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Library Services for Youth with ASD, Part 2:
Resources and instructional strategies for youth with ASD
Dr. Lesley Farmer, CSULB
Let me introduce myself
Learning Objectives
Identify print resources that work well with youth having ASD.
Identify digital resources that work well with youth having ASD.
Discuss effective reading strategies for youth with ASD. Discuss effective instructional strategies for youth with
ASD. Discuss effective learning activities for youth with ASD.
Autism Spectrum Disorder (ASD) 5 developmental disorders: Autistic Disorder, Rett’s
Syndrome, Childhood Disintegrative Disorder, Asperger Syndrome, and Pervasive Development Disorder
Symptoms can range from mild to extreme Children manifest symptoms of this group of
disorders either at birth (early infantile autism) or by the age of three (regressive autism)
More boys than girls are affected by autism, although diagnosed girls tend to have more severe behaviors (American Psychiatric Association, 1994)
Sensory system for people with autism differs from others; body language may also differ
Universal Design
Use accessible formats and methods, such as ADA-compliant web pages.
Keep processes simple, clear, intuitive. Provide choice and flexibility in seating,
resources, interaction, pacing. Encourage positive communication and
learning environment.
Getting Started
Collaborate! Address full scope of deficits. Remember developmental sequences of
physical, communication, social skills. Keep child close to instructional area. Use speech and gestures. Be explicit and literal. Avoid libraryese and library idioms. Take advantage of teachable moments. Reduce behavior incompatible with learning.
Reading Experiences
Jan prefers non-fiction because fiction forces his thoughts to go beyond the literal.
Michael loves Harry Potter, and has read the series repeatedly.
Sean runs around the room when the librarian is telling the story, but he understands it.
Karen has read all of the library’s biographies. Miguel rocks gently while poetry is read aloud. Tommy enjoys punching his favorite phrase on a story
available on the iPad; the VoiceOver app provides a gesture-based screen reader.
Reading Preferences
Predictable books: chain, cumulative, Q/A, pattern, repeated phrase
Formulaic stories and series Non-fiction (might just look at pictures) Rhymes and songs Motor skills books Visual discrimination and wordless books Realistic fiction NF graphic novels Periodicals
Make Print Resources Accessible
Stabilize (laminate, clip, make lay flat).
Enlarge.
Add parts.
Simplify.
Make more familiar and or concrete.
Add cues.
Add sensory experience.
Provide props and realia.
Reading Difficulties
Difficulty sounding out words Auditory problems Limited experiences and vocabulary Difficulty determining main idea Abstractions Not motivated to share reading Limited metacognition Note: hyperlexia (decode without meaning)
Reading Strategies
Word games: MadLibs, Pictionary, etc. Softly beating time to poetry Thematic word walls with image cues Closed captioning Making predictions Modeling think-aloud reading strategies Retelling and dramatizing stories Creating picture (and other) books
Story Hours Have unique defined space (carpet squares) Have fidget toys Do opening and closing rituals Have predictable rules for behavior Use themes Repeat a story/song/poem from prior session Incorporate visuals and props (multi-sensory) Provide alternative ways to participate Designate a story hour buddy Don’t expect response
Advantages of Tech Aids
Involves kinesthetics Provides a variety of input options and info
formats Facilitates non-verbal response Can be used repeatedly Can be highly structured with discrete stimuli
or activities Can be very predictable and patient Usually doesn’t require high social skills
Mainstream Technologies
Interactive whiteboards Games (http://sites.google.com/site/autismgames) Digital tablets (iPad, etc.) Mobile apps (Squidalicious) Virtual worlds Avatars Blogs
Low End Assistive Tech
Dry erase boards Clipboards 3-ring binders Manila file folders Photo albums Laminated PCS/photographs Highlight tape, etc.Wisconsin Department of Public Instruction
More Sensory Strategies
Physical Accommodations
Mid Level Assistive Technology
Battery operated devices or "simple" electronic devices
Tape recorders Big Mack recorder Language Master Overhead projectors Timers Calculators
High End Assistive Technology
Touch screens Communication boards with
symbols (e.g., Boardmaker, IntelliKeys)
Voice output devices Cameras (still and video)
Animated Speech Software Products
Timo Vocabulary Curriculum-based vocabulary primer (Grades grades K-4)
Timo StoriesNarrative comprehension, story retelling and language skills development(Grades Pre-K to 3)
Timo’s Lesson CreatorCreate your own vocabulary lessons
Timo Vocabulary Activities
Includes activities toIntroduce new words
& phrasesPractice identifying
images with wordsPractice identifying
written wordsPractice spelling
wordsPractice saying
words with a recording feature for playback
See – Say – Read - Spell(This lesson uses images.)
Video and Animation Training
Activity Trainer
Matching Technology with Child and Learning Objective Use most stable, low-tech solution Think accessibility Can child manipulate the technology
independently and comfortably? Does the technology support content and
skill? Is the technology manageable in inclusive
site? What is the time frame required? Note: tech engagement ≠ learning
Incorporating Technology Aids
Employ universal design principles. Scaffold learning using technology. Photograph steps, people, concepts. Use visual rather than auditory stimulation. Use videotapes and CD/DVDs of a book that
replicates the original, and used with the print copy.
Show video clips that demonstrate positive behaviors in very concrete detail.
Use software/web tutorials to teach skills (e.g., Reader Rabbit, MathBlaster, Timo)
AAC: Augmentative and Alternative Communication
Picture Exchange Communication System Keyboards/written tools Voice-output communication systems Library-specific vocabulary board
Instructional Strategies: Direct Instruction
Give objective and concrete benefit Do step-by-step processes Provide lists Use presentation tools Incorporate a variety of senses Provide visual cues Give concrete examples Give study guides Model and reinforce correct responses
Discrete Trial Training
Set objective, antecedent, behavior, and criterion for mastery: e.g., find correct book
Analyze skill and clarify sequence of steps Record effort, behavior, interfering behavior Provide reinforcer Build in discriminating training
Collaboration Training Identify tasks that require several people Identify different roles and skills Integrate independent work (e.g., research) Teach group processing skills Incorporate social stories and task cards Keep group members and vary roles (or v.v.)
Constructivist Strategies
Builds on prior knowledge and skills so may be hard (leverage youth’s interests)
Connections between two concepts or experiences may be personal
Hard to develop new patterns (can sort into existing categories)
May arrive at unique conclusions (have difficulty with cause and effect)
Visual Issues
Use simple, well-labelled handouts. Use calming light and muted colors. Minimize visual distractions. Face the group. Write in large letters in high contrast. Place a black surface under worksheets. Use closed captioning. Create vocabulary cards that include image. Do visual detail activities.
Language Issues
Poetry, humor, irony may be difficult Paralinguistics (tone, stress) may be difficult Simplify language. Ask binary questions: Did he eat a cake or a
pie? Ask literal discrete questions. Teach “wh” questions. Provide structured sentence templates. Use graphic organizers.
Echolalia and Perseveration
Echolalia: echo/repeat same word/phrase Perseveration: repeat phrase after stimulus
ends
Determine “trigger”: interaction, self-regulation, drawing attention, resisting
Redirect attention Assure and teach support
Learning Activities
Parallel play, learning, and reading Ask youth to serve as subject/process expert Use library processes to teach social skills:
circulation, book handling, circle time, lining up
Games teach coordination, social interaction, pattern recognition, memory, literacy
Focus on effort and mastery rather than competition
Balance repetition and variety
“If you’ve met one person with autism, you’ve met one person with autism.”