Conference Handouts Together in Difference: Embracing Neurodiversity 2016 2017 4 TH ANNUAL New School Year Kickoff PRESENTED BY ASD Nest Support Project at NYU Steinhardt AUGUST 25 2016
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ConferenceHandouts
Together in Difference:Embracing Neurodiversity
2 0 1 6 2 0 1 7
4 T H A N N UA L
New School Year Kickoff P R E S E N T E D B Y
ASD Nest Support Project at NYU SteinhardtA U G U S T 2 5 2 0 1 6
ASD Nest New School Year Kickoff 2016 August 25, 2016
Comic Strip Conversations© Allison Brown, Director of Professional Development
The Basics:
• Sit next to the student
• Student takes the lead and freely shares his/her perspective
• Help guide the conversation by asking questions when necessary
• Acknowledge and validate the student’s perspective
• Offer accurate social information during natural opportunities
• Keep it simple, use basic drawings and symbols
• Consider making a binder to collect the stories for reference
• Be flexible about your approach, it doesn't have to be formal, it should
be comfortable for you and the student
Creating a Comic Strip Conversation©
The first time you Comic Strip with a student, clearly explain the process, define the symbols and create the color dictionary together.
☞ Gather your materials
• Something to write on (paper, white board, computer, chalkboard) • Something to write with (markers, colored pencils, Nest pen, pencil) • Your Comic Strip dictionaries (symbols, personal, color)
Can be used with students: • to prime • in the moment • as a reflection
Can be used to: • celebrate social successes • highlight social misunderstandings • build emotional awareness & regulation
This information was adapted from Comic Strip Conversations©
by Carol Gray, Future Horizon’s, Inc.
A Comic Strip Conversation© is a visual strategy in which simple drawings are used to represent and explain the different levels of communication that occur during a conversation.
✐ “Talk” and Draw
Gather information in conversation form, these are possible guiding questions, there is not a strict format, the conversation should be as natural as possible.
• “Where was this?” Make a location symbol in the upper left corner
• “Who was there?” Make simple drawings of the people
• “What were you doing?” Draw the action
• “What were others doing?” Draw the action
• “What did you say?” Draw talk bubbles
• “What did others say?” Draw talk bubbles
• “What were you thinking?” Draw thought bubbles
• “What were you feeling?” Use colors
• “What do you think others were thinking?” Draw thought bubbles
o Share your perspective and relevant social information, and give control back to the student as soon as possible
• “What do you think others were feeling?” Use colors
o Share your perspective and relevant social information, and give control back to the student as soon as possible
✔ Process and Make a Plan
• Summarize the key points of the conversation
o You can write a numbered list or circle part of the Comic for visual reference.
• Discuss possible strategies to use in the future
o You may offer ideas or encourage certain strategies.
• Discuss and have them decide the best plan they’ll try in the future
o You can develop a pro/con list to help evaluate the best choice for the student
Comic Strip Conversations© can be an effective support for Nest students. Consider your students’ needs and make the strategy work for them:
- maybe only drawing one action box will make it clearer - maybe writing the emotions will make it simpler - maybe adding a sentence at the bottom will help provide context
ASDNestProgram4thAnnualNewSchoolYearKickoffAugust25,2016
There’sAlwaysaPatternB.Stanfill
What’stheissue?
• Isthebehaviorsignificant?Doesitinterferewithlearningorsocialconnectedness?Ifnot,focuselsewhere!
• Ifitssignificant,defineit.• Thedefinitionmustbeclear,concise,objective.• Usethestrangertest-couldsomeonewhodoesnotknowyouorthestudentreadyour
definitionandcountinstancesofthebehavior?What’sthepattern?
• Takethedata!• StartwithaSABCchart.• UseaScatterplottofurtherexplorebehavioralpatterns.• Observeacrosstheschooldayandinallsubjects/classes.• Canyouidentifythefunction?SEAT=sensory,escape,attention,tangible
Potentialpatterns: SettingEvents tired,hungry,offmeds,conflictearlierinthedayDayoftheweek transitiontoorfromweekend,beforeorafter
schoolactivities
Location roomorpositionintheroomTopic specificsubjectareaorlessoncomponentPeers presentorabsentTeachers presentorabsent,whoisteaching,whichgroupis
thestudentinConditionsintheroom temperature,lightlevel,volume,tidyorclutteredWhat’sthestrategy?
• Strategiesshouldbebasedonthepatternandfunction.• Startwiththesmallstuff!• Manyintensive(tier2or3)interventionscanbeavoidedifsimplemodificationbasedon
theobservedbehaviorpatternaremade.
Ifthebehaviorismorelikelytohappenwhen: Consider:Thestudentishungry offeringasnacktired providingamovementbreakorwalkinaparticularroom adjustinglighting,temperature,ortidyingupthe
spaceseatednearaparticularpeer changingseatsAteacherisabsent primingforplannedabsencesInthepresenceofaparticularteacher modifyingteachervoicevolumeorproximityto
thestudentDuringaparticularsubjectorlessoncomponent providingmorevisualsupport,primingfornewor
noveltasksandtransitions
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dynamICONs Visual Supports for Clarifying Communication ASD Nest New School Year Kickoff | August 25, 2016
Aaron Lanou | [email protected]
� The importance of:
clarity concreteness consistency ↓ ↓ ↓
! ! !
THE PROBLEM students often don't fully get our verbal directions
If our language is clear, concrete, and consistent then our directions are comprehended, understood, and remembered
We give a direction
LANGUAGE PROCESSING
filter
CONTEXT filter
MEMORY filter
COMMUNICATION FILTRATION
clear
COMPREHENDED
concrete UNDERSTOOD
consist
entREMEMBERED
— Dr. Ken Rowe (in Doherty 2004)
THERE IS TOO MUCH INFORMATION GOING THROUGH THE STUDENTS' AUDITORY GATE.
EITHER NOTHING GOES THROUGH OR WHAT GOES
THROUGH IS GARBLED.
”
“COMM
UNICA
TION
— Ros Blackburn
IF IT’S OBVIOUS... STATE IT!
”
“
COMM
UNICA
TION
— Robert J. Marzano
NEW AWARENESS IS FORGED THROUGH
REPEATED EXPOSURE
”
“
COMM
UNICA
TION
If our language is convoluted, vague, or inconsistent then our directions are misheard, misunderstood, and forgotten
dynamICONs © 2016 Lanou
2
The dynamICONs A set of 8 dynamic symbols, used to make verbal language clear, concrete, and consistent
! !
A SOLUTION a system of consistent visual symbols to support verbal directions
Our brains are visually wired. Visuals can help ensure our communication is clear and concrete. �
bullets boxes brackets rays
line
timeline
bar
barbell
I want to help students… Use: dynamICON
collect ideas BULLETS
complete next steps BOXES
make a choice LINE
progress in their work BAR
know when to expect something TIMELINE
distinguish amounts of writing BRACKETS
select a good-enough solution RAYS
resolve a conflict BARBELL
Pair verbal directions with a dynamICON on a post-it, dry erase board, or right on a student’s paper
“Do you want a break, or keep working for a bit?”
! “You're about ¾ done – I think you can do this much more by the
time I come back to check on you.”
�
— Judy Endow
HAVING AN AUTISM NEUROLOGY MEANS THAT NEITHER INTERNAL REGULATION
(PHYSICAL, SENSORY, EMOTIONS) NOR EXTERNAL REGULATION (MAKING SENSE OF
THE WORLD AROUND US) JUST HAPPENS! WE MUST BRING DELIBERATE AND ONGOING
ATTENTION TO THESE AREAS. VISUAL SUPPORTS ARE POWERFUL IN
ESTABLISHING A WORKING EXTERNAL ORGANIZATION.
”
“
http://ollibean.com/2014/08/11/creating-visuals-instantly-for-unpredictable-activities/
COMM
UNICA
TION
dynamICONs © 2016 Lanou
ASD Nest Support Project at NYU Steinhardt 4th Annual New School Year Kickoff
How Could Someone Not Love a Bearded Dragon?PRESENTED BY Lauren Hough Williams @squarepeglabs #asdnest
Highly restricted,fixated interests that are
abnormal in intensity or focus
Restricted, repetitive patterns
of behavior, interests, or
activities
1. Obsessions2. Interests that are abnormal in intensity
3. Narrow range of interests
4. Focused on same few objects/topics/activities
5. Preoccupation with numbers/letters/symbols6. Being overly perfectionistic7. Interests that are abnormal in focus
8. Excessive focus on non relevant/nonfunctional parts of objects
9. Preoccupations (e.g., color, time, historical events)10. Attachment to unusual inanimate object11. Having to carry/hold specific/unusual objects12. Unusual fears
Loaded language
“Restricted repetitive behaviors”
“Perseverations”
“Obsessions”
“Circumscribed interests”
“Special interest areas”
“Preferred interests”
“Passions” "Students with AS do not consider their SIAs to be mere hobbies or leisure activities but regard them
as integral to themselves. They do not see a separation between the
SIA and their core being.”Koenig, Preferred Interests Survey, Presented at AOTA, 2010
Interest
Def. n. ˈint(ə)rist
The quality of exciting curiosity
or holding the attention
♥
StrengthDef. n.
streNG(k)TH Especially able, competent, or powerful in a
specific field or respect
© Hough and Lanou, 2013
Hou
gh
Will
iam
s &
Lan
ou, 2
016
Like
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❒ _
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Inte
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/ P
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on♥
♥
Stuff You Can Do For Kids with Free Money ASD Nest Staff Grants in Action
4th Annual ASD Nest New School Year Kickoff August 25, 2016
!
Peer to Peer: Supporting community service and developing leadership skills
Christina Castronovo, April Gurley, Evening Shinerock
Millennium Brooklyn High School
THE NEED: Students with ASD are mostly anxious about community service as a requirement and benefit from having meaningful and memorable experiences
THE PLAN: Organize a community service opportunity where students are paired with younger students with disabilities at local school
THE RESULTS: Community service can be a beneficial way for students with ASD to apply social and leadership skills in a meaningful way
Action Research: Active Seating/Secondary Focus for the classroom: Movement Stools
Lauren A Davies-Sekosky, Marianna Werth
PS 165Q
THE NEED: Students were having a hard time focusing during carpet lessons and independent work
THE PLAN: Use Hokki Stools, which allow for active seating, letting students move their bodies all while completing what was expected of them, thus embedding movement breaks / sensory diet within learning, maximizing instructional time
THE RESULTS: Teachers commented that, in both the upper and lower grades, students given Hokki Stools needed less refocusing prompts, and the quality and quantity of their work generally increased
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Apply for a 2016-17 ASD Nest Staff Grant at: http://steinhardt.nyu.edu/asdnest/kickoff2016
College Bound: ASD Nest College Trip to Adelphi University
Emily Mottahedeh, April Gurley, Stephanie Hernandez
Millennium Brooklyn High School
THE NEED: Students with ASD need to be exposed to college options earlier to ease anxiety related to the college process and independence, and they benefit from trips taken in a smaller environment and with more structure
THE PLAN: Organize a college trip to a local university with a program designed specifically for students with ASD, open to all juniors
THE RESULTS: The trip was well organized, students knew exactly where they were going and what their schedules would look like, and the tour guide and other people involved were clear and helpful throughout the day. Visiting college campuses can be a beneficial way for students with ASD to learn about college – and feel less anxious about the experience.
Stand! Sit! Move! Sensory Regulatory Tools
Markella Spiratos, Pamela Miscioscia, Marianna Werth
PS 165Q
THE NEED: Assist students to reach a “just right state” for optimal learning by providing sensory input while focusing on academic work
THE PLAN: Utilize alert seat/standing desk in classroom in order to assess how alternate seating can impact students’ attention and quality of letter production, and daily use of MeMoves mind body connect DVD in classroom
THE RESULTS: Positive impact as a preparatory tool for sensory regulation during desk top/writing activities; improved engagement and alertness; MeMoves successfully used as a quick refocus movement to transition back to work
One World Middle School News Team
Jose Mendez, Carol Lewis, Barbara Scheer, Margaret Snyder & student writers, editors, cinematographers directors
One World Middle School
THE NEED: We identified the need to communicate school wide events through student voice and perspectives
THE PLAN: Incorporate a school news program as a way to incorporate perspective taking and student voice
THE RESULTS: The students have put forth great effort towards making this project a reality. With the experience of setting up the program this year we are more aware of defining roles for each participant on the news team.
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Apply for a 2016-17 ASD Nest Staff Grant at: http://steinhardt.nyu.edu/asdnest/kickoff2016
Destination: The Middleground! Susan Brennan & Kirsten Lindsmith 4th Annual ASD Nest New School Year Kickoff August 25, 2016 Warning: this workshop may cause a paradigm shift-related meltdown, but not to worry, excellent examples and strategies are in place. Susan’s concept of the Middleground is a framework used in the ASD Nest to support balanced communication and building of social competencies over a “neurotypical-centric” approach to this collaboration. Through conversation, Susan and advocate Kirsten Lindsmith go deep into the roles of guide and guest to strengthen this framework from both the neurotypical and autistic perspective. Together they will expand upon:
• The Semantics that we use in an attempt to respectfully connect • Neurodiversity: the lens that allows us to both celebrate and support our students • Why the Middleground is necessary for true two-way communication • The Roles of Guide and Guide, more specifically:
Susan Brennan is a speech-language pathologist, writer, consultant and mother. She is the primary developer of Social Development Intervention(SDI). As director of The Social Underground she designs social groups for kids, and supports children and young adults with autism, ADHD and other social cognitive challenges, as well as their families. Susan consults to museums, game labs, and school professionals to foster dynamic communication, and to encourage interest & strength-based supports. She was a guest lecturer at Hunter College for six years and has presented around the country. Susan practices and lives in NYC and in Western MA. Kirsten Lindsmith is an author, artist, consultant, and autism advocate. After receiving an ASD diagnosis at 19, she began co-hosting the online television show Autism Talk TV. Kirsten has written columns for WrongPlanet.net and AutismAfter16.com, and was profiled in The New York Times in a feature titled Navigating Love and Autism. She maintains a blog at KirstenLindsmith.Wordpress.com where she writes articles about ASD-related topics. She is a member of the board of advisors for the Yale Child Study Center’s Initiative for Girls and Women with ASD. She currently works as an academic and career coach for young adults on the spectrum, and as a consultant for parents, professionals, and individuals with ASD and other developmental disorders. Kirsten graduated from the University of MA Amherst with a degree in Vertebrate Ontogeny and Phylogeny. Her interests include autism spectrum research and advocacy, anthropology, zoology, video games, and petting soft cats. She lives in NYC with her cat, Buffy.
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