Teaching Children with Autism Spectrum Disorder (ASD)
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Teaching Children with Autism Spectrum Disorder
(ASD)
What is Autism?Lifelong condition defined by certain
behaviour patterns, lack of social interaction and problems with language and communication
Varying degrees of intensity in every child and adult
Prevalance is 1 in 150-160 CanadiansOccurs 4x more in boys than in girls
Cases have increased 600% in the last 10 years
Increase attributed to broader definition of autism, increased awareness and better assessments
Diagnosing AutismDiagnosed behaviourally and by communication skills using DSM IV
Done via an interview with a professional
Not diagnosed by physical testsExample of behaviour cards
Types of ASDAspergers – function well academically but
not sociallyPervasive Developmental Disorder - Not
Otherwise Specified (PDD-NOS) - on the spectrum but doesn’t meet criteria for Aspergers or Autism
Autism – behaviour and social skill problemsRange from mild to severe on the spectrumStudents with any of the 3 types will end up in
the school system
Triad of FeaturesBehaviou
rSocial
Language / Communicatio
n
Features of AutismBehaviour – may fixate on behaviour or be
repetitiveSocial – verbal communication and social cues
can be a problemCommunication – expressive and receptive
communication may not matchChildren affected can have higher level of anxietyNeed to be taught coping strategiesSense may also be heightened (too loud, bright
etc.)
Important to teach to strengths Very visual learners
Motivated by interests Operate by routine
ChallengesTransitionsDemands/expectationsUnderstanding instructionsUnderstanding “hidden meaning”Communicating needs, wants, feelingsSocial norms and relationships
No Cure, Only Strategies!
Communication“Not being able to speak is not the
same thing as not having anything to say”
Delays or lack of development of spoken language is a typical characteristic
Impairment in initiating or sustaining conversations with others
Can also experience repetitive language (fixation on certain words or phrases)
Communication“Not being able to speak is not the
same thing as not having anything to say”
We communicate to: request, protest, comment, express feelings, greet others, and get attention
Ways to communicate include: words, sign language, body language, pictures, writing and behaviour
May need to have augmentation communication to help support which may be low or high techLow tech – PECS (Picture Exchange
Communication System)High tech – voice output devices
Social SkillsOften have difficulties using and understanding non-
verbal behaviours, developing peer relationships, sharing enjoyment, and lack social or emotional reciprocity
Facial expressions may not match what they are saying
Often have difficulties making friendsDon’t understand “hidden curriculum” (things assumed
to be unknown) e.g. Physical layout of school, schedulesPeers can help to teach and reinforce social skills –
“Sunshine Friend”
Social Skills – How to TeachSkills you may need to teach: smile/laugh,
greeting, invitations, conversing, complimentsThese are normally skills children learn/pick
up at a young ageTo teach social skills you need to establish
and start with what they now and determine deficits (can’t do or won’t do) to set a goal
Often this is done through interviews, questionnaires or observation
Social Skills – How to TeachGoal needs to maximize social and
communicative competence, for example:Children should be able to mirror social skills of
peersIncrease spontaneity Lead to generalization of skills across context
Keep conversations short & minimalThey definitely understand what you are
saying but it may take longer to process
Tools for GreetingsScripts – teach what a person should say or
do in a social situationTarget social problems that need to be
decreasedE.g. “Hi, my name is ____. What’s your
name?” Listen to the answer and say: “Hi, ____, it’s nice to meet you.”
As a question about what they are doing i.e. “What are you eating?”, “Where are you going?”
Can also be presented in visual/pictorial format (Social Skills Training page 84)
Option CardsGive choices when you start to see something
is going wrong behaviourally (preventative)Acts as a coping strategy for studentsVisually gives them choices for how they feel
and what they needAt my school, we have developed a visual
“think page” Option cards can be used with all students
whether it’s pictorial or written since it creates a visual representation and gives choices
Contingency Map• provides information about “current” (problem) behaviour and “desired” behaviour• lists the outcomes associated with each
Ben is doing math
Ben asks for helpBen cries, yells & throws pencil
Ben gets help
Ben still has to do math
BehaviourDefined as the way someone acts in a particular
situationMeasurable and observableCan be positive or negative based on how it affects
othersFunctions of behaviour:
Self stimulatory e.g. Banging headEscape e.g. Tantrum when asked to come in after recessAttention e.g. Child throws pencil when parent and
teacher are meeting and won’t respondTangible e.g. Child screams because he wants a toy
BehaviourImportant to collect data of behaviour to
create baseline, look for patterns and get information to establish intervention plan
ABC Data – Antecedent, Behaviour, Consequence
Reinforcement is something that occurs after a behaviour which increases the probability that the behaviour will occur again
Can be tangible, social or activity
Replacement BehaviourBehaviour that will serve the same function as the
challenging behaviourThink of what you want the student to be doing
insteadWhen teaching replacement behaviours:
Identify the skill to be taughtBuild on existing skillsBreak the skill down into small stepsModel the skillPrompt and reinforce each stepTeach skills when both you and the student are calm
Teaching StrategiesInformation is better understood when
presented visually because the message is present long enough to take in and process e.g. Printed materials or objects
Used to express teacher’s expectations, promote independence, comprehension, organization, structure, predictability, reduce anxiety e.g. Visual schedule, clip art, photographs
Organizational aids: daily schedule, calendars, activity sequences, checklists, timers
Teaching StrategiesSocial development aids: scripts, visual cue
cards and prompts, computer programs
Behaviour management: posted rules, alternate or replacement behaviours, relaxation cues, self-monitoring
PromptingPrompting – assist student in understanding and
increases the probability of a student being correctPrompts should be used with caution as they can
be difficult to fadeGestures – pointing, touching objectsModelling – perform the action to show the desire
responseVerbal – full and partial verbal soundsPositional – the item is positioned closer to the
studentPhysical – hand over hand, a gentle nudge **need to
beware of sensitivitiesVisual – picture cues, written cues
How and When to PromptSubtle, non-intrusive and minimalSHOW more than SAYDo not hover – “In and Out” – promote independencePrompt when teaching a new skill15 second rule for general classroom directionsOverprompting = DependencyPrompt Fading = IndependenceFading can be done 3 ways:
Force – gradually reduce help being givenTiming – lengthen time between promptsDistance – move further away from student
Thank you!"Difficulties exist in order to be overcome.
Overcoming difficulties leads to courage, self-respect, and knowing yourself." -- Alfred Adler
"Without deviation from the norm, progress is not possible"- Frank Zappa
"I do not suffer from Autism, but I do suffer from the way you treat me." -Tyler Durdin
ResourcesKinark School Support Program. ASD Level 1Ministry of Education. Effective Educational
Practices for Students with ASD. Queen’s Printer, 2007.
Baker, Jed E. Social Skills Training For Children and Adolescents with Aspergers Syndrome and Social- Communication Problems.2003
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