Transcript Powerpoint- Supporting Students with Autism Spectrum Disorders in

Supporting Students with Autism
Spectrum Disorders
In the Arts
By: Sharon M. Malley
The John F. Kennedy Center for the
Performing Arts
Preliminary Poll
1. How many years of experience do you have
teaching students?
2. Have you had opportunities to teach
students with autism?
3. How confident are you about teaching
students with autism?
“Intelligence manifests itself in myriad ways
when there are obstacles to someone (who is)
unable to communicate verbally. Intelligence
manifests itself and should be celebrated.” 1
We Will Learn
• Definition of autism
• Challenges associated with having
autism
• Teaching strategies for teaching
artists
Autism definition
• Group of complex disorders of brain
development
– A pervasive developmental disorder (PDD)
– Characterized by difficulties in social
interaction, verbal and nonverbal
communication and repetitive behaviors
The Group of Disorders
• Autistic disorder
• Rett syndrome
• Childhood disintegrative disorder
• Pervasive developmental disorder – not otherwise
specified (PDD-NOS)
• Asperger Syndrome
Causes of Autism
• No one cause
–Genetic
–Coupled with environmental
stresses
Current Prevalence
• 1 child in 88 diagnosed with autism
• 1 in 54 boys, 1 in 252 girls
– According to current Centers for Disease Control
estimate
Challenges Associated with Autism
• Sensory challenges
• Communication challenges
• Social/emotional challenges
Sensory Challenges
• Inability to sort out important information from
background information
• Choose to look at or attend to the item that changes
the least – less overload
• Withdrawal from activities
• Inability to ignore background stimuli
• Difficulty in general classrooms
Communication Challenges
• Communication can be affected in many ways,
such as:
– Non-verbal
– Echolalic speech
– Difficulty interpreting non-verbal communication
– Difficulties processing what others have said
– Focusing on one or only a few topics in
conversation, to the exclusion of all others
Communication Challenges
• Body space – e. g. standing too close
• Pitch, tone, inflection, volume
• A student can be highly verbal, but have communication
discrepancies
• Students with speech difficulties can still have normal IQ’s
• Skills in the arts can exist independently of verbal and
written skills.
Social/Emotional Challenges
• Difficulties with reciprocal social interactions
• Behaviors are a form of communication
• Behavioral manifestations might include:
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Flapping hands, spinning around
Rituals, such as arranging things neatly
Self-injurious behavior
Meltdowns
Theories of Social Cognition
• To help us understand the developmental
delay of students with autism: 2
– Theory of Mind
– Theory of Central Coherence
– Theory of Executive Functioning
Unique Strengths of Students with
Autism 3
• Enjoyment of routines and chores
• Consistent accuracy in performing tasks
• Recall of visual images
• Recall of historical facts, depending on interests
• Following concrete rules (written)
Unique Strengths (continued)
• Precision and attention to detail
• Ability to quickly learn and maintain time
schedules
• Skills in the arts in many instances
• Integrity, honesty, authenticity
Teaching Strategies – 3 Pointers
• Every student is different – there is no one
approach for teaching students with autism.
• Learn as much as you can from the student’s
teachers.
• Using UDL as a framework will reduce the
amount of differentiation you might need for
a particular student.
4 General Strategies
• Reduce the amount of stimulation
• Focus on visual learning
• Maintain clear structure
• Use positive behavior supports
Reduce Stimulation
• Lessons, texts, media, should be focused on
the task, with little extraneous stimuli
• Use task analyses for skill development,
directions
• “Prune the environment because the brain
cannot prune the input” 4
Sample Task Analysis
Watercolor Painting - Preparation
1) Select paper
2) Get box of supplies
3) Get cup
4) Fill cup with water
5) Get paper towel
6) Arrange materials on table
7) Select color
8) Twist open tube of paint
9) Squeeze small amount of paint on palette
10) Put cap on tube
Focus on Visual Learning
• Provide visual schedule of the activity
• Use graphic organizers in reading and writing activities
• All directions should be written as well as verbal
• Use pictures to illustrate your written directions if
needed
• Use student’s preferred technology
Sample posted schedule or directions
Today we will:
To Do
• Listen to teacher directions
• Draw your portrait with a partner
• Color your portrait
• Put your portrait on the wall
• Take a break
Finished
Maintain Clear Structure
• Organized materials, segments of time, clear
directions
• Prepare for transitions
• Have clear concise rules posted
• Use rule cards
Maintain Clear Structure (continued)
• Use social narratives
• Provide a checklist for organization
• Pre-teach vocabulary and key concepts
Classroom Rules
• Follow your teacher’s directions
• Raise your hand and wait to be called on
• Keep your hands and feet to yourself
• Walk in the halls and classroom
Use Positive Behavior Supports
• Provide 2 clear choices for an activity, both of
which have a desired outcome
• Provide opportunities to take breaks
• If a student engages in inappropriate behavior
– ask yourself why – what might have
contributed to the confusion?
Helpful Hints
• Teach in small chunks
• Accommodate before modify
• Empower rather than enable
• Capitalize on student’s limited interests
Use of Technology
• Because technology limits focus, many students
with autism embrace today’s technology tools.
• They are now used widely as communication
accommodations.
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Computers
Ipads, other “smart” notebooks
Interactive white boards
There are many apps specifically for students with
autism – for communication, schedules, etc.
Technology
• List of apps on Autism Speaks and other
websites
– http://www.autismspeaks.org/autism-apps
– http://www.autismspeaks.org/autism-apps
• Picture Exchange Communication Systems
– Use hard copies
– Use on IPads
– Use on Interactive White Boards
Final Thoughts
• Each individual has a creative spirit. The
student with autism brings a unique and
beautiful perspective to the world. Give the
student the tools needed to explore and
express her interests. Take her creations
seriously, and . . . enjoy the sheer beauty of
presence undimmed by social dictates.5
Endnotes
1 DeStaebler, J. studio manager of Creative Growth Art Center, Oakland, CA,
as quoted in: Wexler, A. (in press). Art, developmental disability and selfrepresentation. In S. M. Malley (Ed.), The intersection of arts education and
special education: Exemplary programs and approaches. Washington, DC: The
John F. Kennedy Center for the Performing Arts.
2, 3 Eren, R. B. (2010). Understanding and teaching children with autism
spectrum disorders in the classroom: A special education perspective. In B. L.
Gerber & J. Kellman (Eds.), Understanding students with autism through art.
Reston, VA: National Art Education Association.
Endnotes
4 Heusmann, G. R. (2010). How understanding the neurobiology of autism
can help you choose effective teaching strategies. In B. L. Gerber & J. Kellman
(Eds.), Understanding students with autism through art. Reston, VA: National
Art Education Association.
5 Kellman, J. (2010). Floating objects, eggs, stairs, and more: Mind and
structure in the art of children with autism. In B. L. Gerber & J. Kellman (Eds.),
Understanding students with autism through art. Reston, VA: National Art
Education Association.