could you create a more positive, inclusive social atmosphere in
your classroom?
