Embed Size (px)
Citation preview
1
SUPPORTING STUDENTS WITH
AUTISM SPECTRUM DISORDERS IN
AN INCLUDED SETTING: 5 TOOLS
YOU CAN USE TOMORROW
April 17, 2015
Presented by Christine Peck, Psy.D., BCBA-D
Cooperative Educational Services
2
WORKSHOP GOALS
Introduction to autism
ASD in the classroom
Build your tool box of strategies
3
INTRODUCTION TO AUTISM SPECTRUM
DISORDERS
Autism is a neuro-biological disorder of development
“Autism” occurs along a spectrum of disorders that are inter-related
AUTISM SPECTRUM DISORDERS
Core areas of impairment
Development and understanding of
social relationshipsCommunication
Odd and restricted behavior patterns
Sensory processing
Severe and pervasive impairment in several areas of development
4
IMPAIRMENT IN SOCIAL UNDERSTANDING
Do not understand subtle social interactions
Difficult to develop
relationships
Lack of understanding and reciprocity in relationships
Lack of understanding
of emotions
IMPAIRMENT IN COMMUNICATION
Delay in or lack of
development of verbal language
Impaired speech
• Lack of initiation or conversation
• Lack of intonation
• Echolalia
• Repetitive speech
• Pronoun reversal
5
RESTRICTED BEHAVIORS
Resistance to change
Insistence on routine
Odd behaviors (e.g. stereotypy)
Behavior problems
Attachments to inanimate objects
Lack of imaginative play
Splinter skills
SENSORY PROCESSING
Individuals with autism spectrum disorders experience sensory processing difficulties
• Sensory defensiveness
• Difficulty processing certain types of sensory input
• Sensory integration issues
6
ASD IN THE CLASSROOM
•Conduct thorough assessment of strengths and needs
Uneven profile
•Use visual supports: schedules, tasks lists, first-then boards, visual timers, increased proximity, graphic organizers, etcDifficulty following directions
•Develop systematic work habits
Organization difficulties
•Simplify language, use visual supports
Concrete thinking
•Provide support for pragmatic language: visual supports, social stories, peer models, Unusual communication
•Develop proactive plans including use of visuals, social skill instruction, etc.
•Use tools such as behavior charts, token systems etc. when appropriateChallenging behavior
•Recognize signs of sensory distress and dysregulation, provide interventions and supportsSensory needs
•Remove distracting stimuli, provide visual supports to increase on-task behavior
Distractibility
•Encourage open communication with parents and exchange relevant information
Co-existing conditions
BUILD YOUR TOOL BOX
OF STRATEGIESPlanning for Success
7
5 TOOLS YOU CAN USE TOMORROW:
1. First-Then Board
2. Schedule
3. To do/ task list
4. ER scale
5. Token system
8
FIRST-THEN BOARD
FIRST THEN BOARD
A First-Then board is a simple visual support to
assist a student in understanding expectations
Show an expectation, followed by something
preferred (conveys a “rule”)
This is a useful tool for:
Instructional support
Behavior management
Transition
9
FIRST THEN BOARD
Teach logical sequence of events (e.g., “First tidy
up, then go outside”)
Visually clarify step-by-step instructions
Assist with skill-building by motivating an
individual to first engage in a less-preferred
activity, knowing that a preferred activity will
follow (e.g., “first puzzle, then train”).
FIRST THEN BOARD
The “first” picture is always an activity that you
want the individual to engage in, such as a
transition, or a skill-building activity
The “then” picture reinforces the “first” activity
by being an activity or object that the person
enjoys
10
FIRST THEN BOARD EXAMPLE
First Then
ANOTHER EXAMPLE
11
EXPECTATION FOLLOWED BY PREFERRED
ACTIVITY
12
USE OF A FIRST-THEN BOARD
13
SCHEDULES
Set of pictures or words that communicates a series of
activities or the steps of a specific activity
Help children understand and manage
the daily events in their lives
May be created using photographs, pictures, written
words, or physical objects
Communicate clear expectations for the child and
decrease the need for constant adult involvement in
the activity
14
Children with autism frequently have
trouble paying attention to, adapting to,
and understanding auditory input
Tend to have strengths in rote memory
and the ability to understand visual
information
Visual schedules take advantage of these
strengths by efficiently communicating
information that allows children to better
predict and plan within their environment
Most behavioral problems associated with
children with autism seem to stem from poor
communication
While visual schedules can be useful at home,
they may be especially useful for children
transitioning into a school environment
Visual schedules facilitate communication and
therefore may minimize behavioral problems
15
Effective in helping children to gain independence and
increase on-task behavior at school, at home, and in
community settings
Specifically, use of visual schedules has been
associated with a decrease in disruptive behavior,
aggression, tantrums, and property destruction
Enhance learning and improve a child's ability to
perform the skills required for daily living
With time, some children are able to
independently use visual schedules to achieve on-
task behavior and self-management without
supervision
The most effective way to use visual schedules is
to have them readily available and used
consistently
16
SAMPLE
17
SAMPLE WITH OBJECTS
19
TO DO/ TASK LIST
A task list breaks down expectations into the
individual steps that comprise a task
SAMPLE
20
USING A WHITE BOARD
21
RESOURCES FOR CREATING SCHEDULES,
TASK LISTS, ETC.
Boardmaker
Digital Camera
Clip art/ photos from
internet
Drawing
White board
EMOTIONAL REGULATION
SUPPORTS
22
EMOTIONAL REGULATION SCALE
Based on “feelings thermometer” and “The
Incredible 5-Point Scale”
23
TOKEN SYSTEM
Individual earns tokens for targeted behaviors
Once he has collected a predetermined number of
tokens he can trade them for an item or activity
that he desires
24
25
26
RESOURCE LIST
Frost, L. and Bondy, A. (2002). PECS: The picture exchange communication system., 2nd edition. Pyramid Educational Consultants, Inc.
Hodgdon, L.A. (1996). Visual strategies for improving communication. Troy, Michigan: Quirk Roberts.
Hodgdon, L.A. (1999). Solving behavior problems in autism. Troy, Michigan, Quirk Roberts.
Janzen, J.E. (2003). Understanding the nature of autism, 2nd edition. San Antonio, TX: Therapy Skill Builders.
Prizant, B.M., Wetherby, A.M., Rubin, E., Laurent, A.C., and Rydell, P.J. (2006). The SCERTS Model: A comprehensive educational approach for children with autism spectrum disorders. Volume 1, Assessment; and Volume 2, Program Planning & Intervention.Baltimore: Paul H. Brooks.
Quill, K.A. (Ed). (1995). Teaching children with autism: Strategies to enhance communication and socialization. Arlington,, NY: Delmar.
27
FOR MORE INFORMATION
Dr. Christine Peck
Cooperative Educational Services
25 Oakview Drive
Trumbull, CT 06611
(203) 365-8842
