Strategies that Work! Teaching Students with Autism Spectrum Disorder 2011-1012 School Year Rosalou Maxwell
Dec 06, 2014
Strategies that Work!Teaching Students with Autism
Spectrum Disorder2011-1012 School Year
Rosalou Maxwell
• Autism is a neurological disorder. There are various theories regarding the cause of autism:-genetics-abnormal brain development-environmental “triggers”
- None have been scientifically proven.
Students range in their abilities and skills within the spectrum. Generally children will show characteristics of this disorder before age 3. Autism significantly affects the following areas:
1. Communication: Non-verbal, minimal speechRepetitive speechDifficulties with comprehensionLiteral interpretation of languageMay use words without attachment of meaning.
2. Social Interaction: Poor eye contactLimited facial expressionsLimited or inappropriate interactions with peers Limited understanding of social rules or cuesUnusual reactions to social situationsMinimal cooperation with peers
3. Behavior Patterns: Repetitive movements, self-stimulationRestricted interestsInflexible routines/ritualsResistance to change/transitionsBehavior episodes (meltdowns/tantrums)Possible aggressive behaviorPossible Self-injurious behaviorsSensory issues
• Approximately 1 in 110 children have the diagnosis of autism. It is the fastest growing developmental disability.
• Ratio of 4 boys to 1 girl• Approximately 560,000 individuals in the
United States between the ages of 0 and 21 have autism.
• Autism is increasing at a rate of 10-17% per year. At this rate there could be 4 million individuals with Autism in the U.S. in the next decade.
• (Dr. Jennifer Sellers, Auburn University
Successful Strategies for the School Year
• Weak Processing Speed• Verbalize more than they understand• Slow work speed• Poor writing skills• Poor organizational skills• Difficult to see the big picture• Immature and inappropriate social skills• Behavior/motivational issues• Perception and theory of mind issues• Sensory Integration issues• Good rote memory• Difficulty regulating their emotions• Poor coping strategies
The ability to pick up and act on social assumptions The ability of think about other people’s thinking, (“Is this
person I’m speaking with interested in what I’m talking about?)
Mind reading: facial expressions, body stance, voice tones, Problems with planning, organizing, shifting attention and
multitasking Difficulties approaching complex tasks, breaking them down
into parts and budgeting time Unable to leave one task if it is not finished Difficulties drawing diverse information together to construct
higher level meanings in context Grasping the “gist” of a story, Seeing parts over the whole By age 4, children understand that people have thoughts,
knowledge, beliefs, and desires of their own. Students with ASD don’t realize that their comments may offend or embarrass others. They are generally “blunt” and “say it like they see it”.
Seating arrangement Organization Routine/Rules Daily Schedule Advance Planning Classroom Positive Behavior
Management Plan Visual Strategies Develop a Supportive Classroom
Clear visual schedules Materials organized and labeled for easy access Picture labels or icons when necessary Individual and group work spaces clearly delineated Materials accessible and within reach for students when
appropriate Checklists for procedures and rules are posted Color-coding used where appropriate to build in
independence in tasks Transition times marked by visual or auditory cues Student desks and tables are appropriate size and
comfortable
*2010 LRP Publications
Areas of Concern: Challenge for students with autism Difficulty seeing the perspective of
others Isolation from peers Difficulty managing day-to-day
interactions Struggle with communication skills Poor problem solving skills Confusion with “hidden curriculum”
Why Teach Social Skills??
For many students, the development of social competencies, even more than academic or vocational skills, will determine how independently they can be as adults.
(Staying in the Game, Loomis)
Social Tools to Assist Student
1.Rule Cards: Proper greeting behaviors Problematic behaviors to avoid Play rules2. Conversational Starters3. Scripts4. Social Stories5. Situational Fact Sheets (Written or in
pictures)6. Relaxers/Fidgets7. Environmental Supports8. Incentives/Rewards
Being Friends with Boys
Girls may like boys and may have a “crush” on them. Having a crush on a boy is okay when you are older. At school we need to follow our rules:
1. Look at my friend when he is talking to me. Do not stare at my special friend when he is not talking with me.
2. Give my special friend his personal space. Do not touch him. 3. Talk about what all my friends are talking about. It is not
appropriate to talk about my special friend. It is a good idea to change topics when I am asked. I can talk about the weekend, pets, holidays, vacations, or school projects.
4. Observe my friends to see if they want to talk with me. If they don’t look at me, walk away, or don’t talk to me, then I will find someone else to talk with.
My special friend does not like for me to follow him, to stare at him, or to touch him. I will try to follow my school rules. I will look at my Rating Scale, and try to stay at numbers 1 or 2. If I start to act like a number 3, 4, or 5, I will try to remember when I need to do to be friendly and show appropriate behavior at school.
Peer buddies check for understanding and prompt for direction-following
Small groups or partners during guided practice activities
Peer buddies at recess and breaks for social support
Peers taught appropriate ways to prompt for appropriate responses and behaviors.
Cross age tutors for academic support Lunch bunch to encourage social skills
Generalization of Social Skills
Peer Mentors: More naturally occurring support
Adult Intervention: Levels of support Monitor Level Guide Level Intervention LevelGradually “fade” levels of support:
- Fade the amount of information given, the length of teaching sessions, the frequency of sessions
Social Goal for Student:
The goal of any social skills training should be to make sure the student learns enough social skills so that he can function independently in the community as an adult.
We want the student to master sufficient social skills so that as an adult he’ll be able to “choose” how much social activity he would like in his life.
Look at homework and reduce if needed to allow student to be able to complete it independently at home.
Be creative in finding motivations for the student to complete work.
Teach and use a system for organizing his work and in writing his homework.
Use a positive behavior management plan
Accommodations
Use visuals to teach as much as possible Have “rules” specific for the student and
teach him those rules. Have a copy in his notebook.
Use “gestures” (V for volume) in the class to remind student of desired behavior.
Teach the student to be a self-advocate for his needs
Teach him strategies to relax and to use those when he requires them.
Accommodations
Allow him to the computer for written work (Writing may be difficult or the student may dislike it.)
Be creative with projects allowing power point presentations and allowing the student to focus on his area of interest if possible
Provide routine and an agenda for your classes so the student will know what to expect
Use Multi-media in the classroom to engage students (projectors, computers, DVD’s, Ipads, tablet computers, smart boards, video recorders)
See handout for other suggestions
Generally the “biggest challenge” Behavioral concerns “top of list” for strategies Required to use “PBS”-Positive Behavioral
Supports Philosophy: Behavioral concerns can be
anticipated and prevented through careful planning and well-designed motivational systems.
If problems occur with system, may need additional “accommodations”
Examples of Systems and Accommodations:
Sticker Chart: 1.Provide “rules” for earning stickers2.Begin with a high success rate for the student3.Carry stickers with you throughout the day or
determine a set time the stickers will be issued4.Honor the conditions you established until the
chart is full5.Before issuing the chart, let the student
determine the reward6.Give the reward per the agreement (Don’t make
him wait for the reward. )
Examples continued:
Red, Yellow, Green Pocket Charts1. Clearly post your expectations for staying on green2. Be consistent with changing cards3. Make sure the motivation for staying on green is motivating for the student with ASD4. Increase the frequency and duration with which you provide rewards
5. Use consequences with caution. Research indicates that issuing a consequence will temporarily stop a behavior, but not change it in the long term
Examples continued:
The Marble Jar1.Post the conditions for placing marbles in the jar2.Make sure the students experience a high rate of
success3.Provide specific feedback when you put marbles in
the jar4.Allow students to put marbles in the jar5.Be consistent and generous with filling the jar6.Never take marbles out for “bad behavior”.
Instead remind them of their rules for filling the jar
7.Have the students come up with the reward (Have a reward menu visible, but select when jar is full)
8.Allow different student to choose the reward and rotate the reward menu
Examples continued:
Race to the Finish Line:1.Make sure the conditions for moving the
vehicle are visible and specific2.Set conditions that are easily achieved3.Never move backwards4.Have the students select the reward5.Keep reward menu visible6.Be prompt with using rewards. IF you have
to wait a few days for the reward, make sure you set the date it will happen and stick to it.
Techniques for Behavior Management Behavioral Charts (1-5) Relaxation Schedules Self-Management Strategies Behavioral Contracts Be aware of “stressors” (unstructured
times, transitions, crowded hallways, changes in schedule, social interactions, P.E., lunch, recess)
Positive Behavior Management
5 Point Scale
Santa Goofy Point Card Sheet
Points Choices
7 seven
Computer and Printer
6 six
5 fiveChitty Bang Bang-Barney- or movie
4 fourChips Cheetos Smarties
3 three
Book on Tape / Music
2 two
1 one
My Relaxation Techniques
1.Close my eyes
2. Take 5 deep breaths
3. Count to 10 slowly
4. Stretch my arms over my head
5. Take 5 deep breaths
ASK:A. Am I relaxed? YES Then go back to
class
B. Am I relaxed? NO Then start at number 1
Additional Strategies for Behavior
Be generous with praise Be specific about what the student is doing
“right”. Use token cards/visual systems to manage
behaviors Establish reinforcements/incentives for the
students to complete work and to maintain positive behavior. These may change throughout the year.
Consult with Behavior Specialist (Functional Behavior Analysis )
Use visual methods to teach strategies SOCCSS: Situation-Options-Consequences-
Choices-Strategies-Simulation, Developed by Jan Roosa
SOLVE: Seek-Observe-Listen-Vocalize-Educate
Live out Loud: Talk about the steps you are doing as you solve daily problems: (There is no room to write on the board, I need to erase
Use literal language in explanations or explain more abstract concepts
Talk about idioms in class if they come up and explain
Talk about one item a day of the “Hidden Curriculum”
Use shorter, simpler sentences Involve the Speech/Language Pathologist Ask him questions to make sure of
comprehension or ask him to repeat the direction
Additional Strategies for Language
Remember comprehension is not guaranteed Clearly define your expectations, tell the student
specifically what you want them to do (i.e. Put the microscope in the cabinet instead of clean up the science lab)
Combine verbal instruction with pictures and/or gestures
Explain generalities (i.e. If there is a science test on Thursday, be sure the student knows he should start studying before Wednesday night)
Be specific with directions (call the student’s name, have the student paraphrase directions)
Encourage the student to clarify any direction he does not understand
Sensory Integration
What is it?It is the ability to take in sensory information,
process the information and then respond to the information.
What are the sensory systems?Tactile-touch Olfactory-smellAuditory-hearing Proprioception-knowing Visual-seeing where your body is in spaceGustatory-taste Vestibular-movement
Sensory Issues
Oversensitivity Noises Visuals Fixations Excessive Verbalizations/talking ObsessionsSensory processing can be affected by
medication, lack of sleep, nutrition, holidays, etc. Be aware of what is going on in a child’s life.
Be ProactiveVersesReactive
Everyone has a sensory system that is being regulatedconstantly….we just don’t have to think about it!Children with impaired sensory systems need extra help to achieve “just the right balance”.
Strategies
If the student is having difficulties in class, deal with those early
Try giving her a job to do within the class or ask her to “run an errand” or deliver a message to the office (prepare office staff)
Ask her if she needs a break Have a break area in your room Call the student’s special education teacher for help
Additional techniques for Sensory Issues
Manage Environment Seating Schedule Routine/Rules Advance Planning Visual Strategies Supportive
Classroom Fidget Items
Organization Daily Agenda Notebook Checklists Accommodations Sensory Activities Sensory Diet during
day Sensory Breaks Occupational Therapy
Provide schedules of your day on the board, on desk, in notebook
Give mini-schedules for projects/book reports
Help them learn new routines Structure assignments for understanding List steps to complete assignments Be consistent as a team in dealing with
behavior
Additional Guidelines for Routines/Rules Eliminate power struggles by establishing rules for the
class and rules for getting along with peers and for understanding how to do things
Give him acceptable things to do in free time Examples of Hidden Curriculum Rules
During silent reading, read in your mind, not out loud Use your own supplies and ask if you want to borrow
something Raise your hand to ask a question When standing in line make sure there is space
between you and your friend
Daily Checklist Check Off When Completed Check When You’ve Turned In
Pack Up Work on at Home
Completed and/or Turned In at School
Math Minute
D.O.L.Or English
Vocab. Words
Challenge Math Folder
Spelling Words/Homework
Reading Log
Wednesday Folder
Extra:
Extra:
Extra:
Mini Schedule for Packing Up
____Get Back Pack ____Check Agenda for Homework
____Get Books for Homework ____Get Homework Folder
____Put in Back Pack and close ____Wait for Teacher to call your
group for dismissal
My Daily Schedule
Time Monday Tuesday Wednesday Thursday Friday
8:00-8:30 Morning Work
8:30-9:30 Reading
9:30-10:15 Break/Snack
10:15-10:30 Restroom
10:30-11:30 Math
11:30-Noon Lunch
Noon-12:15 Restroom
12:15-1:15 Specials
1:15-1:45 Recess
1:45-2:15 Science
2:15-2:45 Social Group
2:45-3:15 Pack Up/Home
Visual Schedules
Class Schedule____DOL____Reading____Snack/Break____Math____Lunch____Recess____Science____Social Studies
Rules for Science Place all your
belongings under your desk
Raise your hand if you need the teacher’s assistance
You may quietly get up and sharpen your pencil
Art Project Needs
_____Colored Paper
____ Scissors
_____Glue
_____Markers
My School Rules
1. Use my relaxation techniques before I get angry.
2. Ask for break and go to my “safe place” if I need one.
3. Complete my work I missed when I return to class
4. Keep my hands to myself.
5. Take turn on being first in line.
I will be able to do something special when I follow my rules at schools
Teacher Communication
Team meetings All teachers consistent
with behavior plan Advise Special
Education teacher of areas for accommodations/
Discuss skills needed Consult with related
services
Advise teacher of social group of areas observed that need special attention during the group
Home School Communication
Establish “rules” E-mail Daily notes on
schedule Student writes notes Teacher signs agenda
and adds notes Notification system for
changes in schedule/teacher absence
Scheduled meetings
“I Can’t Argue with That” Tips regarding education from Chris McIntosh, a person with ASD, 1. Avoid our strengths: Usually in the area of
intellect, will power, logic and ability to argue. We lack good judgment and perspective. You don’t want to reinforce a disruptive pattern of arguing that causes us grief in adulthood.
2. Play to our weaknesses in the areas of emotional and considering other’s feelings. Logical arguments may not work. It is best to use emotional needs-based statements like, “You have to go to bed because I’m very tired, and I need to have some time to myself to relax and unwind.”
3. Emotional Content, Tone, and Blame: We need to hear emotional content in language. ( use emotional tones when we upset you.) But when correcting us or asking us to do something speak as if you are telling us an unemotional, indisputable fact. (2+2=4).
Additional Tips:
4. Be Explicit: We are confused over what is expected. 5. Responsibility for Clarify: Teach me to ask: “Is that
what you meant or is this what you wanted me to do?” 6. Natural Consequences: ( A result that flows naturally
from an action, not a punishment) They should impact us, not you. Get all the information first. Give natural consequences without blame. They are simply the natural results of our actions.
7. Don’t let arguing Work: When we argue and win, we are learning that arguing works. Say: “When you argue, it wears me down and I have no energy to do things for you. When you argue, the answer will always be no.
Tips continued:
8. Model Better Ways of Meeting our Needs: Model talking, listening, and helping others as better ways we can meet our needs. Ensure we understand we will not always get what we want.
9. Expect Results, Not Time: We’re good at working on our own goals, but have difficulty working on the goals others set for us. Say: “Work on this until you finish this part” Don’t say work on this for 15 minutes. With a goal, we won’t look at the clock, and argue for more time. We’ll engage and learn good work habits.
10. Stick with It: Use these strategies. “Things may get worse before they get better, but in the long run, the rewards will be worth it.”
Autism Digest: July-Aug. 2009
Ancient Chinese Proverb
Tell Me, I Forget
Show Me, I remember.
Involve Me, I Understand
In Conclusion:
Involve your students
Use Your Strategies Know your students Manage the environment Teach social skills Make accommodations Manage behavior Assist with problem solving Structure your language Teach coping strategies: sensory integration Be consistent: provide routine and structure Work as a team: strengthen communication
Relax and Enjoy Your Year