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

Mar 27, 2015




  • Slide 1

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 Conference July 31, 2008 Peoria Illinois Slide 2 Best Practices/Evidence Based Practices Ten Guiding Principles for Students with ASD Ten Considerations for Asperger Syndrome Slide 3 Best Practices To date, there is no one intervention that is effective with all children with ASD Slide 4 Best Practices: Common Elements Core Skills Highly supportive teaching environments Predictability and routine Functional approach to problem behaviors Transition Family involvement Slide 5 Best Practices Strong programs address a variety of domains Behavior Communication Socialization Academics Slide 6 Types 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 Slide 7 Evidence-based Practices Applied Behavior Analysis (ABA) Discrete Trial Instruction (DTI) Pivotal Response Training (PRT) Learning Experiences: An Alternative Program for Preschoolers and parents (LEAP) Slide 8 Promising Practices Play therapy Assistive Technology AAC Incidental Teaching JARS PECS TEACCH CBM Social-decision Making Social Stories Pharmacology Sensory Integration Slide 9 Practices 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 Slide 10 NATIONAL STANDARDS PROJECT 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 Slide 11 Dr. Stacey Bock Autism Spectrum Institute Illinois State University Slide 12 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. Slide 13 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. Slide 14 Visual strategies are useful for many people with ASD- not all, but many. Use visual strategies 2 Providing visual information at all times may be very useful for people with autism, and can enable independent functioning. Slide 15 Use visual cues to reinforce any information you need to convey. Pictures Symbols Drawings Words Sign-language Gestures Combinations Slide 16 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. Slide 17 Slide 18 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. Slide 19 Slide 20 If student is making noise (clicking, tapping pencil), try providing the same sensory input in a more appropriate way. Shape, dont eliminate, self-stimulatory behavior 5 Recognize when the student is exhibiting a need for sensory stimulation. Slide 21 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. Slide 22 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 Slide 23 Incorporate music and motor movements into instruction as much as possible. Get a rocking chair, exercise bicycle and mini-trampoline for the classroom! Slide 24 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 generalization 6 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. Slide 25 Put on your detective hat again! Identify reinforcers 7 Observe, observe, observe Identify things which seem to calm the student: movement patterns response to auditory stimuli visual preference And Slide 26 Creates a sense of control Frequent choice-making 8 Allows the student to choose activities which enhance feelings of safety Strengthen the students motivation to increase communication skills! Slide 27 Many people with autism are easily overwhelmed with sensory information. Dont 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. Slide 28 Reduce ancillary words. Just the facts, maam! Try reducing directions to just the key informational words- who, what, when, where, why, etc. Slide 29 Just as children change, their responses change. Weather, physical state, emotional state- all play a part. Evaluate, Evaluate, Evaluate 10 Observe and record responses to every strategy attempted to determine best practice for this student. Slide 30 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! Slide 31 Ten Considerations for Students with Asperger Syndrome Slide 32 Illinois Autism/PDD Training and Technical Assistance Project Structure Seat Arrangement Students with Asperger Syndrome are easy targets for Bullies 1 Slide 33 Illinois Autism/PDD Training and Technical Assistance Project Good Seating Choices Next to a model student Near the teacher A quieter area of the class Slide 34 Illinois Autism/PDD Training and Technical Assistance Project Group Work The characteristics of students with AS can make group work challenging and sometimes horrible experiences. 2 Slide 35 Illinois Autism/PDD Training and Technical Assistance Project Some Ideas about Group Work Avoid self-selection Teach all students how to function in a group Suggest tasks or roles Slide 36 Make your Classroom a Caring Community 3 Model and praise respect and caring Zero tolerance for unkind remarks or actions Slide 37 Illinois Autism/PDD Training and Technical Assistance Project Use Visual Supports 4 Slide 38 Illinois Autism/PDD Training and Technical Assistance Project Sequences Calendars Schedule Class jobs Space Slide 39 Illinois Autism/PDD Training and Technical Assistance Project Use Organizational Supports 4 Slide 40 Illinois Autism/PDD Training and Technical Assistance Project Graphic organizers Break assignments down into steps Examples of expectations Outlines and guided notes Organized notebooks Slide 41 Morning Checklist CheckActivity Put away backpack Make lunch selection Turn in Homework Pick reward from menu Slide 42 Homework Checklist I filled out my agenda book for all my classes Lang Arts Math Science I have my assignments for all my classes Lang Arts Math Science I have all the textbooks I need for my homework Lang Arts Math Science I have the supplies I need for my homework Calculator Notebook I have checked out with Ms. Jones Time ________ Slide 43 Prepare for Change 5 Slide 44 Clearly stated and posted class rules Private conversation Signal Be an interpreter Slide 45 Reduce Stress Related Activities Many students with AS can become easily overwhelmed 6 Slide 46 Ear plugs or headphones Alternative activity for difficult events A designated support person/place Slide 47 Coping Cards Take 2 deep breaths with your eyes closed Press your hands together and count to 10 slowly Slide 48 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 others touch, that might tell me that I am feeling anxious. I can use the relaxation techniques on my coping cards. Bixler, 2006 Slide 49 Incredible 5-Point Scale ratingdescriptionsetting 5 ScreamingEmergency only 4 Outside VoiceBall game 3 Talking voiceClassroom 2 Soft voiceLibrary 1 No talkingWhen someone is talking to me Buron, K.D., & Cutis, M. (2003) The Incredible 5-Point Scale Slide 50 SAVE the student Students with AS do not have internal social understanding 7 Slide 51 Label the comment Matter of fact explanation Use a peer social translator Slide 52 Promote Positive Peer Interaction 8 Direct toward structured activities Avoid unstructured activities Identify arenas where the student can contribute Slide 53 Capitalize on Special Interests 9 Slide 54 Teach The Hidden Curriculum