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Working with Students with Autism Spectrum Disorder

Shane Hewitt, M.Ed. October 19, 2013

Characteristics of ASD (DSM-IV)

Restricted & repetitive

behaviors/interests

Communication impairments

Social impairments

Autism

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Permanent loss of skills that is progressive

New skills continue to develop (ASD)

DSM-IV

Pervasive Developmental Disorder (PDD)

Rett Syndrome Asperger Syndrome

Childhood Disintegrative Disorder (CDD)

Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS)

Autism

Characteristics of ASD (DSM-5)

Expressive Language Level

Restricted interests / behaviors

Social / communication

deficits Autism

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Adherence to routine

Stereotypy

Fixated interests

Hyper/hypo reactivity

Rituals & repetitive behaviors (RRBs): Demonstrates at least two of these behaviors

Nonverbal behaviors

Social-emotional reciprocity

Maintaining relationships

Social/Communication: Demonstrates deficits in all three of these areas

Autism spectrum disorder (DSM-5)

Autism

Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS)

Childhood Disintegrative Disorder (CDD)

Rett Syndrome Asperger Syndrome

DSM-5

Autism spectrum disorder

Pervasive Developmental Disorder (PDD) Pervasive Developmental Disorder (PDD)

Social communication Fixated interests & RBs

Most severe ASD Minimal or no social communication

Nearly constant, complete preoccupation

Moderately severe ASD

Some social communication, but interactions noticeably impacted

Frequent & interfering rituals, RBs & fixated interests

Less Severe ASD Clear impairments in social communication

Occasional rituals, RBs & fixated interests

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How one person with ASD explains her experience

http://carlyscafe.com/

Video retrieved from: http://www.youtube.com/watch?v=KmDGvquzn2k

How the spectrum might look

Situational avoidant

Situational awkward Continuum

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How the spectrum might look

Limited communicative

speech

Limited conversational

speech Continuum

High level fixation

(e.g., dinosaurs)

Low level fixation

(e.g., spinning wheels)

Continuum

How the spectrum might look

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Parents as partners: Compassion & Confidentiality

Do you tell your students about the diagnosis?

• Check with the parent first

• Have the parent come in

• Parent consent is needed

Parents as Partners

The Role of External Agencies

• Team “_________”

• Be Proactive – Invite advice, information from others

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Be Proactive

• Parents need to be heard

• Find out what parents’ long term goals are

• Call before there are problems

• Make a road map

Implications for Instruction Communication

• Start where the student is

• Teach receptive & expressive skills

• Develop functional communication

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Functional communication

• The Picture Exchange Communication System (PECS)

• Sign language

• Augmentative & Alternative communication Devices (AAC)

Implications for Instruction Social Interaction

• Recognize personal space

• Teach turn taking • Learn to wait • Use language for

socializing • Teach theory of

mind

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Teach social skills

•Identify replacement behavior •Explain the expectation •Use good models •Practice •Reinforce •Extend to new situations

Implications for Instruction

RRBs • Teach socially

appropriate regulation skills

• Expand student interests

• Prepare for planned changes

• Adapt the learning environment

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What it’s like to walk down the street for someone with ASD

Video retrieved from: http://www.youtube.com/watch?v=plPNhooUUuc

Alerting/energizing • Gross motor activities • Fresh air • Cold Water • Play activities with toys &

bright lights • Loud energetic music • Sudden fast movement

Regulation strategies

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Relaxing/calming • Quiet music • Deep pressure • Sucking activities • Deep breathing • Repetitive behaviour • Weighted vests / blankets* • Tensing & relaxing

Regulation strategies

Modifying the environment

• Reduce the noise level

• Set a relaxing tone

• Consider furniture lay out

• Reduce distractions

• Use predictable routines 22

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Classroom considerations

Classroom considerations

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Implications for Instruction

Present information that is: • clear & concise • consistent with

comprehension level • focuses attention • emphasizes relevant

information

JOB CARD

Job

1.

2.

3.

4.

ALL DONE

Adding visuals A visual support is any device that

assists learning by supplementing the information being taught with some sort of visual stimuli

Many people are visual learners

Visuals are easier to fade than a person prompting

Spoken words fade shortly after being heard, leaving the information irretrievable

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What to use for visual supports

Make sure your visuals are clear and concise:

Objects Matching Actual pictures Line drawings Text

Incorporate the interests of the person Use whatever you have Try to be consistent across environments

Using schedules and routine Priming

This is presenting a preview of activities to the person so that they are aware of what is coming, and what the routine will look like.

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Using reinforcing tasks

• The Premack Principle - a highly preferred activity can be used as reinforcement for a less preferred activity (e.g., First/Then)

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Adjusting task features

Give the person choices in activities

• Giving people choice throughout their day can reduce the level of their problem behavior

*Based on Koegel, Koegel, McNerney (2001)

Build momentum with the person Introduce new tasks with previously mastered tasks

Can give 3-5 easy to complete tasks to the person and then a new instructional tasks

*Based on Koegel, Koegel, McNerney (2001) 32

Adjusting task features

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Reinforcing attempts

• Start out flexible

Use of natural & direct reinforcers

• More rapid acquisition of new skills

*Based on Koegel, Koegel, McNerney (2001) 33

Shaping and behavior trapping

Differentiated instruction

• Timing is everything

• Mix it up

• Make the task fit

• Short but sweet

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When to teach new behaviors

35

Tips for Success: Transition

• IPP – Transition Planning

• Start early

• At-A-Glance Sheets

• Celebrating Success

• Program Evaluation / Adjustment

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At a glance sheet

Sh#t people say to autistics

Video retrieved from: http://www.youtube.com/watch?v=5fTBM_3sdwE

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Questions

Useful websites: Do2Learn http://www.do2learn.com/

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Useful Websites: Cindy’s Autistic Support http://www.cindysautisticsupport.com/

Useful Websites: Apps for children with special needs http://a4cwsn.com/

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Useful Websites: Teaching learners with multiple special needs http://teachinglearnerswithmultipleneeds.blogspot.ca/

Useful Websites Positive Behavior Supports for Children http://www.pbsc.info/

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Useful Websites: Boardmaker Share https://www.boardmakershare.com/Login

Making a difference

http://education.alberta.ca/teachers/resources/cross/making-a-difference.aspx

Manual for adapting & modifying

Teaching Students with Autism Spectrum Disorder

http://education.alberta.ca/media/511995/autism.pdf

Overview of ASD

Provides strategies for teaching students

Autistic Disorder Intervention Manual

http://www.hawthorne-ed.com/pages/autism-asperger/aa4.html

Lists common behavior targets & provides IPP goals & strategies

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More than Words

http://www.amazon.com/More-Than-Words-Communication-Children/dp/0921145144

Teaches adults how to encourage language in young people with ASD

It takes two to talk

http://www.amazon.com/It-Takes-Two-Talk-Practical/dp/0921145195/ref=pd_sim_b_1

Expands on how to develop communication skills in everyday settings

Social skills intervention manual

http://www.hawthorne-ed.com/pages/social%20skills/so2.html

Offers strategies to develop social skills for students with ASD

Tasks Galore

http://www.tasksgalore.com/

Visual examples throughout books

T.H.E. P.A.C.T.

http://www.practicalatsolutions.com/store/series1.php

Structured & scaffolded approach to teach receptive & expressive language skills

How to be a para pro

http://www.amazon.com/How-Para-Pro-Comprehensive-Paraprofessionals/dp/0966652916

Book with support strategies for EAs

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Sticker Strategies

http://www.amazon.com/Sticker-Strategies-Second-Thinking-Curriculum/dp/0982523149/ref=sr_1_1?s=books&ie=UTF8&qid=1361913441&sr=1-1&keywords=sticker+strategies

Great book to get ideas for social stories from

Think Social

http://www.amazon.com/Think-Social-Michelle-Garcia-Winner/dp/0970132042/ref=sr_1_1?s=books&ie=UTF8&qid=1361913579&sr=1-1&keywords=THink+Social

Good book to for strategies to teach different social skills

The New Social Story Book

http://www.amazon.com/Social-Story-Revised-Expanded-Anniversary/dp/1935274058/ref=sr_1_1?s=books&ie=UTF8&qid=1361913724&sr=1-1&keywords=the+new+social+story+book

Nice resource for sample social stories and how to write them

Works Cited • Alberta Education, (2010). Making a Difference – Meeting diverse

learning needs with differentiated instruction. Edmonton, AB: The Crown in Right of Alberta.

• American Psychiatric Association. (2000). Diagnostic and Statistical Manual of Mental Disorders (4th ed, Text Revision.). Washington, DC: Author.

• Antes, A., House, S. (2008). Autistic Disorder Intervention Manual. Columbia, MO: Hawthorne Educational Services, Inc.

• Attwood, T. (2007). The complete guide to Asperger's syndrome. Philadelphia: Jessica Kingsley Publishers.

• Gray, C. (2000). The New Social Story Book: Illustrated Edition. Arlington, TX: Future Horizons.

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Works Cited

• Hart, K. I., Fujiki, M., Brinton, B., & Hart, C. H. (2004). The relationship between social behavior and severity of language impairment. Journal of Speech, Language, & Hearing Research, 47, 647-663.

• Koegel R.L., Koegel L.K., McNerney E. (2001). Pivotal areas in intervention for autism. Journal of Clinical Child and Adolescent Psychology. 30(1), p.19.

• Macomber, P. T. (2010). The Power of T.H.E. P.A.C.T. – The Solution to Adapting Curriculum. West Windsor, VT: Make a Difference, Inc.

• O’Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behavior: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole.

• Semrud-Clikeman, M. (Spring, 2003). Executive Function and Social Communication Disorders. Perspectives, 29 (2), p. 20-22.

• Winner, M. G. (2007). Sticker Strategies –Practical Strategies to Encourage Social Thinking and Organization. San Jose: Think Social Publishing.