Understanding Autism: UT Arlington New Teacher Webinar

Topic: Understanding AutismDefining Autism. Facts & Statistics. Characteristics of the Autism Spectrum. Speech and Language. Instructional Methods. Behavior.

Intro to The Autistic Brain by Temple Grandin. Resources. Dialogue.

Hosted by:Peggy Semingson, Ph.D.Amber L. Brown, Ed.D. Denise Collins, Ph.D.

University of Texas at ARLINGTONDept. of Curriculum and InstructionNew teacher WEBINAR: Fall 2014

Recordings will be available of webinars. No names will be visible in the recordings.

The recording will be available on our YouTube channel: http://www.youtube.com/utanewteachers

SATURDAY, NOVEMBER 1, 2014 1:00-2:00 PM, CST

Link to the recording of this webinar

• The link to the recording (11/01/14) is here: https://elearn.uta.edu/webapps/bb-collaborate-bb_bb60/recording/launchGuest?uid=ac9763c6-c090-42a0-985d-fc26e5e231b3

• The YouTube channel is here: YouTube [video]. The recording from 11/01 will be posted later today (11/01): http://www.youtube.com/utanewteachers

These are our opinions and suggestions!

The opinions of each the presenters in the series are their own individual viewpoints and do not necessarily reflect the views of UT Arlington.

Our goal is for you to hear a variety of viewpoints to help support you in your first years of teaching! We have been down the road you are going!

– Support– Respect– Dialogue– Sharing

• Ask questions and post comments along the way.

• Main Q/A at the end.• Make a list of “Things to

Google” later.• Use chat window often. • We will check the chat

window throughout the session and respond in “real time” as we can.

Tips for your own learning

MISSION STATEMENT:Teacher Induction Project: Building Digital

Community:

The purpose of the Teacher Induction Project is to build "digital community" for current students and alumni of the department as well as new teachers beyond UT Arlington in the global community.

• Open-access/mobile access• Web 2.0• “Real-world” topics and advice for teachers

RecordingsArchive

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Upcoming Webinar Events

• November 22, 2014 Webinar

• Topic: Demonstration of Zeno, the robot intervention for autistic children.

• Book Club discussion on The Autistic Brain by Temple Grandin. Read the book prior to the webinar.

• Thanks for joining us! Please use the marker/pen tool to mark a small x below where you are at. You can also type it in the chat window

WHERE WE ARE NOW:Use the pen tool to mark your location

Poll question: • Where are you in your teaching career?

• Select A-E • Voting is optional! We will display the results!• The drop down polling area is in the participants window next to

the “hand” tool.

I am currently a: A. Pre-service teacherB. 1st-3rd year teacher & UTA graduateC. 1st-3rd year teacher & non-UTA graduateD. 4th year+ teacherE. Faculty or none of the above

Prior Knowledge: Understanding AutismOverview of the text tool: type about what comes to mind when you hear the word “Autism” in the box below using

the text tool. (Or, use the chat window.)

What is autism?

Autism spectrum disorder (ASD) is a range of complex neurodevelopment disorders, characterized by social impairments, communication difficulties, and restricted, repetitive, and stereotyped patterns of behavior. Autistic disorder, sometimes called autism or classical ASD, is the most severe form of ASD, while other conditions along the spectrum include a milder form known as Asperger syndrome, and childhood disintegrative disorder and pervasive developmental disorder not otherwise specified (usually referred to as PDD-NOS). Although ASD varies significantly in character and severity, it occurs in all ethnic and socioeconomic groups and affects every age group. Experts estimate that 1 out of 88 children age 8 will have an ASD (Centers for Disease Control and Prevention: Morbidity and Mortality Weekly Report, March 30, 2012). Males are four times more likely to have an ASD than females.

Source: http://www.ninds.nih.gov/disorders/autism/detail_autism.htm National Institute of Neurological Disorders and Stroke Autism Fact Sheet

Understanding Autism

Frequency of Diagnosis Increasing

• The number of students diagnosed with autism has been increasing over time (Volkmar et al. 2004); almost 194,000 students ages 6 through 21 nationwide are identified as having autism and receive special education services under the Individuals with Disabilities Education Act (IDEA) (U.S. Department of Education 2006a).

• Volkmar, F.R., Lord, C., Bailey, A., Schultz, R.T., and Klin, A. (2004). Autism and Pervasive Developmental Disorders. Journal of Child Psychology and Psychiatry, 45(1), 135-170.

• U.S. Department of Education. (2006a). Table 1-9. Children and Students Served Under IDEA, Part B, in the U.S. and Outlying Areas by Age Group, Year and Disability Category: Fall 1996 through Fall 2005 . Downloaded October 16, 2006, from https://www.ideadata.org/tables29th/ar_1-9.htm

• Source: Secondary School Experiences of Students• With Autism http://www.nlts2.org/fact_sheets/nlts2_fact_sheet_2007_04.pdf

“Symptoms of autism spectrum disorder (ASD) vary from one child to the next, but in general, they fall into two areas:

• Social impairment, including difficulties with social communication

• Repetitive and stereotyped behaviors.”

• Source: Source: http://www.nimh.nih.gov/health/topics/autism-spectrum-disorders-asd/index.shtml National Institute of Mental Health Autism Spectrum Disorder

Understanding Autism: Symptoms

Treatment. How is autism treated? Symptoms

Educational/behavioral interventions: Medications Other therapies

Source: http://www.ninds.nih.gov/disorders/autism/detail_autism.htm National Institute of Neurological Disorders and Stroke Autism Fact Sheet

Understanding Autism

“For example, some children with autism may:• Fail or be slow to respond to their name or other verbal attempts to gain their

attention• Fail or be slow to develop gestures, such as pointing and showing things to others• Coo and babble in the first year of life, but then stop doing so• Develop language at a delayed pace• Learn to communicate using pictures or their own sign language• Speak only in single words or repeat certain phrases over and over, seeming unable

to combine words into meaningful sentences• Repeat words or phrases that they hear, a condition called echolalia• Use words that seem odd, out of place, or have a special meaning known only to

those familiar with the child's way of communicating.”Source: http://www.nimh.nih.gov/health/topics/autism-spectrum-disorders-asd/index.shtml National Institute of Mental Health Autism Spectrum Disorder

Understanding Autism: Language Development

• The autism spectrum disorders are describing different levels of functioning, usually within a social setting.

• At the foundation of speech utterances and body language is the social setting. Speech is socially based. I want the child in speech therapy to feel non-threatened and to feel safe. To that endeavor, I first sit side by side with the child, who may have difficulty making eye contact. This way the "spotlight" of attention is reduced.

Suggestions on speech and language from: Carol Madaris

Speech Language PathologistM.S./CCC-SLP

Active member of ASHA The American Speech-Language-Hearing Association

Understanding Autism: Advice on Speech and Language Development

• “I like to find out the child's interests, however narrow they may be. Dinosaurs? His pet? Her shoes? What especially holds the child's attention visually? Following the child's interest I may set up contingencies to obtain a desired picture or objects that are specifically interesting to the child. Visually attending is rewarded with the giving of the object, for example. Then the criteria for rewards is upped somewhat but gradually.”

• “The child with autism like any child, needs to have something to say,(topic), a way to express it (talking, responding, drawing, signing, nodding, gestures), and a reason for expressing (to gain attention, to get the object).”

• --Advice from Carol Madaris, Speech and Language Therapist

Building on a Child’s Interests: Advice from a Speech and Language Therapist

• Acceptance of the child's repertoire of "connecting" is especially important in the beginning. The child in front of you may have been subject to critiquing and questioning.

• You may often find out the child's particular interests by asking the family members. Ask about the daily routine and names of family members. Pictures that the parents may have may provide conversation of turn-taking for example. For example, This is your dog ....his name is _____while turning to the child .....if no response, you can provide it. (Dexter)....Naming of actions and nouns are among the first targets for your lesson plans.

• Speech can indeed reduce tension, even one-word responses or one words action naming, one word naming (nouns)....there is the emotional component which needs to be treated of course, gently and with awareness.

• --Advice from Carol Madaris, Speech and Language Therapist

Acceptance

Interests

Role of Family

Picture supports

Encouraging response

Building on a Child’s Interests: Advice from a Speech and Language Therapist

Instructional Modifications

(secondary-level students)

Source: National Center for Special Education Research Accommodations, Services, and Supports Provided to Students With Autismhttp://ies.ed.gov/ncser/pubs/20073005/accommodations.asp

Learning Supports for Students with Autism (secondary-level students)

Source: National Center for Special Education Research Accommodations, Services, and Supports Provided to Students With Autismhttp://ies.ed.gov/ncser/pubs/20073005/accommodations.asp

Types of Accommodations for students with Autism within the

General Education Classroom

Academic Accommodations:• A structured environment• Visual Schedule (classroom or individual)• Give transition warnings (5 minutes until…)

*timer can be used on the Smartboard for class to see• Visual Aides/manipulatives to support instruction

*you are already doing this with Smartboard lessons• Increased time for processing and responding • Break down directions/tasks into smaller steps or chunks

Academic Accommodations

• First, Then board

Academic Accommodations:

• Extra time to complete assignments• Organizational strategies such as graphic

organizers, charts, check lists, etc.• A scribe when the assignment is subject based

not writing OR a printed copy of notes from the Smartboard.

Social/Emotional Accommodations:

• Sensory breaks such as running errands, climbing structure, seat cushions, swings at recess or a quiet area if they are over-stimulated.– Sensory diets should be overseen by professional

such as Occupational therapist.

Today at recess…

I will play with ________________.

We will play _________________.

First I need to play with my friend for 5 minutes, then I can use the swing.

Social/Emotional Accommodations:

• Use of social stories or scripts during social situations, transitions, changes in routine, field trips, assemblies, fire drills, asking for help, etc.

• Positive peer models: use buddies for recess• Frequent and Specific Positive reinforcement

Social Story Examples• Asking for Help• Sometimes I do not know what I need to do.• This is ok. No one knows what to do all the time.• When this happens I should ask my teacher or another adult

for help.• That is the right thing to do. My teacher will be so happy to

help me.• It will help me understand what I need to do.• I am so happy that I know how to ask for help. This will

make me a very successful student.

Functions of Behavior in ASD

• All behaviors have a function or reason (some have more than one).

• In order to change a behavior, you first need to find the function of the behavior (why the student is displaying it).

• There are four main functions of behavior: Tangible, Escape, Attention, and Sensory.

Tangible

• The student is displaying the behavior in order to get something tangible.

• For example they want the blue marker but were given the red marker. They may start yelling or crying when they do not get the blue marker

• Giving the student the blue marker when acting inappropriately REINFORCES their behavior.

Attention

• A student displays a behavior in order to get attention (positive or negative) from someone.

• For example, the student may make noises to get his peers to laugh or to get spoken to by the teacher.

• Giving that student attention (positive or negative) only REINFORCES the behavior. As hard as it is, IGNORE the behavior.

Functions of Behavior

With any problem behavior you will need to identify:

• Antecedant

• Behavior

• Consequence

Behavior Plan• Once you have recognized the function(s) of the behavior, you

can develop an appropriate plan to decrease or increase the behavior.

• The plan should be the opposite of the behavior. For example, if the function is attention the plan should involve ignoring and not giving the student attention for the behavior.

• Try to recognize the antecedent before the behavior escalates.

• There should be more positive reinforcement than punishment…even on the worst of days.

Behavior Plan

• Consistency is KEY. Everyone working with the child need to be on the same page.

• Have a GO person or leader to call the shots. Everyone else involved should follow. The leader should be established prior to any behaviors.

• Be warned….the behavior will get worse before it gets better!

Social/Emotional Accommodations

• Behavioral Intervention Plan (i.e. Token Systems)• Start off with quick reinforcement. As they become successful

and understand the plan, begin to spread it out. • If possible, have the student own it. • Be sure to be explicit about why they earned the token. For

example, “nice job having a quiet voice. Give yourself one token.”

Social/Emotion Accommodations

Strategies for Behavior Prevention and Management

• Structure is Essential– Predictability, consistency, and reliability are important

• Identify HIGH-RISK SITUATIONS, over-stimulating, situations in advance (these may include class parties, assemblies, field trips or any change in routine) and plan ahead for them

• TRANSITIONS can be tough for students with autism spectrum disorders. Possible strategies for transitioning include:– Give advanced warning– Use a timer– Rehearse the transition

Strategies for Behavior Prevention and Management:

• Use CLEAR, CONCISE language• Be aware of TONE OF VOICE:

– Kids react negatively to preachy, angry, whiny, pleading, infantilizing, moralistic, over-dramatic, loud, pushy, sarcastic tone of voice.

– Kids react positively to bright, friendly, gentle, firm, humorous, simple, neutral, sing-song tone of voice.

• Represent things VISUALLY whenever possible.– Provide visual cues for behavioral expectations

References:

• Kluth, Paula Ph.D. “Your going to Love This Kid,” Teaching Students with Autism in the Inclusive Classroom. Baltimore, 2003.

Quotes selected by Denise Collins, Ph.D.

• Texas Woman's University, PhD, Child Development

• Director, Office of Professional Development, The University of Texas at Arlington

Quotes from “The Autistic Brain”

By Temple Grandin and Richard Panek

Problems with Diagnosing

“Label-locked thinkers want answers. This kind of thinking can do a lot of damage. . . . A label can become the thing that defines them. It can easily lead to what I call a handicapped mentality.” p. 105

Educator’s Role

“The educator’s job– the role of education in society-- is to ask, ‘Well what is she like?’ Instead of ignoring deficits, you have to accommodate them.” p. 184“But if you really want to prepare kids to participate in the main-stream of life, then you have to do more than accommodate their deficits. You have to figure out ways to exploit their strengths.” p. 184

Quotes from “The Autistic Brain”

“Don’t get me wrong. I am not saying that autism is a great thing and all people with autism should just sit down and celebrate our strengths. Instead, I’m suggesting that if we can recognize, realistically and on a case-by-case basis, what an individual’s strengths are, we can better determine the future of the individual.” p. 119

Quotes from “The Autistic Brain”

• “It’s also important for schools to let math whizzes do math in their own style. If they can do math in their heads, don’t tell them, ‘You have to show your work.’ Let them do it in their heads.” p. 186

• “Unfortunately, today’s educational system is letting these kids (picture thinkers) down. It’s phasing out hands-on classes…” p 185

Quotes from “The Autistic Brain”

• “. . . Parents and caregivers need to get the kids out into the world, because kids are not going to get interested in things they don’t come into contact with.” p. 187

Looking forward

• “But I am confident that whatever the thinking about autism is, it will incorporate a need to consider it brain by brain . . .” p. 204

What are your thoughts on these quotes?

UTA New Teacher Book Club• The Autistic Brain by Temple Grandin

• When Temple Grandin was born in 1947, autism had only just been named. Today it is more prevalent than ever, with one in 88 children diagnosed on the spectrum. And our thinking about it has undergone a transformation in her lifetime: Autism studies have moved from the realm of psychology to neurology and genetics, and there is far more hope today than ever before thanks to groundbreaking new research into causes and treatments. Now Temple Grandin reports from the forefront of autism science, bringing her singular perspective to a thrilling journey into the heart of the autism revolution. – Publisher’s Summary

• Link to TED Talk by Temple Grandinhttp://videosift.com/video/Temple-Grandin-TED-Talk-The-World-Needs-All-Kinds-of-Minds

goodreads book club discussion

You can join the conversation on goodreads by joining the UTA New Teachers group at the following link.

• http://tinyurl.com/UTANewTeachersBookClub

• We will post questions, ideas, and ah-ah moments to the group discussion board as we read the book.

• Be sure to do the same!

• November 22nd Webinar will wrap up the book club discussion.

Resources!• Books on autism by Temple Grandin

• TED Talk(s) by Temple Grandin

• FEATURE FILM: Neurotypical [PBS]• Neurotypical is an unprecedented exploration of autism from the point of

view of autistic people themselves. Four-year-old Violet, teenaged Nicholas and adult Paula occupy different positions on the autism spectrum, but they are all at pivotal moments in their lives. How they and the people around them work out their perceptual and behavioral differences becomes a remarkable reflection of the "neurotypical" world — the world of the non-autistic — revealing inventive adaptations on each side and an emerging critique of both what it means to be normal and what it means to be human.

What do you think?type in the chat window!

• What information stood out to you from The presentation?

• What questions do you have?

• “I hope to explore.…”• “I learned….”• “I want to know….”

Thanks to everyone for attending!!Have a great weekend!

UT Arlington Master’s in Mind, Brain, and Education

Our work at the SW Center for Mind, Brain and Education seeks to advance the quality of teaching based upon insights gained from the cognitive and neural sciences as well as contribute to research in this new and evolving field.

We build collaborative research relationships with schools, develop research trajectories that profit from the strengths of our faculty and students and maintain a working and teaching laboratory for researchers and graduate students.

1. Courses include: Neuroscience of typical and atypical language development Neuroscience of typical and atypical mathematical reasoning Complex dynamic systems Research design EEG research methodology

2. Individual work: Research-based capstone project encouraged - Conference presentations encouraged - Publishing in peer-reviewed journals

For more information on the Mind, Brain, and Education Master’s degree, please contact Dr. Marc [email protected]

Be part of the knowledge network!We hope to see you again on the New Teacher Webinar

series!

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For questions or comments, email:Dr. Brown [email protected] or Dr. Semingson [email protected]

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