Download File - Educational Resources for Teachers

Autism Spectrum Disorders
Ayanna Peake
CCS School Psychologist and Autism Support Staff –
Burns Zone
Wendy Fitch
CCS Lead School Psychologist and Autism Support StaffShelby and Crest zones
BCBA
Autism Support Framework for Cleveland County
Schools
Burns Zone
Ayanna
Peake
AU
Psychologist
Crest Zone
Wendy Fitch
AU
Psychologist
ADOS Team
Intervention Classes
Preschool (Jefferson)
Elementary (Marion)
Middle School (SMS)
High School (KMHS)
Transition Class
Elementary (Marion)
Kings Mountain
Zone
Summer Bachman
AU Psychologist
Self-Contained Classes
Elementary (NSS)
Middle School (NSS)
High School (NSS)
System Wide ABA Tech
Shelby Zone
Wendy Fitch
AU
Psychologist
About autism spectrum disorders
and interventions….
Think about the disability
 Consider environmental supports
 Target skills to teach

“Autism spectrum disorders are lifelong
conditions that require intervention
throughout the lifespan. Only when a basic
level of health and comfort is established,
reinforcement is available, the environment
is made predictable through structure and
visual/ tactile supports, and task demands
are carefully designed can skills be
effectively taught and demonstrated.” (Aspy
and Grossman, 2008)
What is autism?
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A developmental disorder of
neurobiological origin that is
defined on the basis of behavioral
and developmental features
Present from birth or very early in
development
Autism affects essential human
behaviors:
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Communication
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Social Interaction
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Behavior
Communication Impairment
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Delay in or total lack of development in spoken language
(with no attempts to communicate through other methods
such as gestures or mime)
If they have speech, marked impairment in the ability to
initiate or sustain a conversation with others
Stereotyped & repetitive use of language or idiosyncratic
language
Lack of varied, spontaneous make believe play or social
imitative play appropriate to developmental level
A person with autism will have at least one of these
characteristics
Common communication differences
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Makes sounds repeatedly or states word or phrases
repeatedly (e.g., humming, “you know”)
Immediate or delayed echolalia (reciting lines from movies,
repeating another person’s questions or statements,
repeating sounds)
Interprets words/conversations literally/ difficulty
understanding figurative language/multiple meanings/
humor/sarcasm/synonyms
Difficulty with rules of conversation (interrupting; asking
inappropriate questions; difficulty maintaining conversations)
Difficulty using gestures/ facial expressions
Difficulty asking for help
Makes irrelevant comments
Difficulty expressing thoughts and feelings
Speaks in an overly formal way
Social Interaction Impairment
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Marked impairment in the use of multiple, nonverbal
behaviors (eye to eye gaze, facial expressions, body
postures & gestures to regulate social interaction)
Failure to develop peer relationships appropriate to
developmental level
Lack of spontaneous seeking to share enjoyment,
interests, or achievements with others (lack of showing,
bringing, or pointing out objects of interest)
Lack of social or emotional reciprocity
A person with autism will demonstrate at least two
of these
Common Social Differences
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Difficulty recognizing the feelings and thoughts of
others (“mind blindness”/ can’t take another’s
perspective)
Can have different emotional response than is
expected for social situations
Uses poor eye contact
Has difficulty maintaining personal space/ physically
intrudes on space of others
Lacks tact or appears rude
Has difficulty making/ keeping friends
Has difficulty joining an activity
Is naïve/ easily taken advantage of or bullied
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Tends to be less involved in group activities than most
same aged individuals
Has difficulty understanding others’ nonverbal
communication (e.g., facial expressions, body language,
tone of voice)
Has difficulty understanding jokes
“Rule” bound and can tend to lecture others
Talks at people instead of with them
May display potentially “challenging” behavior to escape
uncomfortable/ difficult situations
Restricted Repetitive and Stereotyped
Patterns of Behavior, Interests, and
Activities
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Encompassing preoccupation with one or more
stereotyped and restricted patterns of interest that is
abnormal in either intensity or focus
Apparently inflexible adherence to specific, nonfunctional
routines or rituals
Stereotyped and repetitive motor mannerisms (e.g., hand
or finger flapping or twisting, or complex whole-body
movements)
Persistent preoccupation with parts of objects
A person with autism will display at least one of
these
Restricted patterns of behavior,
interests, and activities
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Expresses strong need for routine or sameness
Expresses desire for repetition
Has eccentric or intense preoccupations/
absorption in own unique interests
Asks repetitive questions
Seems to be unmotivated by customary rewards
Displays repetitive motor movements (flaps
hands, paces, flicks fingers, etc.)
Has problems handling transition and change
Has strong need for closure or difficulty stopping
a task before it is completed
Autism is:
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Best characterized as a spectrum of
disorders that varies in:
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Severity of symptoms
Age of diagnosis
Association with other disorders
(intellectual disability, attention deficit
disorder, OCD, bipolar disorder, etc.)
POP QUIZ!!!!
Piece of paper
Number 1-10
Writing utensil
What comes next?
OTTFFSS__
Autism spectrum disorder:

Group of developmental disabilities
including:
Autistic Disorder
 Asperger’s Syndrome
 Rett’s Disorder
 Childhood Disintegrative Disorder
 Pervasive Developmental Disorder, NOS
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What is the difference between autistic
disorder and Asperger’s?
Autistic disorder: significant impairment in
social interaction and communication
presence of restricted repetitive behavior
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Asperger’s Syndrome: implies near
normal to above average cognitive
abilities and at least superficially normal
expressive and receptive language skills;
impairment in social interaction
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Consideration: In Asperger’s,there
are qualitative impairments in
communication, including
conversation skills, may ask
repetitive questions, have unusual
volume, pitch, or stress in
vocalizations, and make literal
interpretations
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Common feature of all autism
spectrum disorders is the qualitative
impairment in social interaction
Problems with social interaction
can include:
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Difficulty initiating or responding to
conversation
Difficulty using or responding to
nonverbal gestures
Lack of or inconsistent eye contact
Impairment in responding to
others’ feelings
The lack of social skills often exhibits itself in
ways we do not attribute to a social deficit:
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Yelling or calling out inappropriate
statements at inappropriate times
Aggression/ destruction
Echolalia/ jargon/ scripting
Inappropriate touching of others/
inappropriate comments
Further complicating the issue for AD
students
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Often misunderstood by us because
of their good verbal and cognitive
skills and good academic skills
Too often, we view the atypical
social behaviors as intentional or
evidence of lack of impulse control
rather than skill deficit
We know what autism looks like,
right?
If you know one child with
autism…….
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You know one child with autism!!!
Important to remember:
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Not all students who have an
autism spectrum disorder are alike
Characteristics of ASD manifest
themselves differently in each
individual
Programming has to be
individualized and monitored
consistently
People with autism spectrum
disorders typically have:
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Difficulty understanding verbal and
nonverbal communication and
Difficulty learning appropriate ways
of relating to other people, objects,
and events
Repetitive behaviors or unusual
interests
Key Characteristics and
Possible Adaptations
Insistence on sameness
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Can be easily overwhelmed by
minimal change; highly sensitive to
environmental stressors
Anxious, tend to worry obsessively
when they do not know what to
expect
Insistence on Sameness
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Provide a predictable/ safe
environment
Minimize transitions
Offer consistent daily routine: Use
schedules– either pictures or words
or a combination
Avoid surprises– prepare the child
in advance for any changes in the
schedule
“And it is best if you know a good thing is
going to happen, like an eclipse or getting
a microscope for Christmas. And it’s bad
if you know a bad thing is going to
happen, like having a filling or going to
France. But I think it is worst if you don’t
know whether it is a good thing or a bad
thing which is going to happen.”
Christopher John Francis Boone, from The Curious
Incident of the Dog in the Night-Time, by Mark
Haddon (2003).
Common reasons for behavioral breakdowns
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Need for sameness ; consistency
Need for predictability
Anxiety
Environmental/ sensory needs
Difficulty with movement, self-help skills,etc.
Level of coping skills
Ability to effectively communicate emotions and
needs
Ability to interpret language directed to them
(verbal and nonverbal)
The BIG “3”
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Visual supports
Social skills instruction
Reinforcement
Importance of visual supports
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Provide predictability and organization
needed
Can prevent behavior difficulties
Aid in teaching skills/ facilitate learning
More easily understood by individuals
with communication problems
Think of visual input and instruction as
the “first language” of students with
autism spectrum disorders
Allows the student to review information
more than once
Examples of visual supports
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Daily schedules- words/ pictures or
combination of both
T-chart depicting contrasting
information (e.g., kind/ unkind
words”)
Cue card with “reminders” or
classroom expectations
John’s PBS Stamp Tracker
DATE:
Time
/
/ 09-10
DAY OF WEEK: M / T / W / TH / F
Task
7:40-8:00
Wait in Gym and read AR
book when 1st bell rings.
8:00-8:25
Follow Discovery teacher's
directions
STAMP EARNED
Participate in
Discovery/PBS lessons
8:30-9:55
Take needed materials out
of cubby in Mrs. Smith’s
room.
Participate in SRA lesson
Turn in any homework from
previous night.
Mrs. Smith’s Class
9:55-11:00
Participate in Language Arts
lesson.
Turn in any homework from
previous night.
Participate in Math Lesson
Mrs. Jones’ Class
11:00-11:20
Work on homework
assignment
Break Time: Choice of:
UNO / Computer (CCS
approved websites) /
Walking
Friday: 10:45-11:15 OT
BONUS STAMP
Kind Words
Rude Words
Good job!
Great idea!
Nice job!
Awesome!
Yeah!
So what
You’re stupid
That was dumb
That stinks
Duh!
Impairment in Social Interaction
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Demonstrate an inability to understand complex rules of
social interaction
Talk at people instead of them
Do not understand jokes, irony, or metaphors
Poor ability to initiate and sustain conversation
Display potentially “challenging” behavior to escape
uncomfortable/ difficult situations
Impairment in Social Interaction
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Need to be taught how to react to
social cues and be given repertoires
of responses to use in various social
situations (teach them what to say
and how to say it)
Explain to them when they have
been unintentionally insulting,
tactless, or insensitive
Teaching Social Skills
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We have to plan instruction for
social skills just like we do other
skills such as reading, math, and
writing
Evidence based strategies for social
skills instruction
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Social stories
Video modeling
Role playing/ Modeling
Skills Streaming (more formal
programs)
Self-monitoring checklists
General tips
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Model two way interactions and let
them role play
Encourage active socialization
Behavior specific praise
Limit time spent in isolated interests
Social Stories
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Social stories are brief,
individualized short stories that
describe a social situation and
provide a specific behavioral
response (e.g., appropriate social
responses within defined context)
Provide instruction regarding the
who, what, when, where, and why
of a social situation
Social stories:
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Help ensure child’s accurate
understanding of social information
for a given setting and provide a
“how-to” instruction for initiating,
responding to, and maintaining
appropriate social interactions
Social Stories:
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Help individuals:
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Adjust to changes
Adapt behavior based on social cues
Learn specific skills
Social Story example
Angelo: Joining in a Game
I like playing with other kids at recess. The
most fun times I have are when I join
kids who are already playing soccer on
the playground. I do this by asking in a
nice, gentle voice “Can I play with you?”
If they say yes, then I ask “Show me how
to play.” When I join other kids who are
playing, I really feel like I have friends
and that I belong to the group.”
(Adapted from Matson et al., 2006).
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Writing a social story
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Descriptive sentences
Perspective sentences
Directive sentences
A word about reinforcement
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Reinforcer is any consequence that
follows a behavior that makes the
behavior MORE likely to occur in the
future
Everyone has their own set of
reinforcers
Reinforcement
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A situation or event that follows a
behavior and makes it more likely that
the behavior will occur in the future
Reinforcement is essential to acquiring
new skills
Reinforcement is required to maintain
behavior
Sometimes avoidance of the activity is
more reinforcing than participating in the
activity
Ways to identify reinforcers
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Observe the activities a student
engages in frequently or appears to
enjoy
Allow the student to choose from a
variety of items or events
Most precise way: repeatedly
provide the consequence following a
behavior and see if behavior
increases over time
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Sometimes, avoidance of an activity
carries a greater incentive than
does participation
Example: a student who struggles
with social interactions may find
playing computer games to be more
rewarding that interacting with
peers
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For some individuals with ASD,
pursuing their own wishes is often
more valuable than the risk of
displeasing others
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Ultimate goal of our interventions is
to help individuals develop skills for
a successful life
Reinforcement is essential to the
process of acquiring new skills
Punishment does not teach a skill
Take Away Points
If I have taught one student
with Autism,
I have only taught ONE
student with Autism.
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There are many common features
that lead someone to receiving a
diagnosis of Autism or an EC
placement of Autism,
How Autism is expressed
(strengths, weaknesses, problems,
successes) depends on 2 key
things:
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Individual student
Their environment
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We can NOT “cure” the individual
student or make them non-Autistic.
We can identify skills that the
individual student is strong in and
those that the student is weak in.
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For any weak areas/skills deficits,
students with Autism MUST have
explicit instruction in this area AND a
chance to practice the skill to mastery.
We can change the environment.
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Students with autism are extremely
sensitive to their environment.
Usually changes in their behavior
are a direct result to changes in
their environment.
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In the environment we can provide
additional supports (modifications,
accommodations, IEP goals, BIP,
consultations with staff, counseling,
etc.) to help the child bridge the
gap between their skill deficits due
to Autism and the expectations of
them in their environment.
This is no different than leveling the
playing field for a student who has a
learning disability or who has a
physical impairment.
But this just looks like a
defiant/rude/lazy/crazy…. student
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Often times the behaviors or skill
deficits in question are things that
“typical” students or adolescents
just do.
For a typical student/adolescent,
after being exposed to certain
things in their environments for
12+ years, they just get it.
This is especially true when
correcting or disciplining a student
with Autism. They may say or do
things that most of their peers
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For example, most “typical”
students can reason with teachers
when they are being corrected, and
they can follow the rational of why
consequences are happening.
Most students with Autism simply
don’t get it; over explaining or
talking/rationalizing until they get it
is only going to frustrate you and
them.
Ok, are you serious…What is the bottom
line?
The Bottom Line…
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If we want our students with Autism
to be successful, we have to be
invested in active problem solving,
communication, and team work.
We also have to be invested in
creating an environment and school
culture that respects them and their
differences and that is tolerant of
the unique challenges they present.
Interesting books:
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Let Me Hear Your Voice by
Catherine Maurice
Emergence, Labeled Autistic by
Temple Grandin
Look Me in the Eye by John Elder
Robeson
The Curious Incident of the Dog in
the Night-Time by Mark Haddon
Resources
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www.autism-resources.cm
www.autism-society.org
www.autismsociety-nc.org
www.nichd.nih.gov/autism/
www.cdc.gov/ncbddd/dd/ddautism.
htm#brick
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Thanks for all you do!!