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Education Service Center, Region 10
EDUCATING
DIVERSE
LEARNERS
Visual Supports for Visual Thinkers: Practical Ideas for Students with Autism Spectrum Disorders and Other Special Needs
AGENDA
Check when finished
Topic
Lisa Rogers, M.A. LisaRogersEDL@aol.com
210 867-6826 www.educatingdiverselearners.org
Characteristics of Autism
Fredda Brown, Ph.D., and Sima Gerber, Ph.D.
City University of New York - Queens College
Children with autism may display some or many of the characteristics noted below. They may have severe forms of one or more of the characteristics, or may have only mild impairments related to these characteristics.
Behavior Social Communication
Show interest in very few
objects or activities and play
with them in repetitive ways
Perform repetitive routines and
resist changes in these
routines
Spend time in repetitive
movements (such as waving a
hand in front of his face)
Have difficulty making eye
contact with others
Show little body language or
facial expressions when
interacting
Have difficulty developing
relationships with peers
Seem uninterested in sharing
experiences
Engage less in give-and-take
social interaction with
caregivers, siblings and other
close relations
Have difficulty communicating
with speech or with gestures
Have difficulty starting or
continuing a conversation
Have difficulty using his own
sentences, and instead, may
repeat what others say (referred
to as echolalia)
Lack make-believe or pretend-
play skills
Additional Characteristics
The brain of an individual
with autism is, on average,
larger and heavier than a
typical brain.
Neurological Findings
Repetitive Behavior
Repetitive Behavior: What's going on in the brain?
Repetitive and stereotyped behavior, sometimes called “stimming”, is one of the key features of autism.
Behavior-based autism therapies may focus on trying to alter the behavior of the autistic child -- by distracting them, offering
rewards for 'good' behavior and so on. For example, some therapists have suggested substituting full-blown self stimulatory
behaviors, like hand-flapping, with less obvious repetitive actions like tapping the fingers.
Healthcare providers who adopt the biomedical approach to autism, however, have always contended that repetitive behavior, as
well as other typical symptoms of autism, have a biological basis. In other words, that there is something different in the
neurological functioning of the individual with autism.
A new study published in the 15 May 2008 issue of the Journal of Biological Psychiatry lends further support to this viewpoint. It
shows that individuals with autism spectrum disorders with repetitive behavior have reduced brain activity in certain regions of
the brain. The results of this study suggest that it would be helpful to investigate and correct these biological differences, rather
than just attempt to modify the behavior of the child.
The Neural Circuitry Mediating Shifts in Behavioural Response and Cognitive Set in Autism
Keith M. Shafritz, Gabriel S. Dichter, Grace T. Baranek, Aysenil Bslger Journal of Biological Psychiatry Vol 63 (10) 974-980
15 May 2008
IDEA 2004 says:
“The IEP team will…in the case of a child whose behavior impedes the child’s learning or that of others, consider the use of positive behavioral
interventions and supports, and other strategies to address that behavior.”
Defining Autism Spectrum Disorders
"It's a behaviorally defined syndrome, characterized by deficiencies in social ability, language and imagination, and rigidity and repetitive behaviors. It has a very broad range of severity from catastrophic to extremely mild, where you can argue that it overlaps with normality."
Isabelle Rapin, Albert Einstein College of Medicine in New York
Emerging Themes from Research
Individuals with autism act differently because they think
differently:
They have an enhanced awareness of details
They have a reduced understanding of meaning and
reduced capacity for conceptual reasoning in all areas
They can only handle small amounts of new information
They can only think so fast
They may use different cognitive skills to compensate
If the information or task is visual, they are able to
understand more
The brain is wired differently to cause these differences
Nancy Minshew, MD
University of Pittsburgh
Statement of Philosophy
“The concept of positive behavioral interventions and supports represents a theoretical, scientific, and legal attempt to bring all aspects of these successful, positive interventions to bear on resolving behavior problems in children with autism or other disorders.
The expected outcomes from positive behavioral interventions and supports are increases in positive behavior, decreases in problem behavior, and improvements in life-style (Horner et al., 1990). This includes the expectation of systems change, including changes in the behaviors of others in the environment and broad environmental reorganization and restructuring.”
Educating Children with Autism, 2001
The Brain and Play: Professor Knudsen said learning new skills very early in life prompts neurons in the brain to build new connections that still work into adulthood.
He said toys that beep, crinkle or need prodding and poking are all likely to shape a child's brain for future tasks.
Professor Janet Eyre, a specialist in pediatric neuroscience at the University of Newcastle-upon-Tyne, said stimulating toys are vital to help the brain wire itself properly during childhood, when it has the capacity to change its structure.
"There is very good evidence that, in the early stages of development, the brain is much more plastic.
"It has a genetic blueprint that gives it some rules on how to wire itself. But at various stages it also responds to environmental cues and it uses its experiences to shape itself for the future.
"Toys provide motivation and boost learning. It's important to spend time playing with them when the brain is very plastic because it likes to do things so that it can learn."
Story from BBC NEWS: http://news.bbc.co.uk/go/pr/fr/-/1/hi/health/4115915.stm
Play development is significantly related to cognitive, language, and social development.
It is during play that children learn:
appropriate behavior
task completion
imagination
turn taking
building relationships
imitation
appropriate language
tolerance to a variety of ways to play with toys
flexibility
reciprocal interaction
Competent social skills are essential for effective inclusion of children with autism in mainstreamed classes. Children with Autism Spectrum Disorders, even when they possess normal intellectual ability, have grave problems understanding the social transactions of childhood. These limitations make them stand out among their peers and can lead to rejection by other children.
Handleman, Harris, Martins
Handbook of Autism and PDD, Volume II
Among the social skills documented to be useful for children with autism are . . .
Playing games
Being affectionate
Responding to greetings
Being assertive in conversation and play
Perspective taking
Recognizing other people’s needs
Asking for help and requesting things from peers
Play has a special role for children with ASD in that . . .
► As play skills increase, rituals and routines tend to decrease.
► Play can provide a means of enjoyment.
► Play can develop into skills that will serve to occupy free time or break time.
► Play can provide for sensory needs.
Research also suggests that high-quality pretend play is an important
facilitator of perspective taking and later abstract thought.
Why is this finding important?
Jahr, Eldevik, and Eikeseth [2000] attempted to teach children with autism to engage in cooperative play using models but found that modeling alone was not effective. When the researchers also required the children with autism to give an oral description of the modeled activity, all six children learned to initiate and sustain episodes of cooperative play, vary their play, and transfer their skills to new play partners.
Handbook of Autism and PDD, Volume II
Student Profile Student: _______________________ Teacher: _____________________________ Campus: _______________________ Date: _______________________________
Student Strengths ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Student Needs ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Parent Considerations ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Student Interests
Key Understanding:
Once moderate to severe problem behaviors become an established part of a child’s repertoire, unlike children with typical development, children with autism spectrum disorders or other disabilities do not usually outgrow them. Without appropriate intervention, these behaviors persist and worsen (Schroeder et al., 1986).
Key Understanding: No single intervention has been shown to deal
effectively with problem behaviors for all children with autism. However, there is an increasing consensus among developmental, psychosocial, applied behavior, and legal experts that prevention of such problems should be a primary focus, particularly during the early childhood and preschool years
(Berkson and Tupa, 2000; Schroeder at al., 1986; Dunlap and Fox, 1999; Schopler et al., 1995).
Key Understanding: Elements of Prevention
Strategies that involve changing schedules, modifying curricula, rearranging the physical setting, and changing social groupings have been shown to decrease the likelihood of problem behaviors (Carr et al., 1998; Dunlap et al., 1991, 1993).
Key Understanding: Role of Communication
The research evidence regarding the role that communication deficits play in the emergence, remediation, and maintenance of reduction in problem behaviors is particularly robust across researchers and methodologies (Carr et al., 1999b; Koegel et al., 1992; Schroeder et al., 1986; Wacker et al., 1998). Interventions that deal with receptive communication—for example, use of schedules, work systems, and task organization (Schopler et al., 1995) that assist students in understanding classroom routines and requirements as well as effective instruction in spontaneous, expressive communication (Schreibman et al., 2000; Wacker et al., 1996)—are needed to prevent problems and maintain reductions in those behaviors.
Key Understanding: The increase in efficacy of positive interventions, when based on
functional behavioral analysis, reduces the need for punishment-based procedures (Neef and Iwata, 1994).
Antecedents Behavior Consequences Preventive Strategies:
physical arrangement
locations for finished & “to do” work
schedule
transition marker
mini-schedule
visual timer
established reinforcer [first/then]
structured activities
change of format of materials
positive reinforcement
communication system
visual cues of desired behavior
social stories
comic strip conversations
power cards
T-chart
video modeling
peer supports
goal setting
incorporation of interests
social coaching
scripts
keychain rules
break cards & break area
“I need help” cards
universal sign for “no”
instructional technology
graphic organizers
Spe
cific
beh
avio
r in
mea
sure
able
term
s
Positive Strategies:
verbal feedback
visual feedback
social story review
power card review
keychain rules review
T-chart review
comic strip reflection & planning
emotion rating scale
visual cue of desired behavior
practice of desired behavior
counting chart
redirect to an alternative behavior
SOCCSS planning process
SODA planning process
self-evaluation tools
Punitive Strategies:
verbal reprimand
forced compliance
response cost
overcorrection
timeout
brief restraint (physically interrupting the response and preventing its recurrence)
Benefits of Inclusive Education Although young children with autism may seem to prefer to be by themselves, one of the most important issues for older children and adults is the development of friendships with peers. It can take a great deal of time and effort for them to develop the social skills needed to be able to interact successfully with other children, but it is important to start early. In addition, bullying in middle and high school can be a major problem for students with autism, and the development of friendships is one of the best ways to prevent this problem.
Developing Friendships
Developing Social Skills
Developing Communication Skills
Developing Cognitive Abilities
Jacob’s Story
Strategies for Success
Benefits of General Education
Schedule & Transition Marker
Mini-schedule
For this young man, a clear understanding of what will take place in the morning and the
evening is just what he needs.
The counting chart is a separate visual tool that helps when trying
to calm down.
Home Connections
The home environment is different from school or community settings in that there is more consistency and predictability in many instances. Therefore, a visual schedule may not be necessary for every moment of home life. However, for some individuals, a schedule at home can provide just the right visual support to be less stressed and more successful in everyday activities.
A Different Language
Author Unknown
I met a little boy
Who came from another land. I couldn't speak his language but I took him by the hand.
We played together, Had such fun
Playing is a language You can speak with everyone.
Classroom Organization
Setting the stage for successful learning for all students requires planning with knowledge of child development and constructivism.
The following are but a few key considerations:
► In order to make it usable for children, view each center from knee level.
► Keep quiet areas separate from active or noisy areas. A reading area might be distant from blocks, carpentry or dramatic play. Books may also be infused throughout all centers.
► Provide space where children can go to be alone but still remain in full view of the adults.
► Define boundaries with furniture and floor coverings so children can tell where learning centers start and end.
► Avoid large open areas to reduce running and rough play.
► Equip the centers with materials that reflect the diverse backgrounds and needs of your students.
► Label shelves and storage boxes with printed labels and pictures so children can connect materials with print as they put materials away.
Centers & Clear Boundaries
Choice Board
House Library
Trampoline
Sand & Water Blocks
“Please help me play!”
“If you label the centers, I have a better idea about what
to do when I am here.”
“If you label the shelves & materials, I have a better idea
about what to play with and where things belong.”
“Structure is intended to make the learning environment clearer for learners who are
easily confused or anxious in typical school settings.”
Handbook of Autism and Pervasive Developmental Disorders,
Volume II
Building Centers
for Diverse Needs Block Center
Typical Materials Possible Additions
► Blocks of varying sizes and
textures:
Leggos
Cardboard brick blocks
Dr. Drew’s blocks
One inch cubes
Lincoln logs
Snap cubes
► Traffic signs
► Family figures
► Toy trucks/cars
► Books
► Writing materials
► Maps
► Cardboard blocks
► Dominos
► Wooden furniture
► Carpet with city map
► Clay
► String/yarn
► Cardboard rolls & cans
► Magnets
► Farm animals
► Dinosaurs
► Pebbles
► Mirrors
► Tires
► Play tools & belts
► Construction hats
► Rulers measuring tape
► Blue prints
► Level
► Balance/scale
► Numbers & letters
► Sandbox
► Puppets/dolls
► Balls
► Trains
► Grocery bags
► Big leggo sets
► Leggo table
► More space & shelving
Library Center Typical Materials Possible Additions
► Books reflecting varying interests
► Bean bags
► Carpet
► Table & chairs
► Shelf
► Baskets
► Puppets
► Recorder
► Books on tape
► Headphones
► Paper/pencils
► Author’s chair
► Prop Boxes
► “Reading glasses” (plastic glasses
with the lenses popped out)
► Newspaper
► Magazines
► Magnifying glass
Writing Center Typical Materials Possible Additions
► Paper
► Pencils
► Chalkboards/chalk/erasers
► Dry erase boards/markers
► Magnetic letters/boards
► Crayons
► Stencils
► ABC puzzles
► Stationary
► Etch-a-sketch
► Magna doodle
► Tape recorder
► Letter mats
► Stapler
► Scissors
► Glue
► Geoboards
► Highlighting tape
► Name plates
► Clay
► Letter stamps/ink pad
► Pipe cleaners
► Wicky sticks
► Rulers
► Unifix cubes
► Stencils
► Chart tablet
► Word-picture cards
► Balance
► Pointers
► Carpet
► Finger paint
► Sentence strips
► Glitter
► Envelopes
► Blank books
► Paper clips
► Hole punchers
► Cookie sheet with cornmeal
► Zip lock bags with gel for letter
tracing
► Stickers
Art Center
Typical Materials Possible Additions
► Easel
► Paint & brushes
► Markers/Colors
► Construction paper
► Tissue paper
► Glue
► Scissors
► Chalk & chalk board
► Foam shapes
► Glitter
► Aprons
► Shaving cream
► Sponges
► Stencils
► Stamps
► Foam shapes
► Dry erase boards & markers
► Spray bottles
► Labels
► Items from nature: leaves/flowers
► Foods: Flour/salt/syrup/
► Straws
► String
► Feathers
► Sequins
► Buttons
► Streamers
► Books
House Center Typical Materials Possible Additions
► Appliances
► Furniture
► Phone
► Dolls
► Clothes
► Play food
► Cleaning utensils
► Carpet
► Mirror
► Car
► Pots and pans
► Play television
► Recipes
► Newspapers/magazines
► Washer/dryer
► Towels
► Hats
► Mailbox
► Photo albums
► Radio
► Materials from students’ homes
► Books
► Wall calendar
► Place settings
► Menus
Sand & Water Center Typical Materials Possible Additions
► Manipulatives (sink/float)
► Letters
► Shapes
► Space
► Sand/water table or tub (small
swimming pool)
► Funnels
► Measuring cups/utensils
► Fossils
► Sand toys: buckets/shovels/rakes
► Water toys:
boats/propellers/fish/marbles
► Letters
► Pans
► People figures
► Cars/trucks
► Cups
My Plans ►
►
►
►
►
►
►
►
Prop Boxes
Schedules
Visual is static Auditory is transient
Schedules provide individuals with an understanding of what is to come and what is expected. This knowledge empowers an individual to have a sense of understanding and security that leads to success and independence. The centerpiece of all related strategies is the visual schedule. Having established that a schedule is an essential tool for individuals with autism spectrum disorders, the challenge is to create a schedule that is tailored to the needs, strengths and interests of the individual.
The first consideration when developing a schedule is the format. What information will the student be able to understand? ► Objects are the most concrete form and may include real objects or representational/miniature
objects.
► Pictures and photographs are the next level of representation.
► Graphic symbols are somewhat more complex and consist of
pictographs and written language.
► Combinations of any of the previous methods may be used to enhance
student understanding.
Once the format is determined, then decisions must also be made regarding its location and size. Some students will need larger pictures, objects and/or words while others are successful with smaller images and representations. The schedule might be fixed on a wall, shelf or in a notebook, becoming more portable. When possible, choose a location that is visually sparse and neutral from other areas of activity.
The gasoline attendant says,
“Go to the end of this street and then
take a right at the first light. Stay on
Parker’s road until you come to a fork in
the road and veer to the left. Stay on
that road for about a mile and then turn
to your left on Dolby Lane. It will be on
your right big as day.”
The ability to follow written/pictorial directions is an important strength for
individuals with autism spectrum disorders
because it means that with the proper supports, the
student need not be under that constant verbal
direction of teachers, but can perform more
independently.
The schedule should represent the larger chunks of time throughout any given day. For instance, the schedule may include pictures, objects or words indicating that first a student will go to homeroom, then to math, reading, lunch, P.E., art, science and then on to the bus to go home. Once he/she arrives at math class, there may be a more detailed breakdown of the activities that will take place for that class. This is often referred to as a “work system” or “mini-schedule”. The amount of larger chunks reflected on the schedule may also vary from individual to individual. Some persons with autism spectrum disorders find it calming to know what to expect for the entire day while others might be overwhelmed by this prospect. A schedule may expose as little as one or two of the next parts of the day. The concept of finished is an integral component of a schedule. Anyone who has ever compiled and used a “To Do List” understands the joy and sense of accomplishment felt when crossing off finished tasks. Therefore, the element of “finished” or closure must be incorporated into schedules developed for individuals with autism spectrum disorders. This can be accomplished in a myriad of ways, ranging from a simple check mark to placing the picture or object in a finished box or envelope. The important thing about choosing the method of indicating “finished” is like that of all other components, that it be meaningful for the student. The best way to determine whether or not you have chosen an effective means, or need to adjust it somewhat, is through trial and error. An added layer of visual information that some students may benefit from is a link between the schedule and correlating location. This link helps the student to understand where they are to go once they “read” their schedule by having a matching picture/icon/object/word in the location that they are to proceed to. In many cases, a basket or a pocket with a matching picture/icon/object/word may be used as a receptacle for the schedule piece.
The next consideration is that of transitioning to the schedule. How will the
individual know when it is time to check his/her schedule? This can be done with a verbal reminder or the use of a transition marker to signal that it is time to “check your schedule”, leading to future independence. Transition markers can be something as simple as a colored card to something more complex reflecting a student’s interest. Transition markers are especially effective for students that might be resistant to checking their schedule. While an individual might not be inclined to check his/her schedule, the power of a visual tool versus an auditory request can be very compelling.
This student loves High School Musical! This student loves hole-punching.
As stated previously, one of the characteristics of individuals with autism spectrum disorders is limited, yet highly focused interests. Never underestimate the power of a highly focused interest. A perceptive teacher or parent will use that interest whenever possible rather than strive to stifle or control. A particular young man comes to mind with two strong, if not overwhelming, interests: Country/Western magazines and Disney characters. When introduced to a visual schedule, he was not inclined to “check his schedule”; especially after viewing what it had to offer. Once his interests were strategically incorporated into the daily routine, his enthusiasm for checking his schedule increased dramatically. By knowing when good things were coming, he was able to follow the routine and stay focused during less interesting activities.
Consistency is the key. One component of the teaching process is that of consistency. When things are going well, there might be a tendency to function on an auditory level, that which is quickest, easiest and most natural. But when things are not going well, then the visual schedule is used, usually not to any great success. A critical key to achieving success is to remember that all visual strategies, especially schedules, must be taught during calm times in order to effective during rough seas. It is neither fair nor realistic to expect an individual with autism to respond to something that is new or inconsistent at his /her worst, most stressful moments.
Teach, assess and revise. The good news is that schedules definitely help to make the world more predictable and less confusing, and by doing so can help to minimize behavioral difficulties. The bad news is that schedules almost always require revisions after implementation. In other words, educators and parents teach the visual tool through modeling, guiding and physical assistance, and then adjust the size, location, format, and other details based on individual performance. The process of trial and error can be complex and frustrating, but is a necessary aspect of the development of a tailored and effective schedule. Educators and parents must be prepared to make changes and more changes until the visual tool is effective.
Some young individuals with autism report that they cannot remember long strings of auditory information. When too much and too long a string of verbal information comes their way they shut down, but when the same information is presented visually in pictures and words, they know what to do. – Temple Grandin
Individuals with autism spectrum disorders (ASD) may have greater difficulty in shifting attention from one task to another or in changes of routine. This may be due to a greater need for predictability (Flannery & Horner,1994), challenges in understanding what activity will be coming next (Mesibov, Shea, & Schopler, 2005), or difficulty when a pattern of behavior is disrupted. A number of supports to assist individuals with ASD during transitions have been designed both to prepare individuals before the transition will occur and to support the individual during the transition. When transition strategies are used, individuals with ASD:
Reduce the amount of transition time; Increase appropriate behavior during
transitions; Rely less on adult prompting; and
Participate more successfully in school and community outings.
Class Schedules
Finished Basket
Question of the day:
Do class schedules benefit other students that do not have an Autism Spectrum Disorder?
Visual strategies must be taught during calm times so that they can be effective during rough seas.
Transition Markers
Object Transition Markers & Interests Some examples include: Pinwheel
String through a straw
Car
Dinosaur
Bubble wand
Hole puncher
What: A visual tool to indicate that it is time to check his/her schedule. The transition marker may incorporate an individual’s special interest as a way to meet that need throughout the day. Why: The transition marker helps to decrease the stress of transitions by offering a tool that is singularly and visually clear . . . “Check your schedule.” How: A transition marker is presented to the person with an ASD as a visual, concrete support to the verbal request “check your schedule”. The person with an ASD then takes the transition marker and places it next to or on the schedule as a way to ease a potentially difficult transition. The transition marker should be used on a consistent basis in order to be effective when needed.
Transition Markers & Student Interests
Surprise Card
“Uh-oh.
Looks like
the weather
has changed.
Surprise!
Surprise
Surprise Cards!
Revising the Schedule
The data tells us that we need to revise the schedule in the following ways:
1. Does the individual seem to not understand the schedule?
Adjust the format (object/photo/line drawing/picture/word)
Incorporate color
Adjust the size of the visuals
Other: ________________________________________
2. Does the individual seem overwhelmed by the amount of information?
Adjust the number of activities shown (e.g. whole-day to half-day, half-day to first-then
system, etc.)
Other: ________________________________________
3. Does the individual seem confused about the process?
Adjust the way that “finished” is indicated (e.g. Consider matching the schedule to the
environment)
Adjust the location of the schedule (e.g. stationery to portable, from top-to-bottom to left-to-
right, etc.)
Incorporate/adjust the transition marker
Other: ________________________________________
4. Does the individual lack interest in the schedule?
Incorporate student interests/preferred activities more frequently initially
Incorporate student interests on the schedule and/or transition marker
Other: ________________________________________
5. Is the individual destroying the schedule?
Consider all previous revisions
Make more durable (e.g. cardboard, baby jar lids, double lamination, etc.)
What Does the Research Say?
Using an agenda of the day’s lesson makes learning more relevant to students and takes the mystery
out of what is going to happen in class that day.
Note: This research applies to neuro-typical individuals.
-What Successful Mentors Do 81 Research-Based Strategies for New Teacher Induction, Training and Support
In recent years, some additional aspects of structure have been examined in carefully controlled
research and found to have proven benefits. For instance, several studies have shown that visual
activity schedules can make many aspects of the curriculum clearer to students and provide many
benefits in an efficient manner. This research and a detailed description of the use of activity
schedules can be found in McClannahan and Krantz (1998).
-Handbook of Autism & Pervasive Developmental Disorders, 2005 Volume II: Assessment, Interventions and Policy
"When the schedule was not available, he engaged in moderately high rates of challenging behavior,
compared with no such behaviors when the schedule was provided. Results such as this suggest that
individuals with autism can learn to use pictorial or written schedules quite easily and that their
challenging behavior may be reduced or eliminated dramatically when these supports are provided".
Weatherby and Prizant, 2000
Web Resources
Autism: Activity Schedule http://www.specialed.us/autism/assist/asst11.htm Different Roads to Learning http://www.difflearn.com/products.asp?dept=25 Healing Thresholds http://autism.healingthresholds.com/therapy/visual-schedules Use Visual Strategies http://www.dotolearn.com/ Teaching Learners with Multiple Special Needs
http://teachinglearnerswithmultipleneeds.blogspot.com/
What is a work system/mini-schedule?
A work system [or mini-schedule] is an extension of a portion of the schedule where the
individual has difficulty or needs more instruction.
It breaks a larger task from the schedule down into smaller steps which are easier for an
individual with autism spectrum disorders to handle.
The work system/mini-schedule clarifies that when the student goes to “work with
the teacher”, they will work on _____ activities and then _____________ will
happen when they are finished.
Large Group Time
Mini-schedule
1) 2) 3) 4)
Planning & Review
As children make plans and review their experiences, they enhance their predictive and analytical
abilities, harness self-regulatory mechanisms, and develop a sense of responsibility for themselves and the
choices they make. By encouraging these twin processes— expressing intentions and evaluating actions—
we can equip young children with the thinking skills they need for later schooling and adult life.
Review Strategies
Graph
Class Tour
Display Shelf
Photographs
Work in Progress Board:
When children want to continue an art or construction project, this sign alerts others not to touch the unfinished work. It also acts as a visual memory aid when the children make plans the next day. Finally, it encourages children to share with teachers and families a description of what they have already done and their ideas for adding to the detail and complexity of their undertaking.
Recording children’s remarks as they reflect on their activities tells
them their thoughts are worth preserving.
“I did so much at
Center Time! “
Center Planning Board
Levels of Talking
4 Excited Talk
3 Table Talk
2 Partner Talk
1 Whisper
0 No talking
41 | P a g e
Structuring Play
Play with Natural Structure [close-ended materials]
Play without Structure [open-ended materials]
► Puzzles
► Games
► Video Games
► Books
► Play-Doh/Art Materials
► Blocks
► Costumes
► Manipulatives
“Now I know what to do with these things . . . I can play!”
Pictorial Model: Photos that provide a sequence of steps to accomplish a task
Visual Outline: Outline that provides a clear beginning and ending
Clear Organization: Materials organized to promote student understanding
Visual Cues: Color coding paired with outlines to provide a map
42 | P a g e
More Structured Play Activities
43 | P a g e
Revising Activities
Consider the following when revising activities:
1. Does the individual seem to not understand what to do with the activity?
Add visual clarity through color coding, arrows, outlines, jigs, etc.
Add organization through baskets, shoe boxes, envelopes, baggies, containers, etc.
Adjust the placement of the materials
Re-teach the activity in the direct teach/one-to-one area
Other: _____________________________________________
2. Does the individual seem overwhelmed by the activity?
Adjust the amount of materials involved in the activity
Modify the expectations of the activity
Break down the activity into smaller steps
Offer peer support
Re-teach the activity in the direct teach/one-to-one area
Other: _____________________________________________
3. Does the student seem unmotivated to do the activity?
Incorporate interests, if possible
Reconsider whether or not this is a relevant/meaningful task
Re-teach the activity in the direct teach/one-to-one area
Consider all previous revision possibilities
Other: ______________________________________________
Young people with autism
process information in ways
that significantly affect their
ability to organize materials
or information and to manage
time. Because they do not
know how to organize a task,
they often become
immobilized or unable to
begin. Teachers may
misinterpret this as meaning
the individual cannot do the
task or is being
noncompliant. As a result,
their difficulties with
organization can interfere
with using their other
capabilities (Coyne, 1996).
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Folder Activity Websites
Preschool Printables
http://www.preschoolprintables.com/filefolder/filefolder.shtml
Stone Fox Folder Games
http://www2.grand-forks.k12.nd.us/ms/iditarod/stonefoxmenu.html
Math File Folder Games
http://www.busyteacherscafe.com/packets/filefolder.htm
A to Z Teacher Stuff – File Folder Games
http://store.atozteacherstuff.com/download-now/esp_wordfamilies2.html
File Folder Games - Phonics
http://www.ngcsu.edu/academic/educate/educ/tbellon/read/phongame.htm
Do 2 Learn
http://www.dotolearn.com/
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Research says . . . gains in communication skills are directly related to the prevention and reduction of problem behavior.
Carr & Durand, 1986
Reichle & Wacher, 1993
“Self-injury, tantrums, aggression, perseverative use of speech, and so forth may be the only means by which an individual with ASD can exert social control . . .”
Handbook of Autism and Pervasive Developmental Disorders,
Volume 2
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Critical UnderstandingIf we empower
individuals with a
more acceptable
form of
communication . . .
Then________________
________________
________________
________________.
STRATEGIES ADDRESSING BOTH
Receptive Communication
Schedules
Work Systems
Visual Cues
Written Directions
First/Then Board
Universal Sign for No
Expressive Communication
Communication Boards
Sign Language
Choice Boards
Picture Exchange
Communication System
Assistive Technology
Devices
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Communication Strategy: Wait Time
Example: Hold a desired object and wait for the student to initiate a request.
Example: Engage in a fun play routine several times, then pause and wait for the student
to initiate a request. Research: Research review found wait time led to fast and generalized productions of
language in students with autism, particularly requesting, if the skill was already one the student had but did not use.
-Goldstein, 2002
Communication Strategy: Choices
Children with autism had better performance on tasks that allowed them to make choices about the activities in which they would participate; found to improve behavior across activities [e.g. academic, vocational and leisure].
-Carter, 2001
Choice Board: The circular or different type of background helps children to understand that they get to choose the activity that they want versus having to follow any type of predetermined sequence as in a schedule or mini-schedule.
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Library of Social Scripts & Power Cards
http://www.kansasasd.com/node/9
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What is a Power Card?
1. A brief scenario or character sketch describing
how the hero solves the problem.
2. The POWER CARD recaps how the child can
use the same strategy to solve a similar
problem.
My Power Card:
Making Connections
[My favorite character: ] knows how
important it is to feel good about going to training.
Sometimes, the examples in the training are of a different
grade level or type of student than I directly work with.
This can be frustrating sometimes.
[My favorite character: ] wants you to
remember that it will be your job to apply the underlying
principle of the example to your particular situation.
[My favorite character: ] is flexible and wants you to try to be flexible also.
Remember that you can: 1. Ask a friend to help make a connection
2. Use the examples in the handouts to think about your
class and students
3. Give a note to the presenter with your specific question
during a break
Picture of my favorite character
Power Card Strategy: Getting Started 1. Identify the problem or situation 2. Identify the child’s special interest 3. Conduct a functional assessment 4. Determine whether the Power Card strategy is appropriate 5. Collect baseline data 6. Write the scenario and design the power card 7. Introduce the scenario and the Power Card to the student 8. Collect intervention data to determine effectiveness 9. Evaluate the intervention and make modifications if needed 10. Empower the student to determine how long to keep using the Power Card strategy 11. Based on student input and performance, fade reading of the scenario while still keeping the Power Card 12. Based on student input and performance, fade the use of the Power Card
Elisa Gagnon Power Cards: Using Special Interests to
Motivate Children and Youth with
Asperger Syndrome and Autism
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Power Cards
Having a Substitute
Sometimes, players get sick and can’t play in the
game. But, you must have a full roster to play a
game, so sometimes there is a substitute player.
It is not the same when there is a substitute, but
that is O.K. We will do the best we can until our
regular players come back.
“It is O.K. to have
a substitute.
We are still
winners!
I am upset
that we
have a
substitute!
Challenging Situation:
Transitioning from a highly preferred activity to a less preferred activity [e.g. from computer to math work]
Curious George Loves Kites
• Curious George loves to fly a kite. Sometimes, he has to stop flying a kite and do some work.
• Curious George wants to keep flying his kite, but he knows that he will have another chance to fly his kite later.
Curious George . . . • When it is time to stop flying a
kite, Curious George will try to:
– Stop and say “That’s O.K.”
– Ask for one more minute
– Ask for two more minutes
• I will try to be like Curious George and stop working on the computer when it is time to do something else.
“You can do it!”
I will try to be like Curious George and stop working on the
computer when it is time to do something else.
I will try to do one of these:
Stop and say “That’s O.K.”
Ask for one more minute
Ask for two more minutes
The Power of Power Cards:
Choice: Provides clear choices
Interest: The person’s special interest presents the choices
Positive: Focuses on what is possible in positive terms
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Count 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
Count 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
Breathe in –Breathe out –
Breathe in-Breathe outBr
eath
e in
–Br
eath
e ou
t –
Brea
the
in-B
reat
he o
ut
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Learning with Less Stress and Anxiety Stress and anxiety create a negative situation, which makes
learning difficult. In a traditional teaching situation the
need for person-to-person interaction can be a cause stress
and anxiety. A child is unnecessarily burdened by the need
to overcome this stress and anxiety before they can focus on
what is being taught. Learning suffers, or does not happen.
Video modeling changes all that. An important benefit
of video modeling is that it removes the necessity of person-
to-person interaction from the learning process. Removing
this interaction takes pressure off the child and allows the
child to concentrate on the video.
Attending to video only, a learner concentrates and is less
distracted.
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Video Modeling
What Is Video Modeling?
Video modeling is a strategy involving
the use of videos to provide modeling of targeted skills (Bellini & Akullian,
2007). Both videos that include the participants (video self-modeling, VSM)
and videos of others have been found effective in teaching new skills (Sherer
et al., 2001).
Video modeling including “other” models may be easier to produce
because these videos generally
require less editing than VSM; typically developing students may more readily
cooperate, understand directions, already demonstrate mastery of target
skills, and require fewer prompts. Excerpt from:
Video Modeling
A Visually Based Intervention
for Children With Autism
Spectrum Disorder Jennifer B. Ganz
Theresa L. Earles-Vollrath
Video Modeling Challenges:
Point-of-view modeling, or placing
the video camera at an angle that illustrates the target skill from the point of view of the target student (e.g., camera is placed at the shoulder of the model to show the skill from eye level) also has been demonstrated to be effective (Bellini & Akullian, 2007).
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Types of Video Models
Adult Models: Adults model the targeted behaviors. Adults can be familiar to the participant including a parent, teacher, or be unknown, for example.
Peer models: Peer models are typically the same age and gender of the
participant. Peer models can include individuals familiar to the participant, such as a sibling or classmate, or unknown individuals, for example.
Video Self-modeling (VSM) refers to "the observation of images of oneself engaged in adaptive behavior (Hitchcock, Dowrick, & Prater, 2003, p. 37)."
Point-of-view video models: Point-of-view refers to the visual image that
would be seen if the participant was engaged in the behavior including, images of hands demonstrating a specific skill, for example.
Mixed models: Mixed model approaches may combine any of the above model types. For example, adult video models may be combined with video
self-modeling to provide feedback to the child on their imitation of a specific skill.
Video Modeling Summary
Video modeling has theoretical roots in the social learning theory work of Bandura (1969), which called attention to the ability to learn through
observation. Observing or watching the consequences of behaviors exhibited by others can vicariously serve to reinforce or punish the viewer. If an
individual sees that others in the class receive praise for starting their work immediately upon request, the individual's likelihood of starting work immediately upon request increases to the degree that the praise is a
reinforcer. Principles of social learning theory contribute to the effectiveness of video modeling (Aspy & Grossman, 2007). Most individuals with autism
do not engage in incidental learning to instinctively gather information from their environment.
Imitation is a complex type of social learning which enables new learners to profit from modeling the behaviors of skilled performers. Imitation requires a
rather sophisticated ability to discriminate who and what to model (Atherton, 2005). Imitation requires a "frame of reference" or the ability to understand the context and viewpoint which selectively guides the outcome of the model
and the viewer. Many individuals with autism need assistance in finding an appropriate frame of reference. For many individuals with ASD, visual
supports facilitate location of the appropriate frame of reference.
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Basic Guidelines for Video Modeling
Guideline Description
1
After a task analysis, each component of a specific task
should be videotaped. The number of sequences to be shown needs to be gauged for a particular child
experimentally.
2
Preferably one model should be used.
3
Simple behaviors demonstrated by the model should be about 30-40 seconds maximum.
4
At the initial stages, the setting viewed in the videotape should be the same as the setting in which the child will
demonstrate the imitative behavior. Thereafter, different settings could be used.
5
The treatment provider has to be sure that the videotape
shows a close-up of the action he or she wants the individual with ASD to imitate.
6
The individual with ASD should be allowed to watch each
video clip at least once.
7
The individual with ASD has to be allowed to have at
least two or three minutes to demonstrate the modeled
behavior. Prepare to provide positive reinforcement for all positive
attempts.
8
The individual with ASD should watch the same modeled
sequence again if he or she fails to imitate the behaviors; this should be done at least three times.
9
The teacher must keep data for every trial and let the
individual with ASD have at least three successful trials before he or she moves to the next video clip.
10
Programming for maintenance and generalization of the imitative behavior must take place across settings,
stimuli, people and time.
Behavior Data Collection Student_______________________________ Staff: _____________________ Date: ___________________
Antecedent Behavior Consequences Time Activity Location Persons
Involved Intensity
1 2 3 4 5 Length (sec/ min)
Other:
Intensity Scale: 1=low 2= mild 3=somewhat intense 4=high 5=extremely high
Jalapeno
Trucker Call
Rollercoaster
Sprinkler
Clam Clap
Microwave
Elvis Thank You
Seal Clap
Fireworks
Yee Haw!
Eggbeater
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Keymakers Author Unknown
Some people see a closed door,
and turn away.
Others see a closed door, try the knob
if it doesn’t open . . .
they turn away.
Still others see a closed door,
try the knob,
If it doesn’t open, they find a key,
if the key doesn’t fit . . .
they turn away.
A rare few see a closed door,
try the knob, if it doesn’t open,
they find a key,
if the key doesn’t fit . . .
they make one.
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References
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Resources
Autism Papers: Work Systems and Visual Structure
http://www.specialed.us/autism/structure/str12.htm
Brain Tissue Research
http://www.brainbank.org/0307_AS_ATP_BROCHURE_v5.pdf
Joe’s Schedule Visual Toolkit
http://joeschedule.com/JoeSchedules_Visual_Toolkit/Welcome.html
Mayer-Johnson Resources
http://www.mayer-johnson.com/Downloads.aspx
National Autistic Society
Resources for people with autism spectrum disorders
http://www.autism.org.uk/nas/jsp/polopoly.jsp?d=1246
NICHCY Autism Fact Sheet
http://nichcy.org/Disabilities/Specific/Pages/Autism.aspx
Organization for Autism Research: Life’s Journey through Autism/Autism & Asperger Syndrome
http://www.researchautism.org/resources/OAR_EducatorsGuide.pdf
Picture It Tutorials
http://www.slatersoftware.com/document.html
Special Education Technology [SET]: PictureSET – downloadable visual supports
http://www.setbc.org/pictureSET/Default.aspx
Strategies for Teaching Based on Autism Research
http://starautismprogram.com/
Treatment and Education of Autistic and related Communication-handicapped Children:TEACCH
Resources
http://www.teacch.com/research.html
What Does Our Research Mean for Autism Early Intervention?
Pat Mirenda, Ph.D. and Karen D. Bopp, Ph.D. University of British Columbia
http://www.mcf.gov.bc.ca/autism/pdf/AutismIntervention_ResearchFindings_v02.pdf
Tager-Flusberg, Helen Joseph, Robert M., (2003). Identifying Neurcognitive Phenotypes in Autism.
Philosophical Transactions: Biological Sciences, Vol. 358 (No. 1430), pp. 303-314.
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