autism 1 2 3 social supports 3 - constant...

Office name goes here Presented by: Mo Buti 2017

Autism 1, 2, 3

Session 3: Social supports

Office name goes here Presented by: Mo Buti 2017

Mo ButiIn the field of special education for over

26 years. Have been Special education

teacher, an administrator over Autism

and Intellectual Disabilities for the

Chicago Public Schools, Director of

Program Development for Neumann

Family Services. Currently an autism

educational consultant and international

presenter (www.AiepAutsim.com).

Objectives

Office name goes hereOffice name/footer goes herePresented by: Mo Buti

Many students with autism have challenges

in social skills. In this session, we will learn

about:

• Strategies that work to increase a student

ability to successfully engage in social

situations.

• We will also look at many resources that

can be located online.

2017

Autism…….


Communication and Social Interaction:

•Some people with autism are verbal while

others are non-verbal.

•Some people with autism do not desire to

socially interact, while others are highly

motivated to socially interact though do not know

how to do so.

2017

All students need to

have a functional

means of

communication.

Total Communication

Use everything a student gives you as a form of

communication (verbalizations, verbal

approximations, gestures, behaviors, physical

movement, sign language, use of pictures,

writing, etc)

Respond to all of the above

Child

Severe moderate mild physical autism

Self-contained pull-out push-in inclusion

I have found that all of my students I have come in contact

with in my career- no matter what abilities or “disability” they have-they would benefit from one thing.

That one thing would be…...

Visuals

Office name goes hereOffice name/footer goes herePresented by: Mo Buti 2017

Auditory information is fleeting. It is

there…..and then it is gone!

Visual information stays long enough for a student

to see it, take in the information and respond

to it.


*With visuals a child can go back to it again and again if they need help understanding, taking it in, reviewing, responding and remembering. And they can even go back again and again if needed.

*Too often teachers presume that students understand everything that is said to them……frequently they do not….think of all of the visual cues that are there naturally occurring (gestures, body movements, facial expressions, other kids actions….).

* It is important to understand a child’s visual learning style and how they take in information, process information, and express understanding and then provide the extra visuals that these students need.

2017

The Good Things About Visuals:


Easy to use

Requires little training

Inexpensive

Individualized

Increases independence

Visuals are used for all of the following (and much more) as well!

2017

But………..

how do most teachers teach??????

We TALK.

Social interaction requires shifting back and forth from person to person. You must rapidly established attention and shift attention. Many students have

difficulties accomplishing these skills at speed necessary to participate in social interactions. Auditory

information disappears before some students have chance to respond. They may also miss some of the important information being communicated. Making

social situations visual can help with this.

Social avoidance- shy away from or escape social situations.

Could also be over stimulation (sensory?)

May not see the need to socially interact

Social indifference- do not actively seek interactions nor avoid.

Social awkwardness- try hard to gain friends though lack reciprocity in conversation and interests.

May not understand social cues or rules.

May not understand how or why to socially interact.

May come across as rude or blunt.

May have difficulty decoding language or facial expressions.

May have difficulty problem solving.

May have difficulty with group/team work.

May be physically awkward.

Developmentally appropriate social skills should be

taught, modeled, promoted, and practiced.

Student’s social abilities should be individually

assessed and critical social skills are explicitly

taught throughout the school day. Every

interaction is treated as an opportunity to teach,

practice and reinforce social behavior. Many

different strategies can be utilized (social stories,

scripting, video taping, modeling, and practicing) to

teach appropriate social skills. Let’s take a look at

some……..

Social skills need to be taught and exercised in a rote fashion much like teaching a foreign language.

Michelle Garcia

Dr. Steven Shore

“Your son will end up “Your son will end up “Your son will end up “Your son will end up in an in an in an in an institutioninstitutioninstitutioninstitution””””

What they meant to say was What they meant to say was What they meant to say was What they meant to say was ””””a HIGHER institution of a HIGHER institution of a HIGHER institution of a HIGHER institution of

learninglearninglearninglearning”!”!”!”!

Good teachers taught Good teachers taught Good teachers taught Good teachers taught him to:him to:him to:him to:

*smile*make eye contact*how close to stand to someone*how to introduce yourself

Good teachers did not Good teachers did not Good teachers did not Good teachers did not teach him:teach him:teach him:teach him:

Social Rules

• Remember there is not 1 set of social rules to

teach. There is a different set of rules for

different groups

– Boys vs girls

– Rich vs poor

– Fat vs skinny

– etc

*Visual cues

*Schedule social interactions into routine

*Social stories

*Scripting (teacher provided or child makes)

*Writing notes

*Watch videos/movies

*Make videos

*Practicing in front of the mirror

*Role playing

*Practice partners in talking/peer mentors

*Visual bridges

*Physical activity

*Read a story and have pictures of characters that are in the story and have the child draw in the face expressions.

* *Newspaper reporter/interviews- start by asking questions, then can be additional probing questions that may be more complex.

Use of visuals

*Visuals in lunch box.*Show and tell visual*Topic cards*One person says something and the other person writes on the thought bubble white board

www.angelfire.com

Websites/ Products*http://www.jkp.com/mindreading/

Mind reading- you can explore different emotions- you can see and hear them. Must purchase.

*www.sandbox-learning.com

(customized social stories and news letter)

The below websites and great for teaching reading and understanding of emotions. This is important

for behavior and social.

*Do2learn.com

• http://autismteachingstrategies.com/free-social-skills-downloads-2/

The Social Skills Picture Book- by Jed Baker

Central Florida teachers use………

Schedule social interactions right into a student’s schedule:

-Showing completed work to the teacher

-A certain number of greetings required before beginning an activity

-Use of a schedule of the order of what to play on when out on recess.

-Passing things out in class and having to say something to each child

-Sabotage the environment.

**when peers are involved make sure that they have an understanding of autism****

Schedule in greetings

Made by Karen Barineau

One side schedules when he has “friend time” and “me time”

The other side has a cue of what he can say during “friend time”.

A tool for teaching social skills.

Provides accurate information about situations that may be found difficult or confusing.

Describes the situation, the social cues, and what is expected and why.

Increases understanding, helps with comfort level and suggest appropriate responses.

Helps understand theory of mind….understanding other people’s thoughts, feelings, reactions and expectations.

Use text, Boardmaker, Writing With Symbols, pictures, or a memo format.

Script out what you want/or think the student might want to say

Script out what the student and the other person involved in social interaction would say. Practice it. Rehearse it.

Write repetitive lined stories on how to act in certain social situations.

Use pre-printed social stories by Carol Gray

Use first-person, present-tense, and information filled, positive language.

“Social Stories address social confusion by requiring

parents and professionals to first stop and consider a

situation from the perspective of the child or adult

with ASD, and second to identify and share

information that may be missing with a Social Story.”

(Gray, 1994)

??? ?

How to write an individualized Social Story

• Start with the target behavior or area of need.

• State the story in a positive, clear, concise manner using words familiar to the child and that are used in the classroom.

• Provide visual supports along with the story

• Some need auditory as well- can add sound and/or video.

Social Story Modifications

• Power point books

• http://thebehaviorguy.com/social-stories-skills/ pre-made social power point social stories

• http://www.microsoft.com/windowsxp/using/digitalphotography/photostory/default.mspx you will be amazed at how quickly you can create slide shows or movies from your class photos. Upload your photos in seconds, easily add music and you have a year end presentation of your class activities.

• http://photopeach.com/ even easier than Photo Story and it's online so it doesn't matter what computer platform you are using. Import photos, write captions, add music, done!

• http://animoto.com/education create fully

customized videos of user-selected images and music almost instantaneously. The web application does all the work once you select your images and audio

The bell rings when recess is finished. The children stand in line by the door. They wait

for the teacher to come. When the bell rings, I will try to stop what I am doing. I will stand in

line. I will wait for my teacher. My teacher will be happy to see all the children in line.

“My name is John. We have

circle time at school. The kids sit

on the carpet with the teacher.

The kids sit and watch the

teacher. Sometimes we sing and

read at circle. I will sit on the

carpet with my friends at circle

time. I will look at the teacher in

circle. My teacher is happy

when I sit at circle!”

*Use of speech bubbles and

thought bubbles

*Can work on what people

might say, do or think

Comic strips- fill in bubbles of what to say or drawing

in facial expressions

• http://plasq.com – minimal charge

• www.comicstripcreator.org - free

• http://www.toondoo.com/toondoo/Home.toon -free

• http://www.makebeliefscomix.com/Comix/ - free and

now has a free app

Comic Strips

• http://www.makebeliefscomix.com/

– Can change emotions, can change direction of

characters, can create talk bubbles, can create thought

bubbles, etc.

– Can be used for social stories, social scripts, and in

language arts.

• Toontastic – app free

Presented by: Mo Buti 2017

Power Cards

Power Card Strategy involves including special interests with

visual aids to teach and reinforce academic, behavioral and social skills to individuals

with Autism Spectrum Disorders. Examples next slides

Power Cards

When Justin Timberlake

wants to say Hello he

waves and says, “Hello”.

Justin does not touch

someone when he says

hello.

Justin uses a quiet voice

when he says hello to

someone.

Consistent!

Same voice, same words, same intonation, same body movements every time.

Where can you get video? Camera, flip camera, Vado camera, video camera, cell phones,

youtube.com, teachertube.com and videojug.com, and movies.

Video Modeling

*http://www.modelmekids.com/ (videos

demonstrate social skills by modeling

peer)

* http://www.socialskillbuilder.com/

(video sequences of real-life social

scenarios )

• http://www.watchmelearn.com/

(video based lessons ) http://autismbrainstorm.org/world-cafe/2012-07-25-21-26-59/social-network/87-mary-beth-rochin-

palo/videos/video/48-brett-s-recent-dive-learned-from-video-modeling?groupid=0

Purchased products:

*Slows down the social interaction process.*Allows student to use their visual strength.*Allows time to process information.*Turn taking is made more obvious and balanced.

Note writing modifications:

•Dictate what to write.

•Pick from choices of what to say.

•Fill in the blanks.

•Draw pictures

•Email (www.ebuddies.org)

•Type

Using Photos to Teach Conversation Skills

*motivating way to engage children in conversation*provides a bridge to better conversation and social interactions*can close the gap of what other children may talk about and what some children with autism may talk about

1- Practice or rehearse what to say2-Write down information about a picture and can post on the back.3-Teach student how to hold the pictures for others to see.

18 year old with autism-

asked 3 questions

Question #1

ABCsABCsABCsABCs

123s123s123s123s

Went to grandmas for lunchWent to grandmas for lunchWent to grandmas for lunchWent to grandmas for lunch

Tell a storyTell a storyTell a storyTell a story

The mini shoe collection!

How many children do you know who collect things? Collections increase social opportunities. You can talk about your collections with others. You can show your collections to others. You can trade, give or get items for your collection. This creates many opportunities for social interactions that may not have been there if it weren't for a collection. how many items there were. This is an easy, age appropriate and fun way to facilitate social interactions

A form of homework

Connects 2 environments (home and school)

Visual tools to help student to communicate information about themselves and their lives to other people in other environments.

Help student to share life experiences (this information is what friendships and relationships are built on)

Teaching student to share, tell, ask, and remember information.

*Coordination

*Fine and gross motor skills

*Spatial awareness

*Physical fitness

*Why friends are good?

*How a friend acts

*How to share

*How to play

*How to cooperate

*Lunch bunch/ fun lunch/lunch and learn

*Recess groups*Speech therapy social

groups*Social work social groups

Circle of Friends

The Circle of Friends is not a mere social skills

group; it goes beyond that to a more specific

focus, developing friendships and providing a quality education for a child with special needs,

one that includes learning about social

skills through peer relationships and direct

instruction.

*Need to be taught idioms, oxymorons and sarcasm

*What facial expressions mean

*What body language means

*What gestures mean

*”Let’s Make Faces” by Gerard Emerson Langeler

*Floor feelings game- emotion cards on floor, read scenario, stand on the correct emotion.

http://www.transporters.tv/index.html

Reading Faces / Interpreting Emotions

This skill is important at home, in school and on the playground. Many

misunderstandings arise from kids misinterpreting the emotions of others. Sometimes kids can be confused by

what a particular look means. They may easily mistake a look of disappointment and think someone is angry, or they may mistake a nervous expression for a funny

one.


Question #2

Is often avoided:-to avoid interaction-because they are looking somewhere else-may not look like they are looking though they know what is going on.-can not look and listen at the same time (too much information or can’t integrate the 2 senses)

Important for social interaction:-makes a connection-can see body language-lets people know you are listening-can learn new behaviors-shows an interest -is socially accepted

What to teach:-to do it in a natural way-orient to the person you are talking to-act like a listener-watch other people-intermittent gazing


Question #3

Opportunities for interaction with age appropriate

non-disabled peers should be part of students’ school

day.

Provide opportunities to interact with age-

appropriate non-disabled peers. Students

should be provided with the appropriate

amount of support to maximize success.

Supports can include visuals, practicing,

modeling, etc

Be aware that free play, recess

and other unstructured times are

the most difficult times for

children with autism; think about

how to impose structure on

activities; this also applies to

older students, though with needs

for age appropriate supports and

structure.

Organize and closely monitor unstructured social environments (lunch, free play and recess)

Maximize and utilize student’s strengths:*create a social role for student based on strengths*teach social skills with predictability and routine*rehearsal and repetition*remember student need to be concrete and literal*provide visuals

Frequent opportunities should be

provided for students to make choices

throughout the day and in all contexts

(not only what activities they want to do).

Choices can be provided

visually or verbally.

“Which one would

you like to work

for?”

WHAT ELSE?????

Power of Choice

2017Presented by: Mo Buti

Instead of saying “you have to do 5 math problems”…..say “Do you want to do

5 math problems or 6?”

Instead of saying “you have to read now”……say “do you want to read now or

after a 5 minute break?”

Instead of saying “you have to do your math now” …..say “do you to do your

math with or without your calculator?”

You will get to take a

break after you do your

math.

First do math, then take a

break.

Use Sequential Language

Literal

Language

“Drawn to shiny objects”“Drawn to shiny objects”“Drawn to shiny objects”“Drawn to shiny objects”

Southern gentlemanSouthern gentlemanSouthern gentlemanSouthern gentleman

MidMidMidMid----western guywestern guywestern guywestern guy

InappropriateInappropriateInappropriateInappropriate

Travels the world

going to Autism

conferences

If a picture paints 1000 words, why

settle for just one?

If you have a student who is deaf…..wouldn’t you learn and use sign language?

If you have students that are autistic, non-verbal or visual learners..…

Thank you!

Mo Buti

[email protected]

Twitter: @themobuti312-316-2884

AiepA:

AiepAutism.com Advocate and Instructional Expert for People with Autism

https://www.facebook.com/Butiautismhelper?ref=aymt_homepage_panel

autism 1 2 3 social supports 3 - constant...

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