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Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices Building Your Future Intensive Training
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Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

Feb 23, 2016

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Building Your Future Intensive Training. Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices . Today’s Itinerary. Morning: Orientation to the START Project and BYF Intensive Training Foundations in ASD Afternoon: Meeting Mechanics. Purpose of START. - PowerPoint PPT Presentation
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Page 1: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

Building Your Future Intensive Training

Page 2: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

Today’s Itinerary• Morning:

– Orientation to the START Project and BYF Intensive Training

– Foundations in ASD

• Afternoon:– Meeting Mechanics

Page 3: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices
Page 4: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 20120

2000

4000

6000

8000

10000

12000

14000

16000

Michigan Students with an ASD Eligibility Label

Num

ber o

f stu

dent

s

1,208

15,976

Page 5: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

Purpose of STARTSTART serves as a

coordinating and supporting entity for

regional sites across the state of Michigan to

increase access to local resources, training and

support for students with autism spectrum

disorder.

Page 6: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

START Primary Components

Page 7: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

Team-based Intensive Training

START Early Childhood Intensive Training

START K-12 Intensive Training

START Building Your Future Training

Page 8: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

Making Professional Development EffectiveLang & Fox (2003)

0%10%20%30%40%50%60%70%80%90%

100%

w/out follow-up w/follow-up

• Traditional professional development (training without follow up to support implementation) yields a 5-10% implementation of strategies success rate.

• With follow up, that number can rise to 75-90%

Page 9: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

START Intensive Training Goals

• Acquire content knowledge

• Apply content knowledge

• Develop teaming and collaborating skills

• Develop systems to assure implementation

Page 11: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

Systems ChangeCommon principles/practices for supporting students with ASD

• Positive behavioral interventions & supports• Integration of students and peer supports• Team approach for planning, development, and

implementation • Training and coaching to support implementation• Assessment and planning for program improvement• Networking and sharing across districts and counties

Page 12: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

Big Ideas

LRE/Natural Environments

Independence & Socialization

Data-Based Decision-Making

Evidence-Based PracticesUse the ASD to the

Student’s Advantage

Families as Active

Team Members

Peers as Critical

Natural Supports

Universal Supports

Team Process and Problem Solving

Proactive / FrontloadAccountability

Page 13: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

Goals for Individuals with ASD

Socialization Skills

Independent Skills

Employment

Page 14: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

START Primary Components

Page 15: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

Regional Collaborative Networks (RCNs)

START/ Autism Education Center at GVSU

SMART Lake side OCAN SMACWest

MAC LEAN MAC Wayne WIN4Autism

CAN4GCA CMACUPAN Thumb Kent

CANCRANNAN

Great Lakes

Intermediate & Local School District Trainer/Coaches

Student and Family

School Building Coaches & Teams

Page 16: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices
Page 17: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

START Primary Components

Page 18: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

• Annual START Conference, Leadership Meetings, Summer Institute

• START Website http://www.gvsu.edu/autismcenter/transition-312.htm

• Products and Materials developed by START partners (i.e. RCN)

Page 19: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

START Conference 2014April 29, 2014 @ Lansing Lexington

KEYNOTE:Evidence-based intervention in transition and

adulthood

Peter Gerhardt, Ph.D.

Page 20: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

START Primary Components

Page 21: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices
Page 22: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

Resources for Evidence-Based Practices for Students with ASD

• NPDC: (http://autismpdc.fpg.unc.edu/)

• OCALI: AIM (Autism Internet Modules) (http://www.autisminternetmodules.org)

• National Autism Center: National Standards Project (http://www.nationalautismcenter.org)

Evidence-Based

Page 24: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

Why Demand Use of Effective Practices

• Improved Student Outcome

• Legally Defensible

• Efficient use of Time and Money

Page 25: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

The FutureA START Partner for Life!?

We are committed to supporting our training sites for the duration of our

grant funding through Regional Collaborative Networks and Coaches with a goal of improving outcomes for

all students with ASD.

Page 27: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 20120

2000

4000

6000

8000

10000

12000

14000

16000

Michigan Students with an ASD Eligibility Label

Num

ber o

f stu

dent

s

1,208

15,976

Page 28: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 260

200

400

600

800

1000

1200

1400

1

65

210

409

616

803

983

11431187

13071270

11581124

1059 1036

942

872

552

294

208 197162

129 136104

9

Number of Michigan Students with ASD by Age* Based on 2011 MDE, OSE Eligibility Count

Page 30: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

National Data: Housing• 2008 Easter Seals study showed more than 80% of adults with ASD

ages 19-30 live at home with their parents

• Majority of adult children with ASD are living with aging parents Adults 19-30 with Autism

• With parents or guardian 81%• Independently, with spouse or partner 3%• With other family member/spouse/partner 0%• Supported residence for individuals with special needs 14%• Other 2%

Adults 19-30 with Asperger• With parents or guardian 71%• Independently, with spouse or partner 9%• With other family member/spouse/partner 5%• Supported residence for individuals with special needs 7%• Other 7%

Easter Seals, 2008

Page 31: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

Autism

Multiple disabilities

Mental impairment

Orthopedic impairment

Visual impairment

Traumatic brain injury

Emotional disturbance

Hearing impairment

Speech / language impairment

Learning disability

Other health impairment

0 20 40 60 80 100 120

Engagement in education, employment, or training after leaving school

PercentageNLTS2, 2009

Page 32: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

Employment OutcomesDespite the passage of the Americans with Disabilities Act, the Supreme Court decision in the Olmstead v. L. C. (1999) case with its emphasis on full community integration for individuals with significant disabilities, the majority of individuals with significant disabilities currently are not working in competitive employment.

Paul Wehman, W. Grant Revell, and Valerie Brooke (2003). Has It Become the "First Choice" Yet? Journal of Disability Policy Studies, 14(3), 163-173.

Page 33: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices
Page 34: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

Michigan Response• Michigan ASD State Plan

– http://www.asdplan.cenmi.org/

• Autism Insurance in Michigan– http://www.michigan.gov/autism – http://autismallianceofmichigan.org/news-info/autis

m-legislation/ (Autism Alliance of Michigan)

Page 35: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

START’s Response

START Building Your Future (BYF)

Projects

Regional Collaborative

Networks: PST Goal

Intensive Training

(IT)

Technical Assistance

(TA)

Page 36: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

Purpose of the BYF IT• Increase Knowledge of ASD & Implementation of

Effective Transition Practices

• Increase Collaborative Teaming Practices

• Improve Transition Outcomes for Individuals with ASD:– Access to Higher Education– Employment– Independent Living– Community Involvement

Page 37: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

Training Curriculum• Orientation and Foundations• Meeting Mechanics and Guiding Principles• Looking at ASD Differently / Adults• “Stop It” and Other Behavioral Strategies• Asperger• Natural Supports• Discovery & IEP• Systems Change

Page 38: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

Getting STARTed: Today’s Trip

• Daily Schedule:– 8:30am - 3:30pm– Lunch provided– AM & PM Breaks

• Materials:– Module Materials– Tool Kit (Review)

• Activities:– Content & Discovery Process activities with each module– Action plan development– One meeting per team outside of START training

Page 39: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

Snow DaysSTART Training is canceled if… “insert decision here”

• Phone Tree Plan:“insert decision here”

• Make sure to get home / cell #s

Page 40: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

Getting STARTed• Table Folders

– Important Information– Save the Dates– Sub team lists / email addresses

• Sub-Team Email List Update– Sign in each session– Notify START continuity staff with changes

• CEUs

Page 41: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

Improving the JourneyTraining Expectations Activity

• Wait for Team Time to Talk– Write notes if needed

• Cell Phones on Silent

• CONTRIBUTE– Everyone has a contribution to make

• OTHERS:– Sub-Team Expectations– Large Group Expectations

Page 42: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

Foundations in Autism Spectrum Disorders

Page 43: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

ASD 101 / FoundationsWhat do you know coming in?

• Novice

• Intermediate

• Advanced

Page 44: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

Changing Rate of ASD

1994 2012

DSM IV CDC

4-5 in 10,000(1 in 2,000)

1 in 88

Page 45: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

Foundations of ASDAutism identified in

1943 by Leo KannerAsperger Syndrome identifed in 1944 by

Hans Asperger

Page 46: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

Autism’s First Child

The Atlantic Monthly

In 1943, Donald Triplett of Forest, Mississippi became the first person to be diagnosed with ASD. His parents chose not only to accept him as he was, but created a hometown environment of love and friendship that refused to allow others to misinterpret or misrepresent him or his “oddity.” 

Page 47: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

DSM-IV Definition of Autism(MI definition)

Restricted & Repetitive Behavior

Impairment in Socialization

Impairment in Communication

Page 48: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

Triad of ASD

Page 49: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

DSM-V Proposed Change

Impairment in Social-

Communication

Restricted & Repetitive Behavior

Page 50: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

Continuum of Skills for Individuals with Autism

Severe MR Gifted Aloof Passive Active/Odd Non-verbal Verbal Awkward Agile Hyposensitive Hypersensitive

The Advocate (2003)

Measured IQ

Social Interaction

Communication

Motor Skills Fine & Gross

Sensory

Page 51: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

ASD is a neurbiological disorder that impacts:

• Processing

• Attention and shifting

• Basic social behaviors

• Interaction with the environment

• Learning

Lord, 2010

Page 52: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

Socialization Skills and Development

Page 53: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

Social Characteristics Limited appropriate use of nonverbal behaviors

in social situations (e.g., eye gaze, gestures, body language)

Difficulties recognizing and responding to subtle social nuances, cues, and unspoken messages Identifying and responding to people’s tone of

voice, facial expressions, posture, etc.

Page 54: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

Social Challenges

• Social attempts may look like problem behaviors

• Developing relationships often challenging

Page 55: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

Social Deficits and Difficulties• Social reciprocity and perspective taking

• Responding to social bids

• Social initiation

• Social repair

• Social isolation

Page 56: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

Social Characteristics

Theory of mind deficits – difficulty with understanding and appreciating the thoughts and feelings of others

Theory of mind is the ability to attribute mental states—beliefs, intents, desires, pretending, knowledge, etc.—to oneself and others and to understand that others have beliefs, desires and intentions that are different from one's own

Page 57: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

Theory of Mind

What I see is what others see. What I know is what others know.

What I feel is what others feel. What I believe is what others believe.

Page 58: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

Autism is a Social Learning Disability

• We are wired to read social information into everything

• We are experts on faces and emotions most of the time

• Yawning (Senju et al., 2007)

• Social information is protective since it enables us to read situations

Page 59: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

Communication Skills and Development

Page 60: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

Communication• Facial expression doesn’t augment communicative

intent

• Prosody tends to be flat or exaggerated and voice can be too loud or soft with rate of speech being too slow or too fast

• Language can be repetitive, overly formal, idiosyncratic

• Echolalia (processing the utterance as a whole “chunk”, not as individual words)

• Difficulty with conversations

Page 61: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

Three ASD Communication “Facts”

1. In ASD expressive language and receptive language are not equal

Page 62: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

Understanding Meaning• I didn’t say she stole my money (but someone said it).• I didn’t say she stole my money (I definitely didn’t say it).• I didn’t say she stole my money (but I implied it). • I didn’t say she stole my money (but someone stole it). • I didn’t say she stole my money (but she did something with

it).• I didn’t say she stole my money (she stole someone else’s).• I didn’t say she stole my money (she took something else).

Page 63: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

Three ASD Communication Facts

2. If you didn’t write it down you didn’t say it.

Page 64: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

Communication-Stress & Anxiety

3. Understanding and communicative expression breaks down under stress-

– Even if a student has verbal language, it may be difficult for him to communicate when upset

– A student under stress needs more visual and less verbal input

Page 65: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

Individuals with delays in language development are at risk for using challenging behaviors as a way to

communicate their needs and wants.

Florida State University , 2005

Page 66: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

Restricted and Repetitive Patterns of Behavior

Page 67: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

Restricted and Repetitive Patterns of Behavior

• Narrow interest of abnormal intensity or focus

• Fascinations: numbers, sports facts, computers

• Inflexible adherence to specific nonfunctional routines or rituals

• Distress at unexpected changes

Page 68: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

Restricted and Repetitive Patterns of Behavior

• Stereotyped, repetitive motor mannerisms Hand or finger flapping Complex whole body movements

• Persistent preoccupation with parts of objects, such as spinning the wheels on a toy car

Page 69: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

Sensory Differences Associated with ASD

• Not necessary in the diagnosis of ASD but virtually all individuals demonstrate sensory processing issues

• Strong reactions to everyday sensations

Page 70: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

Hypersensitivity(too sensitive)

• Sensitivity to bright light or the  flicker of fluorescent lights

• Being fascinated with light and reflection

• Intense perception of colors     • The smell or taste of any food

is too strong • Intolerance of the texture of

certain foods • Painful reaction to loud and /

or high noises • Overreaction to hot/cold • Intolerance of the feel of

clothes or shoes • Extreme touch sensitivity

Hyposensitivity(minimally responsive)

• Seems not to feel pain or temperature.

• Prone to inadvertent self-injury

• Seeks deep pressure (e.g. crawls under heavy carpets) and tight clothes

• Appears not to hear certain sounds

• The person might wave his/her hands around or rock back and forth or make strange noises in order to stimulate the senses

Page 71: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

Signs of Sensory Difficulties• Putting hands over ears (sensitivity to noise),

vocalizing to override the sound• Flicking fingers in front of eyes (visual sensitivity) • Having meltdowns (sensory overload) • Not appearing to hear certain sounds or showing

panic reactions to certain unexpected sounds (noise)

• Rocking, pacing, fleeing

Page 72: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

Autism Spectrum Disorders Sensory Characteristics

When I was a child, large noisy gatherings of relatives were overwhelming, and I would just lose control and throw temper tantrums.

» Temple Grandin

Page 73: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

Autism Spectrum Disorders Symptoms of Anxiety

• Pacing, motor over-activity• Perseveration –preferred topics or activities,

questions asking• Increased self-talk• Social withdrawal/avoidance• Poor decision making• Decreased attention span• Outbursts

Page 74: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

Autism Spectrum Disorders Sources of Anxiety

• Sensory under- or over-stimulation• Changes in schedule, routine• New people, events, environments• Unfamiliar task demands• Immersion in social settings• Teasing

Page 75: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

“People expect cognition and social functioning to be equally developed. When kids with Asperger’s Syndrome experience difficulty they wrongly assume it is deliberate misconduct.”(A. Klin and F. Volkmar, 1997)

Page 76: Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

IDEA ‘04“Almost 30 years of research and experience had demonstrated that the education of students with disabilities can be made more effective by having high expectations…”

The Universally Designed Classroom(2005)