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Supporting Students with Autism Spectrum Disorder. August 2004 PaTTAN Paraeducator Training. Paraeducator Development Plan Menu (to be used in conjunction with Paraeducator’s Personal Development Plan). - PowerPoint PPT Presentation
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Paraeducator Development Plan Menu(to be used in conjunction with Paraeducator’s Personal Development Plan)
Topics Notes
1.Characteristics of the Disability
2.Instructional Strategies
3.Lifting
4.Feeding (food issues)
5.Toileting
6.Assistive Technology and Adaptive Equipment
7.Orientation and Mobility
8.Transportation
9.Sign Language
10.Behavioral Strategies
11.Data Collection
12.Job Coaching
13.Restraint Techniques
14. Confidentiality
15.Socialization Issues
16.Communication Issues
17.Safety Issues
18.Sensory Impairment
19. Early Intervention
20. How to be a “Shadow” in a Child Care Center
21. Basic Educational Terminology
22. Other
23.
24.
25.
Directions: This menu is a tool for you to use as you progress through the Paraeducator Course. Whenever you come across topics about which you would like more information, place a checkmark next to the topic and indicate in the Notes column any specifics (for example, in #1 indicate which disability). For each topic checked make an entry in the Paraeducator Personal Development Plan.
Paraeducator Development Plan
What topics do I need to know
more about for my job?
Where can I get the
information/training?
What action steps am I going
to take?
When will I complete
this?
Local Policy
• Your local district’s policies regarding Para educator job descriptions, duties, and responsibilities provide the final word!
Agenda
• Purpose of Training/Learner Outcomes
• What is Autism Spectrum Disorder• Main Deficits • Classroom Challenges & Strategies• Current Methodologies
Learner Outcomes
• Describe the defining features and core deficits of students diagnosed with Autism Spectrum Disorder
• List specific instructional strategies to address the core deficits associated with ASD
• Discuss some of the methods currently used to support students who have ASD
Main Deficits in Autism
• Social Behavior– Reciprocity
• Communication– Verbal– Non verbal
• Restricted Range of Behaviors
Pennsylvania Department of Education Autism Child Count for years 1990 - 2004
252
643
975 10091242
14381676
2035
2516
2885
3539
4826
5934
7178
0
1000
2000
3000
4000
5000
6000
7000
8000
1990-91 1991-92 1992-93 1993-94 1994-95 1995-96 1996-97 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03 2003-04
Addressing the Challenges
It is easier to prevent a behavior from occurring than to deal with it
once it happens!
Challenges for Children with Autism Spectrum Disorder (ASD)
ACADEMICSProblems with: – Making connections– Understanding abstract
concepts – Organizing themselves and their
environment – Seeing the “Big picture”
Academic/Behavior Strategies
• Provide a predictable and safe environment
• Prepare for changes• Expose student to new activity beforehand• Avoid surprises• Teach flexibility• Minimize transitions• Offer consistent daily routine• Provide picture or written schedules• Teach calendar skills and choice boards
Academic/Behavior Strategies
• Break assignments down into small units• Provide frequent teacher feedback • Give redirection as needed• Use timed work sessions• Have firm expectations• Visually show beginning and end• Provide environmental supports such as
room dividers and individual carrels• Use curriculum that addresses individual
student needs
Sensory Motor Activity1. Review this Sensory-Motor Preference
Checklist. Think about what you do in small subtle ways to maintain an appropriate level of attention that a child with a less mature nervous system may need to do in a larger more intense way.
2. Notice which types of sensory input are
comforting to you and which types of sensory input bother you. Are your items grouped in a certain category?
Sensory Motor Activity3. Consider how often how long, how
much and with what rhythm you use these strategies to maintain your focus.
4. When you need to concentrate at your
work space, what sensory input do you prefer to help you work most efficiently?a. What do you put in your mouth? b. What do you prefer to touch?c. What types of movement do you use?d. What are your visual preferences? e. What auditory input do you use?
Challenges for Students with Autism Spectrum Disorder
May be:• Hyper/Hyposensitive
– Sounds– Visuals– Taste/Smells– Touch
Sensory
Sensory Strategies for students who are:Sensitive to sounds• Muffle sound of PA system • Put tennis balls on bottom of chair legs• Keep noise levels down in classroom
Sensitive to visual distractions• Check for flickering fluorescent lights• Limit number of visuals displayed in the classroom
Sensory Strategies for students who are:
Sensitive to smells• Mask smells with lip balm• Do not wear strong perfumes
Sensitive to touch• May prefer to wear clothing inside out• Don’t get into student’s personal space
Challenges for Students with Autism Spectrum Disorder
Difficulties:• Relating to others• Prefers being alone• Joint attention• Interpreting
nonverbal social cues
• Eye contact
Issues:• Ritualistic – repeating
a particular behavior• Focus on detail• Use toys in
uncharacteristic ways• Limited play themes • Solitary or parallel
play
Social Play
Social Strategies
• Protect the student from bullying and teasing
• Emphasize skills the student is good at• Teach how to react to social cues • Give scripted responses to use in social
situations• Model and role play two-way
interactions• Use social stories
Play Strategies
• Structure play time• Teach play skills• Teach interaction with others• Limit time spent alone• Plan, plan, plan for recess, free
play,• lunch, PE
Challenges for Students with Autism Spectrum Disorder
Communication Difficulties:
– Lack of initiation skills– Poor auditory comprehension– May not respond to their name– Immediate echolalia– Delayed echolalia– Perseverative speech– Incessant (repetitive) questioning– Limited receptive and expressive repertoires
Communication Strategies
For Classroom Staff:• Give students time to respond• Avoid excessive use of questions• Use as few words as possible• Respond naturally• Always have communication tools
available
Communication Strategies
• Attempt to get student’s attention before speaking
• Adjust complexity– How you talk– What you talk about
• Do not demand constant eye contact• Support verbal language with visuals• Limit adult conversations
SIT
Communication Strategies
• If necessary, use gestures to supplement speech.
• Use clear, concise language to help structure a student’s world.
Communication Strategies
Use Communicative Temptations:• Interesting/favorite toys and
materials• Objects in clear containers placed out of reach• Give small portions
Communication Strategies
• Fill in the blanks– familiar songs and
stories
• Provide choices– Couple a preferred
item with a non-preferred item
Snack
pretzels
apple
raisins
All Students Have a Need to Say
• What they want• What they are having trouble doing• When they need timeout• When they are giving up• When they are happy and successful
Adapted from Ann Heler
All Students Also Need to Know
• What is expected of them• What is the routine• What is socially relevant so they
can respond appropriately
Precision TeachingPrecision Teaching
Fluency Based InstructionFluency Based Instruction
Discrete Discrete TrialTrial
TeachingTeaching
Verbal Verbal BehaviorBehavior
Direct Direct InstructionInstruction
Applied Behavior Analysis
Incidental Incidental TeachingTeaching
LovaasLovaas
TherapyTherapy
Intensive Intensive behavioral behavioral InterventioInterventio
nn
Applied Behavior Analysis
Goals:• Teach simple to more complex skills• Develop a behavioral profile that is as
typical as possible• Generalize learned skills to other
situations• Prompting, fading, shaping, chaining• Enable students to function as
independently as possible
Applied Behavior Analysis
Tools• Curriculum of simple to complex target
behaviors• Task analysis• Menu of reinforcers for child• Repeated practices, discrete trials• One-to-one instruction • Systematic generalization training• Data based decision making• Incidental teaching
Picture Exchange Communication System
• PECS is a structured communication system
• Can be used with students of all ages
• Give a picture to a communicative partner in exchange for the item
• Teaches functional communication
Picture Exchange Communication System
(PECS)• Can be used with students who
are just beginning to speak
• Uses behavioral training techniques
• Two trainers used at first: one for prompting in back, one in front of the student
Social Stories
• Describe social situations in terms of relevant social cues
• Often define appropriate responses• Teach routines, academics, and
address a variety of behaviors
A Sample Social Story
Sometimes a person says “I changed my mind.” DescriptiveThis means they had one idea, but now they have a new idea. PerspectiveI will work on staying calm when someone changes their mind. DirectiveWhen someone says, “I changed my mind,”I can think of someone writing something down, scratching it out, and writing something new. Control
Structured Teaching
• Structure is a key component of a classroom for students who have Autism Spectrum Disorder.
• Structured teaching includes:– Organizing the physical environment– Developing schedules– Developing work systems– Using visual materials – Providing clear and explicit expectations– Creating an independent learner
Structured Teaching
1. Physical organization of the classroom• consistent, visually clear boundaries for activities• transition area (check schedule)
2. Schedules (help anticipate and predict events)• reduces problems with time and organization• minimize strain on attention and memory• compensate for language impairment• foster independence• increase motivation to complete work before
play
Structured Teaching
3. Individual Work Stations
• informs student about what to do while in independent work time
• informs student of amount of work to be done• helps student see when almost finished
4. Learning Task Organization
• individualized ‘jigs’ or templates to demonstrate how task is to be completed
Reasons for Using Structure
• Helps the person with autism– understand– be calm– learn
• Structure is a form of behavior management
• A means to increase independence through visual structure
“Good teachers helped me to achieve success.
Children with autism need to have a
structured day, and teachers who know how to be firm but
gentle.”
Temple Grandin, Ph.D.
Upcoming Paraeducator
TrainingsVideoconferences for 2004-2005
–Supporting Students in Inclusive Settings – October 14
–Paraeducators’ Role in Mathematics Instruction – December 14
–Strategies for Helping Students Become Independent – January 25
–Paraeducators’ Role in Reading and Language Arts Instruction – April 27
Videoconferences are presented at sites across PA and are scheduled from 4 to 5:30