Simulations For Teaching Social Interaction[1]

IDE 650 Presentation, July 14, 2008 by Wayne Williams

Teaching with Simulations to Improve Outcomes for Autistic Children

Simulations can be used to enable children with autism to learn by doing.

Simulations are one of the best forms of instruction because they allow students to make mistakes without a negative consequence.

Unlike modeling only simulations improve the ability to cross domains by using what has been learned from unlike situations.

Example of a Simulation to Aid Communication

The autistic child has difficulty looking at faces when establishing communication with an adult. Place pictures of people (faces only) on a computer. People

who are smiling, laughing, talking, listening, and any others you like.

Allow student to look at pictures without supervision. Supervise student while asking that he/she look only at the

screen. Once student looks at faces reinforce with reward. Change process to video pictures of faces. Repeat process above. Move to general environment for confirmation of new

behavior.

Autism/Pervasive Developmental Disorder (PDD) is a neurological disorder that affects a child’s ability to communicate, understand language, play, and relate to others. PDD represents a distinct category of developmental disabilities that share many of the same characteristics.

• Autistic Disorder, • Asperger’s Disorder,• Rett’s Disorder, • Childhood Disintegrative Disorder, and• Pervasive Developmental Disorder No Otherwise Specified (PDD-NOS).

Simulation Learning is one of the best: Teaching methods for transferring life

skills. Improving Self Determination. Improving social skills. Improving behavior. Improving family relationships. Improving study and academic skills Improving the chances for success after

school.

Information from the National Institute of Mental Health and the Center for Disease Control and Prevention (CDC) indicates that between 2 to 6 per 1,000 children (from 1 in 500 to 1 in 150) have some form of autism/PDD. These disorders are four times more common in boys than in girls, although Rett’s Disorder has only been reported and diagnosed in girls.

• Communication problems (e.g., using and understanding language);• Difficulty relating to people, objects, and events;• Unusual play with toys and other objects;• Difficulty with changes in routine or familiar surroundings; and• Repetitive body movements or behavior patterns.

Vary widely in abilities, intelligence, and behaviors.

Some children do not speak; others have language that often includes repeated phrases or conversations.

Children with more advanced language skills tend to use a small range of topics and have difficulty with abstract concepts.

Repetitive play skills, a limited range of interests, and impaired social skills are generally evident as well.

Unusual responses to sensory information—for example, loud noises, lights, certain textures of food or fabrics—are also common.

Make sure directions are given step-by-step.

Find out what the student’s strengths and interests are and emphasize them.

Provide social/collaborative interactions throughout the regular school day.

Seek help from expert professional resources (including parents) to understand the meanings of the behaviors

Have consistent routines and schedules. Work together with the student’s parents

and other school personnel. Regularly share information about how

the student is doing at school and at home.

Provide immediate rewards. Even for the small things.

Time for Cleaning

Lets teach what cleaner to select.

A autistic child can mistake a glass cleaner for dishwasher soap.

The bottles may be so much alike that they have problems telling which cleaner is which.

To help them tell them apart use color codes. Teach which cleaner is glass cleaner,

(Example) Add green dot to glass cleaner, red dot to

soap.

Teach the difference

Teach the difference by practicing with the student.

Practice by teaching the code, (the dots)

Supply rewards for correct answers. Once mastery is achieved try in home

environment.

Annual Goal #52 __________ will clean glass (windows and mirrors) appropriately at _____ level/percent for ____ out of ____ opportunities as measured by ____________.

Objective #1 Identify when surface needs cleaning.

Objective #2 Get materials. Objective #3 Squeeze/spray appropriate

amount of cleaner onto surface. Objective #4 Rub top to bottom and side to

side and around edges. Objective #5 Dry the surface. Objective #6 Put the materials away.

Autism Information Center at CDC800-311-3435  www.cdc.gov/ncbddd/autism/index.htm  

Autism Society of America 800-328-8476   www.autism-society.org  

Autism Treatment Network    www.autismtreatmentnetwork.org

Center on Positive Behavioral Interventions and Supports (PBIS) www.pbis.org   

Center for Implementing Technology in Education (Cited)www.citededucation.org

Cure Autism Now888-828-8476   www.cureautismnow.org 

The Family Center on Technology and Disabilitywww.fctd.info/  

Indiana Resource Center for Autismwww.iidc.indiana.edu/irca   

Interactive Autism Networkwww.ianproject.org/

MAAP Services for Autism & Asperger Syndromewww.asperger.org  

National Alliance for Autism Research888-777-6227  www.naar.org/  

NIH Autism Research Networkwww.autismresearchnetwork.org/AN/  

NIMAS Development and Technical Assistance Centershttp://nimas.cast.org

O.A.S.I.S. Online Asperger Syndrome Information and Supportwww.aspergersyndrome.org/  

Professional Development in Autism Centerhttp://depts.washington.edu/pdacent/  

Yale Developmental Disabilities Clinicwww.autism.fm   

Click to see why autistic children can have a difficult time learning in the environment.

YOU-TUBE VIDEO http://youtube.com/watch?v=Stq_fqKqF74&feature=related

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USE YOUR IMAGINATION

Use Virtual Realities Role Play Modeling Go out in the real world If we don’t try we don’t learn.