module 3 - outside the box learning resources · 25/09/201321.03.2014 dr michele dunleavymichele...

Module 3PRESENTATION

School policies

� Norm-referenced/standardised tests used in schools to determine a pupil’s need for supplementary teaching – no ASD assessments referred to in policies

� Supplementary teaching in the areas of literacy and numeracy – no reference to social skills teaching

Knowledge and understanding of ASD

� Knowledge and understanding of ASD

� Knowledge of ASD specific assessments

� Knowledge of Social skills assessments

ASD specific assessments

� Assessment of Basic Language and Learning Skills (ABLLS)

� Verbal Behavior Milestones Assessment and Placement Program VB-MAPP

� PscyoEducational Profile 3 (PEP 3)

� TEACCH Transition Assessment Profile (TTAP)

� Social Skills Assessment

21.03.2014 Dr Michele Dunleavy21.03.2014 Dr Michele Dunleavy21.03.20149/9/2014 Dr Michele Dunleavy

ABLLS – R Protocol

� The assessment of Basic Language and Learning Skills

� To identify areas where teaching is necessary to help pupil learn from everyday experiences

� There are 126 tests divided into 25 areas under 4 headings

� Basic learner skills assessment

� Academic skills assessment

� Self-help skills assessment

� Motor skills assessment

Basic learner skills assessment

Comprises 15 assessment areas1. Cooperation and reinforcer effectiveness

2. Visual performance

3. Receptive language

4. Imitation

5. Vocal imitation

6. Requests

7. Labelling

8. intraverbals

continued

9. Spontaneous vocalisations

10. Syntax and grammar

11. Play and leisure

12. Social interaction

13. Group instruction

14. Follow class routines

15. Generalised responding

Academic skills assessment

Comprises 4 assessment areas

1. Reading skills

2. Maths skills

3. Writing skills

4. Spelling

Self-help skills assessment

1. Dressing skills

2. Eating skills

3. Grooming

4. Toileting skills

Motor Skills Assessment

1. Gross motor skills

2. Fine gross motor skills

VB-MAPP – 5 components

1. Milestones Assessment contains 170 measurable Milestones balanced across 16 skill areas and 3 developmental level – 0-18 months; 18-30 months; 30-48 months

2. Assessment of 24 learning and language acquisition barriers often faced by children with language delay

3. Transition assessment provides an overall summary assessment of a child’s readiness to move to a less restrictive educational setting

4. Task Analysis and Skills Tracking – provides further breakdown of the skills and serves as a more thorough verbal behaviour curriculum guide

5. Placement and IEP goals. Once a child’s skills and barriers have been identified and analysed, IEP goals can be written and an intervention programme can be designed and implemented to meet these goals

21.03.2014 Dr Michele Dunleavy21.03.2014 Dr Michele Dunleavy9/9/2014 Dr Michele Dunleavy

Language programmes for pupils with

ASD

21.03.2014 Dr Michele Dunleavy21.03.2014 Dr Michele Dunleavy9/9/2014 Dr Michele Dunleavy

PsychoEducational Profile 3 (PEP 3)

Developmental Subtests:

• Cognitive verbal/Preverbal

• Expressive Language

• Receptive Language

• Fine Motor

• Gross Motor

• Visual – motor imitation

21.03.2014 Dr Michele Dunleavy21.03.2014 Dr Michele Dunleavy9/9/2014 Dr Michele Dunleavy

PEP 3

Maladaptive Behaviour Subtests:

� Affective expression

� Social reciprocity

� Characteristic motor behaviours

� Characteristic verbal behaviours

21.03.2014 Dr Michele Dunleavy21.03.2014 Dr Michele Dunleavy9/9/2014 Dr Michele Dunleavy

PEP 3

Composites:

� Communication composite

� Motor composite

� Maladaptive behaviour composite

21.03.2014 Dr Michele Dunleavy21.03.2014 Dr Michele Dunleavy9/9/2014 Dr Michele Dunleavy

PEP 3

Caregivers report

� Problem behaviours

� Personal self-care

� Adaptive behaviours

21.03.2014 Dr Michele Dunleavy21.03.2014 Dr Michele Dunleavy9/9/2014 Dr Michele Dunleavy

TTAP

� TEACCH Transition Assessment Profile

� The emphasis is the pupil’s needs for transitioning to adult living

�Vocational skills

�Vocational behaviour

�Independent functioning

�Leisure skills

�Functional communication

�Interpersonal behaviour

Purpose of TTAP

� Assess strengths and needs to assist the individual to function in community settings

� To gain skills to help pupils with ASD to transition from school to community

� Identify skills or knowledge acquisition for IEP targets

� Identify services and supports required when the pupil finishes

21.03.2014 Dr Michele Dunleavy21.03.2014 Dr Michele Dunleavy21.03.2014 Dr Michele Dunleavy9/9/2014 Dr Michele Dunleavy

Three Scales

� Direct Observational Scale

� Home Scale

� School Work Scale

21.03.2014 Dr Michele Dunleavy21.03.2014 Dr Michele Dunleavy21.03.2014 Dr Michele Dunleavy9/9/2014 Dr Michele Dunleavy

Scoring sheets

P E F

Uses assembly line methods

Work continuously on task

Is not distracted by office noise

Works Continuously at Task

Passing: Works continuously for 5 minutes with no pauses longer for 10 seconds

Emerging: Works continuously for 5 minutes with 1 or 2 pauses of no more than 10 seconds

Failing: Has 3 or more pauses of more than 10 seconds or never performs the tasks

21.03.2014 Dr Michele Dunleavy21.03.2014 Dr Michele Dunleavy9/9/2014 Dr Michele Dunleavy

Social skills programmes

21.03.2014 Dr Michele Dunleavy21.03.2014 Dr Michele Dunleavy9/9/2014 Dr Michele Dunleavy

Circle of

intimacy

Circle of friendship

Circle of

participation

Circle of exchange

21.03.2014 Dr Michele Dunleavy21.03.2014 Dr Michele Dunleavy9/9/2014 Dr Michele Dunleavy

Social Skills Concentric Circles

Social skills

21.03.2014 Dr Michele Dunleavy21.03.2014 Dr Michele Dunleavy9/9/2014 Dr Michele Dunleavy

ASD activities and how they

correlate with the National

Curriculum

� Teaching Activities for Autistic Children compiled and edited by

� Eric Shopler

� Margaret Lansing

� Leslie Waters

21.03.2014 Dr Michele Dunleavy21.03.2014 Dr Michele Dunleavy21.03.2014 Dr Michele Dunleavy9/9/2014 Dr Michele Dunleavy

Kicking a ball

� Aim: to improve cognitive processes in the area of body movement, improve overall balance and eye-foot coordination

� Objective: the child will move his/her body in response to verbal instructions, maintain balance while doing so and be aware that his body movement can propel an object. Direction of kicking to a pre-ordained position is not important, this will come at a later stage

� Use chairs or other objects to make a lane so that you can kick a ball between you and the child and not have it roll away. Place the ball on the ground in front of the child, and move back to a position approx 10 feet away from child. Tell him to kick the ball (a physical prompt may be needed) and practice kicking the ball following verbal instructions. When he has learned to kick the ball a goal post may be introduced and kicking with accuracy between the posts can begin. Remember that this entails cognitive processes as well as body movement

25/09/2013 Michele Dunleavy21.03.2014 Dr Michele Dunleavy21.03.2014 Dr Michele Dunleavy21.03.20149/9/2

Method

� Use chairs or other objects to make a lane so that you can kick a ball between you and the child and not have it roll away. Place the ball on the ground in front of the child, and move back to a position approx 10 feet away from child. Tell him to kick the ball (a physical prompt may be needed) and practice kicking the ball following verbal instructions. When he has learned to kick the ball a goal post may be introduced and kicking with accuracy between the posts can begin. Remember that this entails cognitive processes as well as body movement

25/09/2013 Michele Dunleavy21.03.2014 Dr Michele Dunleavy21.03.2014 Dr Michele Dunleavy21.03.2014

English – Strand: receptiveness to

language

� Strand Unit: oral language: developing receptiveness to oral language

� Experience challenging vocabulary and sentence structure from teacher

� Listen to stories, descriptions, instructions and directions and respond to them

� Listen to sounds and respond to them

25/09/2013 Michele Dunleavy21.03.2014 Dr Michele Dunleavy21.03.2014 Dr Michele Dunleavy21.03.2014 Dr Michele Dunleavy

Maths – Strand: Shape and space

� Strand Unit: spatial awareness

� Explore, discuss, develop and use the vocabulary of spatial relations

� Position: over, under, up, down, on, beside, in

� Directions: moving in straight/curved lines, in a circle, finding own space

25/09/2013 Michele Dunleavy21.03.2014 Dr Michele Dunleavy21.03.2014 Dr Michele DunleavyDr Michele Dunleavy9/9/2014 Dr Michele Dunleavy

PE - Strand: Games

� Strand Unit: sending, receiving and travelling

� Kicking – develop and practice kicking skills

� Kicking a ball to a partner or at a target along the ground using the inside, instep and outside of foot

25/09/2013 Michele Dunleavy21.03.2014 Dr Michele Dunleavy21.03.2014 Dr Michele Dunleavy21.03.2014 Dr Michele Dunleavy9/9/2014 Dr Michele Dunleavy

SPHE – Strand: Myself

� Strand Unit: self-identity

� Self-awareness – develop an appreciation of and talk about personal strengths, abilities and characteristics

� Developing self-confidence – appreciating that making mistakes is part of the learning process

� Making decisions – recognise and reflect on choices that are made every day

� Strand Unit: taking care of my body

� Knowing about my body – appreciate the need and understand how to care for the body in order to keep it strong and healthy eg regular sleep etc

� Explore the various things the body can do – movements

� Name parts of the male and female body, using appropriate anatomical terms, and identify some of their functions

25/09/2013 Michele Dunleavy21.03.2014 Dr Michele Dunleavy21.03.2014 Dr Michele Dunleavy21.03.2014 Dr Michele Dunleavy9/9/2014