Connecting to Students with Autism Spectrum Disorders Melissa Alexander, PhD Susan Schwager, EdD.

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 CommunicationWhat 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

**Only use the words given and don’t show your group the phrase**

Guess the phrase without looking at any information in the envelope

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

STRETCHINGBack

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

BATHROOM1.Make “T” (thumb between index finger and middle finger)2.Twist wrist back and forth

SIT1.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

STAND1.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 ASD2.Instructional Strategies 3.Integrating Social Skill Development4.Behavior Management Strategies5.Curriculum Models and Implications for

students with ASD6.Working with Others