Pieces of the Puzzle Dr. Stacey Jones Bock, Associate Professor Illinois State University Kathy Gould Director, Illinois Autism/PDD Training and Technical.

Pieces of the Puzzle

Dr. Stacey Jones Bock, Associate Professor

Illinois State University

Kathy Gould

Director, Illinois Autism/PDD Training and Technical Assistance Project

Special Education Directors’ ConferenceJuly 31, 2008Peoria Illinois

Best Practices/Evidence Based Practices

Ten Guiding Principles for Students with ASD

Ten Considerations for Asperger Syndrome

Best PracticesBest Practices

To date, there is no one intervention that is effective with all children with ASD

Best Practices: Best Practices: Common ElementsCommon Elements

Core Skills

Highly supportive teaching environments

Predictability and routine

Functional approach to problem behaviors

Transition

Family involvement

Best PracticesBest Practices

Strong programs address a variety of domains

Behavior

Communication

Socialization

Academics

Types of InterventionsTypes of Interventions

Interpersonal Relationship Interventions

Skill-Based Interventions and Treatments

Cognitive Interventions

Physiological/Biological/Neurological Interventions and Treatments

Other Interventions, Treatments, and Related Agents

Richard L. Simpson: Evidence-based practices and students with autism spectrum disorders Focus on Autism and other Developmental Disorders 9/22/05 20 3

Evidence-based PracticesEvidence-based Practices

Applied Behavior Analysis (ABA)

Discrete Trial Instruction (DTI)

Pivotal Response Training (PRT)

Learning Experiences: An Alternative Program for Preschoolers and parents (LEAP)

Promising PracticesPromising Practices

Play therapy

Assistive Technology

AAC

Incidental Teaching

JARS

PECS

TEACCH

CBM

Social-decision Making

Social Stories

Pharmacology

Sensory Integration

Practices with Limited SupportPractices with Limited Support

Gentle Teaching Option Method (Son-Rise

Program) Floor Time Animal Therapy Relationship

Development Intervention (RDI)

Fast ForWard Van Dijk Curricular

Approach

Cartooning Cognitive Scripts Power Cards Auditory Integration

Training (AIT) Megavitamin Therapy Scotopic Sensitivity

Syndrome (SSS): Irlen Lenses

Gluten-Casein Intolerance

NATIONAL STANDARDS NATIONAL STANDARDS PROJECTPROJECT

National Panel conducting a comprehensive review of outcome literature to select methods and practices identified as effective

Produce a set of standards for effective, research-validated education and behavioral intervention for children with Autism Spectrum Disorders (ASD)

After completing its scientific validation process and establishing ratified national standards, standards will be distributed in a technical manual through broad web-based distribution

To request a copy of the soon to be published report contact www.nationalautismcenter.org

Dr. Stacey BockAutism Spectrum Institute

Illinois State University

To be “communication”, any system must be:

1 An effective means of communication

PORTABLE: whatever the system is, it travels with the child - NEVER used as a reward system.

UNIVERSAL: able to be understood and used by most people the student might encounter.

Each student must be evaluated and observed extensively to determine the best possible match of communication systems.

A mismatch will lead to frustration

and anger, and ultimately, a lack of

ability for the student to make himself

understood.

Visual strategies are useful for many people with ASD- not all, but many.

Use visual strategies2

Providing visual information at all

times may be very useful for people

with autism, and can enable independent

functioning.

Use visual cues to reinforce any information you need to

convey.Pictures

Symbols

Drawings

Words

Sign-language

Gestures

Combinations

A daily schedule

Can be only pictures, only words, or a combination of the two.

3

Can be faded, but should be available if the student experiences levels of stress increasing the level of support needed.

Determine communicative function of behavior

Be a detective! Watch for patterns in behavior, antecedents and results.

4

Seek input from EVERYONE who works with the student.

Functional Behavior Analysis, done properly, will help staff begin to understand what the student is really saying.

If student is making noise (clicking, tapping pencil), try providing the same sensory input in a more appropriate way.

Shape, don’t eliminate, self-stimulatory behavior5

Recognize when the student is exhibiting a need for sensory stimulation.

Allow student to hold something (if needed) during structured large group activities.

Teach student to recognize and request sensory stimulation.

Allow student to choose a safe area in the room which they find calming.

Some activities that will provide sensory stimulation…..

Chewing, which is helpful in organizing the brain

Alphabet letters, words and numbers are calming

Smells can help to alert or calm

Incorporate music and motor movements into instruction as much as possible.

Get a rocking chair, exercise bicycle and mini-trampoline for the classroom!

Provide instruction in the typical environment whenever possible- if the skill is learned where it will be used, the work is cut in half!

Plan for generalization6

When it cannot be learned where it will be used, provide as many elements of the typical environment as possible (lighting, noise, physical layout, etc.), and transition training.

Put on your detective hat again!

Identify reinforcers7

Observe, observe, observe

Identify things which seem to calm the student:movement patternsresponse to auditory stimulivisual preference

And………

Creates a sense of control

Frequent choice-making8

Allows the student to choose activities which enhance feelings of safety

Strengthen the student’s motivation to increase communication skills!

Many people with autism are easily overwhelmed with sensory information.

Don’t talk too much!9

Since we believe many people with autism are highly visual in nature, the verbal input may actually decrease their ability to process the visual input.

Reduce “ancillary” words….

“Just the facts, ma’am!’

Try reducing directions to just the key informational words- who, what, when, where, why, etc.

Just as children change, their responses change. Weather, physical state, emotional state- all play a part.

Evaluate, Evaluate, Evaluate10

Observe and record responses to every strategy attempted to determine best practice for this student.

Always have a backup plan (or two or three!) in your bag of tricks!

Document results of your evaluation- you will not be the only person to use the information!

Ten Considerations for Ten Considerations for

Students with Asperger SyndromeStudents with Asperger Syndrome

Illinois Autism/PDD Training and Technical Assistance Illinois Autism/PDD Training and Technical Assistance ProjectProject

Structure Seat ArrangementStructure Seat Arrangement

Students with Asperger Syndromeare easy targets for Bullies

1

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Good Seating ChoicesGood Seating Choices

Next to a “model” student

Near the teacher

A quieter area of the class

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Group WorkGroup Work

The characteristics of students with AS can make group work challenging and sometimes horrible experiences.

2

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Some Ideas about Group WorkSome Ideas about Group Work

Avoid self-selection

Teach all students how to function in a group

Suggest tasks or roles

Make your Classroom a Make your Classroom a Caring CommunityCaring Community

3

Model and praise respect and caring

Zero tolerance for unkind remarks or actions

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Use Visual SupportsUse Visual Supports 4

Illinois Autism/PDD Training and Technical Assistance Illinois Autism/PDD Training and Technical Assistance ProjectProject

Sequences

Calendars

Schedule

Class jobs

Space

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Use Organizational SupportsUse Organizational Supports4

Illinois Autism/PDD Training and Technical Assistance Illinois Autism/PDD Training and Technical Assistance ProjectProject

Illinois Autism/PDD Training and Technical Assistance Illinois Autism/PDD Training and Technical Assistance ProjectProject

Graphic organizers

Break assignments down into steps

Examples of expectations

Outlines and guided notes

Organized notebooks

Morning ChecklistCheck Activity

Put away backpack

Make lunch selection

Turn in Homework

Pick reward from menu

Homework ChecklistI filled out my agenda book for all my classes

Lang ArtsMathScience

I have my assignments for all my classes

Lang ArtsMathScience

I have all the textbooks I need for my homework

Lang ArtsMathScience

I have the supplies I need for my homework

CalculatorNotebook

I have checked out with Ms. Jones

Time ________

Prepare forPrepare for ChangeChange5

Clearly stated and posted class rules

Private conversation

Signal

Be an interpreter

Reduce Stress Reduce Stress Related ActivitiesRelated Activities

Many students with AS can become easily overwhelmed

6

Ear plugs or headphones

Alternative activity for difficult events

A designated support person/place

Coping Cards

Take 2 deep breaths with your eyes closed

Press your hands togetherand count to 10 slowly

Feeling Anxious

All people feel anxious now and then.It is acceptable to feel anxious. Our bodies, thoughts and actions can tell us when we are feeling anxious. Anxiety may look different for different people. For some, they may feel it in their stomach. When I feel overwhelmed with noise in class or am sensitive to other’s touch, that might tell me that I am feeling anxious. I can use the relaxation techniques on my coping cards.

Bixler, 2006

Incredible 5-Point Scale

rating description setting

5 Screaming Emergency only

4 Outside Voice Ball game

3 Talking voice Classroom

2 Soft voice Library

1 No talking When someone is talking to me

Buron, K.D., & Cutis, M. (2003) The Incredible 5-Point Scale

““SAVE” the studentSAVE” the student

Students with AS do not haveinternal social understanding

7

Label the comment

Matter – of – fact explanation

Use a peer “social translator”

Promote Positive Promote Positive Peer InteractionPeer Interaction

8

Direct toward structured activities

Avoid unstructured activities

Identify arenas where the student can contribute

Capitalize on Special Capitalize on Special InterestsInterests

9

Teach The Hidden CurriculumTeach The Hidden Curriculum

Myles, Trautman, Schelvan, 2004

10

Conversation Rules

Who you are with determines what you should talk about

When making conversation, avoid constantly telling others how good you are at something. This usually makes others avoid being around you.

Keep approximately an arms distance away from the person you are talking with

Rules for Class Discussion

No insults

Make on-topic remarks

Focus on speaker

Quiet mouth

Think about topic

Kind Words Rude Words

Great job!

Great idea

Nice job

Awesome

Yeah

So what

You’re stupid

That was dumb

That Stinks

Duh!

Words that Mean the Same

PE Gym

Break Snack time

Complete Finished

Recess Outside

Just Good Teaching with a Bonus!

Best practices for students with ASD

Benefit other students as well