Transcript AAPHERD - Confex

Connecting to Students with
Autism Spectrum Disorders
Melissa Alexander, PhD
Susan Schwager, EdD
Outline: During this session we will…
• Describe difficulties with both expressive
and receptive communication
• Identify strategies to help improve
communication within in the gymnasium
Autism Spectrum Disorders
• For the purpose of this presentation, will
use ASD to refer to children with autism,
Asperger’s Syndrome, and PDD-NOS
– Change in labels due to new DSM- V
– Many similarities, though they are different
disorders!
– Great variation of abilities with each
characteristics running on a spectrum
Expressive
Communication
What is it and what can we do?
Definition Expressive
• The ability to communicate one’s thoughts
• Often think of verbal communication but also
includes:
– body language
– facial gestures
– augmentative devices such as a computer.
• Many individuals with autism are non-verbal,
have limited speech, or echolalia
– Not a problem for people with Asperger’s
Syndrome
Feel the Frustration
Person with
Envelope
Rest of the group
Communicate the
phrase in the
envelope
Guess the phrase
without looking at
any information in the
envelope
**Only use the words
given and don’t show
your group the
phrase**
Communication Strategies
• Sign language
• Augmentative Devices:
– Communication boards,
– Ipad/ Electronic systems (DynaVox)
• PECS
• Emotions chart
Back
Back
Back
Helping with Expressive
Communication
• Learn and use their communication
techniques
• Not just for the classroom!
• Learn some basic signs
• Incorporate their techniques
• Placement of equipment
• Rules to support equipment
• Have alternative tools/strategies
• Recognize potential frustration
Receptive
Communication
What is it and what can we do?
Receptive Communication
• A person’s ability to understand what
others are trying to communicate to him or
her, including:
– Interpretation of body language and facial
expressions
– Processing spoken conversations
– Recognizing sarcasm, use or metaphors,
and humor
• Often problematic for people with ASD
Improving Receptive Communication
• Use visual representation of material
– Demonstration
– Posters with pictures
– “Pick a hand”
– Task cards
– Cue cards
– Video modeling
DONE
ACTIVTY
TIME
Dance Party: Dance to music
5 minutes
Warm-Up: Red Warm-up Day
10 minutes
Mrs. Smith explains fitness
stations
5 minutes
Station 1: Crunches
3minutes
Station 2: Ball Toss to partner
3 minutes
Station 3: Lunges
3 minutes
Station 4: Wall squats
3 minutes
Back
LISTEN
STRETCHING
Back
Sign Language
• Many children use to communicate
• Can also reinforce your verbal statement
• Many websites available with videos
– aslpro.com
• Have a cheat sheet
• Encourage the whole class to use
BATHROOM
1.Make “T” (thumb between index
finger and middle finger)
2.Twist wrist back and forth
SIT
1.For both hands, put index and middle
fingers together. Have the right hand
up and the left hand palm down.
2.Move right hand on top of left hand
STAND
1.Right hand makes “V” (V shape with
index and middle finger) and left hand
is palm up.
2.Move right hand so fingers point
down on left palm
Modifying Your Speech to Improve Clarity
•
•
•
•
•
•
Give specific information
Use short phrases
Use consistent language
Avoid abstract concepts
Avoid long lists of information
Avoid nonverbal communication/body
language*
• Avoid use of slang or sarcasm expressions*
• Avoid using pronouns*
Sum it up!
What the teacher wants:
Find a partner and get a ball from the bin.
Then find a place in the gym where you and
your partner can toss the ball back and forth
practice stepping with opposition.
What the teacher says:
Grab a buddy and a ball. Find a spot on the
gym floor to toss the ball back and forth and
practice stepping with the opposite foot.
Sum it!
What the teacher could say…
Help the teacher out… come up with a
replacement phrase
What the teacher wants:
Find a partner and get a ball from the bin.
Then find a place in the gym where you and
your partner can toss the ball back and forth
practice stepping with opposition.
“Stealing Second” is not a crime
• What are some common phrases you use
that could be misinterpreted?
• Some we came up with
– Run down field
– Shoot the ball
– Run home
– Make a basket
– Cut it out
– Pick up the pace
“Stealing Second” is not a crime
• Rephrase for a literal interpretation
Run down field
Run towards the goal, or dribble
towards the net
Play through the whistle Keep playing until you hear the
whistle
Run home
Run to the home plate
Make a basket
Throw the ball into the basket
Cut it out
Stop _________.
Pick up the pace
Specifically describe the behavior
Conclusion
• Communication is essential for learning to
occur
• Though communication difficulties may
exists for children with ASD there are
strategies that may help
– Use their strategies
– Incorporate visual
– Modify language
Thank-you!
Questions?
Meeting the Physical Education Needs of
Children with Autism Spectrum Disorders
Available through NASPE and Human
Kinetics
Topics Discussed:
1. Characteristics of children with ASD
2. Instructional Strategies
3. Integrating Social Skill Development
4. Behavior Management Strategies
5. Curriculum Models and Implications for students with
ASD
6. Working with Others