Transcript DSM IV CRITERIA FOR AUTISTIC DISORDER

Supporting Students with
Autism Spectrum
Disorder
August 2004
PaTTAN Paraeducator Training
Paraeducator Development Plan Menu
(to be used in conjunction with Paraeducator’s Personal Development Plan)
Directions: This menu is a tool for you to use as you progress through the Paraeducator Course. Whenever you come
across topics about which you would like more information, place a checkmark next to the topic and indicate in the Notes
column any specifics (for example, in #1 indicate which disability). For each topic checked make an entry in the
Paraeducator Personal Development Plan.
Topics
3
1. Characteristics of the Disability
2. Instructional Strategies
3. Lifting
4. Feeding (food issues)
5. Toileting
6. Assistive Technology and Adaptive Equipment
7. Orientation and Mobility
8. Transportation
9. Sign Language
10. Behavioral Strategies
11. Data Collection
12. Job Coaching
13. Restraint Techniques
14.
Confidentiality
15. Socialization Issues
16. Communication Issues
17. Safety Issues
18. Sensory Impairment
19.
Early Intervention
20. How to be a “Shadow” in a Child Care Center
21. Basic Educational Terminology
22. Other
23.
24.
25.
Notes
Paraeducator Development Plan
What topics do I
Where can I get the
need to know more
information/training?
about for my job?
What action steps
am I going to
take?
When will I
complete this?
Local Policy
• Your local district’s policies regarding
Para educator job descriptions,
duties, and responsibilities provide
the final word!
Agenda
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Purpose of Training/Learner Outcomes
What is Autism Spectrum Disorder
Main Deficits
Classroom Challenges & Strategies
Current Methodologies
Learner Outcomes
• Describe the defining features and
core deficits of students diagnosed
with Autism Spectrum Disorder
• List specific instructional strategies
to address the core deficits
associated with ASD
• Discuss some of the methods
currently used to support students
who have ASD
AUTISM SPECTRUM DISORDER
Main Deficits in Autism
• Social Behavior
– Reciprocity
• Communication
– Verbal
– Non verbal
• Restricted Range of Behaviors
Pennsylvania Department of Education Autism
Child Count for years 1990 - 2004
8000
7178
7000
5934
6000
4826
5000
4000
3539
2885
3000
2516
2035
2000
1676
1438
1242
1000
975
1009
1992-93
1993-94
643
252
0
1990-91
1991-92
1994-95
1995-96
1996-97
1997-98
1998-99
1999-00
2000-01
2001-02
2002-03
2003-04
REMEMBER!!!
Autism Spectrum
Disorder is
diagnosed by the
observation of
behaviors.
Addressing the Challenges
It is easier to prevent a behavior from
occurring than to deal with it once it
happens!
Challenges for Children with Autism
Spectrum Disorder (ASD)
ACADEMICS
Problems with:
– Making connections
– Understanding abstract concepts
– Organizing themselves and their
environment
– Seeing the “Big picture”
Academic/Behavior
Strategies
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Provide a predictable and safe environment
Prepare for changes
Expose student to new activity beforehand
Avoid surprises
Teach flexibility
Minimize transitions
Offer consistent daily routine
Provide picture or written schedules
Teach calendar skills and choice boards
Academic/Behavior
Strategies
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Break assignments down into small units
Provide frequent teacher feedback
Give redirection as needed
Use timed work sessions
Have firm expectations
Visually show beginning and end
Provide environmental supports such as
room dividers and individual carrels
• Use curriculum that addresses individual
student needs
Academic/Behavior
Strategies
Make language visible!
Sensory Activity
Sensory Motor Activity
1. Review this Sensory-Motor Preference
Checklist. Think about what you do in small
subtle ways to maintain an appropriate level
of attention that a child with a less mature
nervous system may need to do in a larger
more intense way.
2. Notice which types of sensory input are
comforting to you and which types of
sensory input bother you. Are your items
grouped in a certain category?
Sensory Motor Activity
3. Consider how often how long, how much and
with what rhythm you use these strategies
to maintain your focus.
4. When you need to concentrate at your
work space, what sensory input do you
prefer to help you work most efficiently?
a.
b.
c.
d.
e.
What do you put in your mouth?
What do you prefer to touch?
What types of movement do you use?
What are your visual preferences?
What auditory input do you use?
Challenges for Students with Autism
Spectrum Disorder
Sensory
May be:
• Hyper/Hyposensitive
– Sounds
– Visuals
– Taste/Smells
– Touch
Sensory Strategies for
students who are:
Sensitive to sounds
• Muffle sound of PA system
• Put tennis balls on bottom of chair legs
• Keep noise levels down in classroom
Sensitive to visual distractions
• Check for flickering fluorescent lights
• Limit number of visuals displayed
in the classroom
Sensory Strategies for
students who are:
Sensitive to smells
• Mask smells with lip balm
• Do not wear strong perfumes
Sensitive to touch
• May prefer to wear clothing inside out
• Don’t get into student’s personal space
Challenges for Students with Autism
Spectrum Disorder
Social
Difficulties:
• Relating to others
• Prefers being alone
• Joint attention
• Interpreting nonverbal
social cues
• Eye contact
Play
Issues:
• Ritualistic – repeating
a particular behavior
• Focus on detail
• Use toys in
uncharacteristic ways
• Limited play themes
• Solitary or parallel
play
Social Strategies
• Protect the student from bullying and
teasing
• Emphasize skills the student is good at
• Teach how to react to social cues
• Give scripted responses to use in social
situations
• Model and role play two-way interactions
• Use social stories
Play Strategies
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Structure play time
Teach play skills
Teach interaction with others
Limit time spent alone
Plan, plan, plan for recess, free play,
lunch, PE
Challenges for Students with Autism
Spectrum Disorder
Communication
Difficulties:
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Lack of initiation skills
Poor auditory comprehension
May not respond to their name
Immediate echolalia
Delayed echolalia
Perseverative speech
Incessant (repetitive) questioning
Limited receptive and expressive repertoires
Communication Strategies
For Classroom Staff:
• Give students time to respond
• Avoid excessive use of questions
• Use as few words as possible
• Respond naturally
• Always have communication tools
available
Communication Strategies
• Attempt to get student’s attention
before speaking
SIT
• Adjust complexity
– How you talk
– What you talk about
• Do not demand constant eye contact
• Support verbal language with visuals
• Limit adult conversations
Communication Strategies
• If necessary, use
gestures to
supplement speech.
• Use clear, concise
language to help
structure a
student’s world.
Communication Strategies
Use Communicative Temptations:
• Interesting/favorite toys and
materials
• Objects in clear containers
placed out of reach
• Give small portions
Communication Strategies
• Fill in the blanks
– familiar songs and
stories
• Provide choices
– Couple a preferred item
with a non-preferred
item
Snack
apple
SHOW ME AND I
REMEMBER…
Bring what
to school?
Tell me
and I forget!
All Students Have a Need
to Say
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What they want
What they are having trouble doing
When they need timeout
When they are giving up
When they are happy and successful
Adapted from Ann Heler
All Students Also Need to
Know
• What is expected of them
• What is the routine
• What is socially relevant so they can
respond appropriately
Strategy Activity
Overview of
Methodologies,
Strategies &
Treatments for
Autism Spectrum
Disorder
Applied Behavior Analysis
Lovaas
Discrete Trial
Therapy
Teaching
Incidental
Teaching
Intensive
behavioral
Intervention
Precision Teaching
Fluency Based Instruction
Verbal
Behavior
Direct
Instruction
Applied Behavior Analysis
Goals:
• Teach simple to more complex skills
• Develop a behavioral profile that is as
typical as possible
• Generalize learned skills to other
situations
• Prompting, fading, shaping, chaining
• Enable students to function as
independently as possible
Applied Behavior Analysis
Tools
• Curriculum of simple to complex target
behaviors
• Task analysis
• Menu of reinforcers for child
• Repeated practices, discrete trials
• One-to-one instruction
• Systematic generalization training
• Data based decision making
• Incidental teaching
Picture Exchange
Communication System
• PECS is a structured
communication system
• Can be used with
students of all ages
• Give a picture to a
communicative partner
in exchange for the
item
• Teaches functional
communication
Picture Exchange
Communication System
(PECS)
• Can be used with students who are
just beginning to speak
• Uses behavioral training techniques
• Two trainers used at first: one for
prompting in back, one in front of
the student
Social Stories
• Describe social situations in terms of
relevant social cues
• Often define appropriate responses
• Teach routines, academics, and
address a variety of behaviors
A Sample Social Story
Sometimes a person says “I changed my
mind.” Descriptive
This means they had one idea, but now
they have a new idea. Perspective
I will work on staying calm when someone
changes their mind. Directive
When someone says, “I changed my
mind,”I can think of someone writing
something down, scratching it out, and
writing something new. Control
Structured Teaching
• Structure is a key component of a
classroom for students who have Autism
Spectrum Disorder.
• Structured teaching includes:
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Organizing the physical environment
Developing schedules
Developing work systems
Using visual materials
Providing clear and explicit expectations
Creating an independent learner
Structured Teaching
1. Physical organization of the classroom
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consistent, visually clear boundaries for activities
transition area (check schedule)
2. Schedules (help anticipate and predict
events)
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reduces problems with time and organization
minimize strain on attention and memory
compensate for language impairment
foster independence
increase motivation to complete work before play
Structured Teaching
3. Individual Work Stations
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informs student about what to do while in
independent work time
informs student of amount of work to be done
helps student see when almost finished
4. Learning Task Organization
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individualized ‘jigs’ or templates to demonstrate
how task is to be completed
Reasons for Using
Structure
• Helps the person with autism
– understand
– be calm
– learn
• Structure is a form of behavior
management
• A means to increase independence
through visual structure
“Good teachers helped me
to achieve success.
Children with autism need
to have a structured day,
and teachers who know how
to be firm but gentle.”
Temple Grandin, Ph.D.
Wrap Up
• Complete the
Paraeducator
Development Plan
• Complete Evaluation Form
Upcoming Paraeducator
Trainings
Videoconferences for 2004-2005
– Supporting Students in Inclusive Settings –
October 14
– Paraeducators’ Role in Mathematics
Instruction – December 14
– Strategies for Helping Students Become
Independent – January 25
– Paraeducators’ Role in Reading and Language
Arts Instruction – April 27
Videoconferences are presented at sites
across PA and are scheduled from 4 to 5:30
Upcoming Paraeducator
Trainings
Paraeducator Spring Seminar at a Hotel
April 1 and 2, 2005
Topic:
Progress Monitoring
Location to be Determined
PaTTAN Website –
www.pattan.k12.pa.us