Transcript Understanding and Supporting Adolescent Students

Understanding and Supporting
Adolescent Students With
Autism/Asperger’s Syndrome
Lisa Plastino, M.Ed – The Watson Institute
AGENDA
- What is it? Definitions and Diagnostic
Criteria
- What does it look like? Cognitive, Social
& Behavioral Characteristics and
Implications
- What can we do? Adaptations,
Modifications and Teaching Strategies
Autism is…
A developmental disability
Caused by…
Neurological dysfunction
Manifested in…
Severe impairments in the areas of social
interaction, communication and
behavior
Pervasive Developmental
Disorder (PDD) Umbrella
Autistic
Disorder
Rett’s
Disorder
Childhood
Disintegrative Disorder
Asperger’s
Syndrome
PDD-NOS
Current Stats…
• 1 in 166 births
• 4:1 ratio males to females
• Fastest growing developmental
disability
(PDE: 252 in 1990 to 7000+ in 2003)
Diagnostic Criteria
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DSM IV
Qualitative impairment in social interaction
Restricted, repetitive and stereotyped patterns
of behavior, interests and activities
No clinically significant delay in language,
cognitive, self-help, adaptive* behavior
Criterion not met for another PDD diagnosis
Autism or Asperger’s…
What’s the difference???
The disorder differs primarily in that there
is no general delay or retardation in
language or cognitive development in
Asperger’s Syndrome. Most individuals
are of normal general intelligence but it is
common to be clumsy.
Who gets referred?
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Mostly boys
Usually 8 years or older
Often have prior diagnoses
Don’t always have academic problems
Don’t always have behavior problems
B. Handen, 2004
Why is it so hard to diagnose?
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Only diagnostic category since 1994
Diagnostic scales not well correlated
Language and development are normal
Strong interactions with adults
Deficits can be subtle
Not enough symptoms present
Can look like something else
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B. Handen, 2004
How is diagnosis made?
• No MRI, X-ray or Genetic test
• No single questionnaire or test
• Instead, rely upon clinical assessment and
opinion based on information from parents,
school and child
B. Handen, 2004
Let’s take a closer look…
• Cognitive Characteristics
• Social Characteristics
• Behavioral Characteristics
The Cognitive Realm
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Attending
Memory and Learning
Problem Solving
Visual Thinking
Fullerton, Stratton, Coyne and Gray, 1996
The Social Realm
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Language Use in Communication
Nonverbal skills
Social Perception
Social Cognition
Fullerton, Stratton, Coyne and Gray, 1996
The Behavioral Realm
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Impulsivity
Increased anxiety
Rigidity
Wide emotional swings
Immaturity; self-centeredness
Sensory processing issues
Fullerton, Stratton, Coyne and Gray, 1996
Aspects of Adolescence
• Peer Relationships
• Development of Self-Awareness and
Self-Identity
Fullerton, Stratton, Coyne and Gray, 1996
Peer Relationships for the Student
with Autism/Asperger’s Syndrome
• Peers misinterpret the student’s actions
• The student misinterprets the actions of his
peers
• The student misses nonverbal social cues
• The student attempts to emulate peers without
clear understanding
• Emotions, stress and anxiety in adolescence
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Fullerton, Stratton, Coyne and Gray, 1996
Self-Awareness for the Adolescent
with Autism/Asperger’s Syndrome
• Concrete vs. Abstract
• Knowledge of being
different leads to the search for a reason
• Multiple questions lead to the search for
answers
Cognitive Characteristics in
Autism/Asperger’s Syndrome
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Cause and Effect Relationships
Focus on Details
Sequencing
Understanding of Time
Compulsiveness
Distractibility
Confusion
Fullerton, Stratton, Coyne and Gray, 1996
Learning Style Associated with
Autism
• Learning rate and ability
• Language and Concepts
• Impulse Control
Fullerton, Stratton, Coyne and Gray, 1996
What can I do to help?
• Assessment
- Consider learning style
- How does he approach tasks?
• Functional Skills
- Academics
- Daily living skills
• Assistance
- Level 1: Modifications and Adaptations
- Level 2: Intervention and Direct Assistance
Fullerton, Stratton, Coyne and Gray, 1996
Modifications and Adaptations:
The Details
1. Time Management and Schedules
2. Following Directions: Visual Supports
3. Language Comprehension: Graphic
Organizers
4. Assignment Modifications: Reduced
Work and Clear Directions
5. Involvement in Class Groups: SmallGroup Goals and Pre-group Work
More Adaptations/Modifications…
Fullerton, Stratton, Coyne and Gray, 1996
6. Modified Grading
7. Homework: Complete Instructions and
Parent Involvement
8. Essay Work: Specific Directions
9. Tests and Exams: Format and Environmental
Considerations
10. Class Discussions: The “Tell me…” approach
11. Stress Relievers: Breaks and Stress Reduction
Plans
Individual Schedules
Middle School Agenda
Motivator
Schedules
Visual Cues for Chunking and
Reinforcement
Assignment: Design a pamphlet for an
organization that helps people.
Examples of adaptations for Math worksheet
Modified Textbook and Concept Map
Kristen Huot/Gateway School District
Feelings Scale
Keystone Oaks
School District
From: The Incredible 5-Point
Scale by Kari Dunn Buron and
Mitzi Curtis
Relaxation Techniques
• Squeeze an
orange
• Count to 10
• Take deep
breaths
• Talk it out
• Anxiety Busters
Anxiety Buster
• Squeeze up your face – count to 5 – then stop
12345
• Squeeze up or stretch your arm – count to 5 – then stop – do your
other arm
12345
• Squeeze up or stretch your leg – count to 5 – then stop – do your
other arm
12345
• Squeeze up or stretch both arms together – count to5 – then stop
12345
• Squeeze up or stretch both legs together – count to 5 – then stop
12345
Keep Your Cool
• Look away or walk
away.
• Don’t say mean words.
• Take deep breaths to
stay calm.
• Talk it out with an adult.
• Keep your cool!!
Intervention and Direct Assistance:
The Details
1. Following Directions: Visual Notes
2. Language Comprehension: Concept and
Vocabulary Development
3. Grading: Pass/Fail or Teacher-Student
Conferences
4. Homework: Concept Development
5. Essay Work: Outline Development
6. Class Discussions: Advance Organizers
7. Stress: Asking for Help Fullerton, Stratton, Coyne and Gray, 1996
Organization and Sequencing Difficulties
for the Student with Asperger’s Syndrome
• Information Processing
• Understanding Time
• Sequencing
• Routines and Rituals
Fullerton, Stratton, Coyne and Gray, 1996
Strategies to Help
with
Organization and Self-Management
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Understanding the Purpose
Awareness of Own Organization Needs
Individualized Organization System
Organization of Personal Space/Materials
Paper Management
Visual Supports
Self-Management
Sample Assignment Sheet
Subject: Math
Assignment: Chapter 4 & 5
Type: ___ Paper
_X_ Worksheet
Due Date: 3/28
Materials Needed:
___ Project
___ Other
Work Location: __ Study Hall
X Home
Math Book
Worksheet
Pencil
Eraser
___ Tests/Quiz Prep
___ Library
___ Other
__Class
Place to put completed Assignment: Basket on Mrs. Smith’s desk
Sample Planning Chart
Month
Month/Week Project:Civics Paper
January
Review/Exam
Schedule:
Review Civics
notes (3 hrs.)
Week 1
Finalize Topic (1 hr.)
Week 2
Initial Library Research/
General Outline (3 hrs.) Review Biology
notes (4 hrs.)
Week 3
Detailed Library
Research/Detailed
Outline (4 hrs.)
Week 4
First Draft (4 hrs.)
Review Math
notes (3 hrs.)
Desk
Organization
Locker
Organization
Locker Organization
Social Supports
• Assistance in Predicting, Understanding
and Reading Social Situations
• Assistance in Responding
to Social Situations
Fullerton, Stratton, Coyne and Gray, 1996
“Social File Cabinet”
Adapted from Fullerton, Stratton, Coyne and Gray, 1996
NOW I’M A TEENAGER
Now I am a teenager. Teenagers act different than young kids.
Teenagers like to talk to other teenagers. They talk about music,
sports, what to do after school, jobs they might have in and out of
school. Sometimes they just talk about school.
There are some things teenagers do NOT do. Teenagers don’t talk in a
voice that sounds like a child. Teenagers don’t try to change their
voices to sound younger. Teenagers don’t usually clap when they are
excited. That is something that younger kids do. Teenagers usually
only clap at a sports game, a play, or maybe a concert they might go to
see. Then they clap with the audience.
Now that I’m a teenager, I’m going to try to talk and act like a teenager,
not like a child. I will try to:
1. Talk in a teenager voice
2. Talk about music, sports, jobs or school
3. Clap when I am at a show or a sports game, not when I am
excited in school.
If I act like a teenager, then I will know that I am growing up and that I
am not a young child anymore.
Structuring Social Play
Structuring Social Play
Structuring Social Play
Adaptations
for Social/
Leisure
Visual Structure to Promote Social Interactions
Other Leisure Skills for Older
Students
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Listening to Music
Photography
Magazines
Cards
Yoga/Exercise
Classes or Videos
• Video Games
• Crafts
• Jewelry Making
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Puzzles
Collecting
Scrapbooking
Email or Pen Pal
Board Games
Dancing
Weight Room
Team Manager
Watching Sports