AUTISM SPECTRUM DISORDERAUTISM SPECTRUM DISORDERFOUNDATION, SUPPORTS & TECHNOLOGYFOUNDATION, SUPPORTS & TECHNOLOGY

Saginaw Township Community SchoolsChantel Mozden

Amy Idzior

OUTCOMES

• foundation of what is Autism and Asperger’s Syndrome

• real life application for teachers to help students with ASD through the use of technology for teaching strategies

• real life application to help students with ASD through the use of technology for output of their knowledge

ALWAYS REMEMBER . . . Students with Autism are people first! They may have similar

characteristics that qualify them for Autism Spectrum Disorder, but they are still very unique individuals who have their own personalities. They are elementary kids, teenagers, and young adults who go through the same struggles with learning and development that typical peers do. So, address their Autism, but also understand sometimes they are just being a kid!

If you know a person with Autism, you know ONE person with Autism. Not ALL Autism!

WHAT IS AUTISM AND ASPERGER’S SYNDROME?

They are neurological disorders that impact the brain’s ability to function properly. Both fall under the umbrella of PDD (Pervasive Developmental Disorder).

PDD

Autism Spectrum Disorder (ASD)Asperger’s DisorderPDD-NOS

Classic Autism Asperger’s Syndrome (AS)

Neurotypical“High Functioning” Autism (HFA)

“ASD”

Differences in socialization

Differences in communication

Autism

Differences in behavior

AUTISM SPECTRUM CHARACTERISTICS

AUTISM 101•EYE CONTACT: Understand the child does not need to look at you to understand you. “Look at me” is not appropriate.

• SENSORY & MOTOR ISSUES: Meet the child’s sensory & motor needs ahead of time instead of waiting for him/her to spiral out of control.

AUTISM 101•OBSESSIONS: Incorporate the child’s obsessions into his/her day instead of taking them away.

•PERSPECTIVE & RULES: Understand that sometimes the “rules” do not make sense to them or that things make sense to them because they have their own “rule” about the issue. Write out in social stories what is expected ahead of time.

People with Asperger’s are typically rule followers. They may be rule orientated, but also seem to break the rules at times because it makes sense to them. This makes them pretty honest people (do not deliberately lie or break a rule). When there is a behavior error, make sure they understand the rules of the class vs their own perceptions on life.

“In autism, rules are fairly easy to learn, but not easy to modify or apply flexibly.”

~Janice Janzen

RECEPTIVE VS EXPRESSIVE FOR CLASSIC & HFA

If a student can speak he still may not understanding everything you are saying to him. (has expressive but lower receptive)

RECEPTIVE: What you understand when someone communicates with you.

EXPRESSIVE: What you say or do to express your thoughts.

If a student cannot speak he still may know what you are saying to him.

(has receptive but limited expressive)

SPLINTER SKILLSMost people have a similar range of ability in school subjects that

matches their IQ. In Autism, people can have very low, average and very high

abilities in different subjects.For example, they can read, but can’t do the comprehension tasks.

They can do long division, but can’t write a sentence or even say if 8 is more than 3. Memorization vs application is a common deficit in Autism.

LAST FEW CONCEPTS ON ASD

Struggle to generalize skills learned to a new task or environment

Need for predictability

Literal thinkers

Struggle with body language and hidden/social rules

There is a difference between a medical diagnosis of ASD and school qualification to receive services under the ASD label.

A student can have a medical diagnosis of ASD from the DSM-V, but still needs to meet the school REED criteria to receive services.

DSM IV TO V (2013)

In the DSM-IV, there were sub areas listed, but under DSM-V it is just called Autism Spectrum Disorder.

Under this system HFA (High Functioning Autism) and Asperger’s would be under the same category, but differ on:

HFA Asperger’sSocial self-isolation interested, but atypical

lack of interest or insensitive

Language delayed, echo precocious, pragmatic issuesone sided high interest topics

NOTE, IQ is: wide range average to very high

BRAIN RESEARCH

MRI Brain Scans conducted by Robert Schultz the director

of the Yale Developmental Neuroimaging Laboratory

MRI studies show that the part of the brain which normally lights up when a person processes faces is impaired in people with ASD. Instead, the area of the brain that processes objects has activity.

ASD NUMBERS

17,415

Data from the Michigan Department of Education indicates that in 1990, 1,208 children between the ages of birth to 26 identified with ASD were receiving special education services, whereas by January 2013, 17,415 children were receiving services under the ASD eligibility label.

2013

WHY THE INCREASE?

Better diagnosis and awarenessAddition of Asperger’s SyndromeDiagnostic substitutionChildren who were previously diagnosed as having an emotional impairment, ADHD, Schizophrenia or other disability are now diagnosed with ASD.

More incidence of Autism

Changes in Public School and the Law

The increase in ASD eligibility in schools is one reason we are servicing more students in public schools.

More importantly, the changes in the law have led to more students receiving services in the general education setting.

LEGAL FOUNDATION

IDEA (1997) and the Reauthorization of IDEA (2004) ensure many opportunities for students with ASD including:

Opportunities for inclusion Access to the general education curriculum Positive behavior support plans, where appropriate

In addition, No Child Left Behind (2001) ensures that there is accountability for student outcomes, and use of instructional methods that are validated by scientific research

These laws indicate the increasing need for a general and special education partnership

GENERAL EDUCATION ACCESS

Placement versus Belonging

The student with ASD should be supported to be an active participant in the regular education classroom

We are ALL responsible for meeting the student’s needs

Special education is no longer a place.

CHANGE IN SERVICE DELIVERY MODEL

In the past we removed students from general education for special education services: speech, social work, resource room, etc. Now we realize that we need to “push in” to support our students in the general education setting.

- we can never replicate the great discussions in the gen ed room

- the curriculum is THE curriculum- RTI is changing how special education

offers supportsSPECIAL EDUCATION IS A SERVICE, NOT A PLACE!

80/20

The law says the students need to be in their least restrictive environment

There is an increase in the amount of children with Autism in our communities and schools

So, we have to shift how we approach teaching students with ASD!

CHANGE IN ADULT PERSPECTIVE

IN THE PAST . . .ANTECEDENT BEHAVIOR CONSEQUENC

E

what the child did just before the behavior issue

inappropriate behavior

adult’s reaction or punishment

FocusWAShere

FRONT LOAD THE SYSTEMANTECEDENT BEHAVIOR CONSEQUENC

Ewhat the child did just before the behavior issue

inappropriate behavior

a consistent response from adult until meeting again

NEWfocus

what can adults do to prevent behaviors & support the student

TWO KEY GOALS

Socialization & IndependenceSocialization: the ability to interact socially with others

Independence: the ability to do something on your own

TEACHER INPUT AND STUDENT OUTPUTACCOMMODATIONS & MODIFICATIONS

Teachers know the curriculum and find creative ways to teach the student by: *using alternative readings on the same subject material* technology and websites* showing videos* smaller group instruction* use same materials but highlight important sections* guided practice format for math problems* give page # where answers can be found* math manipulatives

teacher student

A NATURAL OUTCOME

The interesting part about accommodating lessons for students with Autism is that ALL students can benefit by the use of technology when teaching a lesson. It is more work. It also is a very effective way to teach that will increase learning for all students.

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AUDITORY VS VISUAL PROCESSING

People can do one cognitive task at a time. Neurotypical people can process quickly to flip

between cognitive tasks and even multi-task.

People with ASD process much s-l-o-w-e-r. Because they are typically visual learners (and really struggle with auditory processing as well) making your lessons as visual as possible is key!

VISUAL SUPPORTS

Simply put, visual supports are a way of making auditory information visual.

Students with ASD are visual learners!

Schedule with Breaks

Before you start your awesome lesson, you NEED to define for a student with ASD what the daily schedule will be. Nothing you do can ever compete with their own interests and anxiety over what is going to happen next. So, letting them know how long they have to do what you want before they get what they want will help the lesson go better for all involved.

SchedulesP To Do

schedules and mini-scheduleswith scheduled breaks

OBSESSIONS

Schedule time into the day (coke example)

Use for reward if they earn tokens

Time to talk, research, read about their obsession

If a child has an obsession, great! If not, it is actually harder.

Social Stories by Carol Gray•“I” statements•positive format•explain expectations•use “sometimes” to cover variables

Power Cards•use the “good” and “bad” characters from obsessions•can combine with social stories to explain rules•simple cards to visually remind basic idea of the social story

My Bathroom StorySometimes I have to use the bathroom at school.

When I have to use the bathroom I will ask an adult if I can go.

I walk to the boy’s bathroom.I turn on the light and shut the bathroom door.Then, I pull down my pants to use the bathroom.I pull up my pants when I am done, and then I open the door. I wash my hands to get back to work.My pants only come down when I am in the bathroom with the door shut.I do not put my hands in my pants in class.

When I am done I get back to work.I like following the rules!

SOCIAL STORIES

SOCIAL STORY: Talking in Class

Sometimes I like to talk in class.There are times to talk and times to be quiet.Shaggy and Fred are my favorite people.Shaggy talks a lot and Fred is quiet.When I need to be quiet, I will be like Fred.When my teacher says it is ok I will be like Shaggy and talk.

time to talk time to be quiet

POWER CARDS

VISUAL SUPPORTSPromethean and Smart Boards

On the Spot: Project a Word document or PowerPoint and type the key words as you are talking.

Time to Plan: Create simple visuals that have the key words and pictures to support the ideas.

Dry Erase Boards:

Write out the key wordsas you are talking

VISUAL SUPPORTS – GOOGLE IMAGES

google.com to type in main idea, then click on Images

Pick the picture that best matches with what you are trying to teach!

VISUAL SUPPORTS – SNIP FEATURE

Use the snip tool to clip the exact picture you want to paste it into your documents

Click “new” to clip the picture you want to copy

Snip exactly what you want and paste it into your document.

INTERACTIVE WEB SITESstarfall.com for readingxtramath.com for math factscoolmath-games.comsumdog.comkhanacademy.comflashcardmachine.com make own flashcardsn2y.com for math, reading and current events ($)reading.com ($)science.com($)ixl.com for math ($)

VIDEOS FOR TEACHING CURRICULUM

youtube.com

brainpopjr.com and brainpop.com ($)

unitedstreaming.com

VIDEOS FOR TRANSITIONS OR WARM UP

Just Dance on YouTube

Behavior Siteclassdojo.com

TEACHING BEHAVIOR & PROCEDURESVIDEO MODELINGSELF MONITORING

Tape the whole class* & discuss what they see +/-

Tape an example and non-example to compare

Have the student and mentor watch the videos to comparethrough self monitoring

*taping guidelines

IPAD APPSStory Time for KidsSentence CreatorDollar UpShop N PaySushi MonsterBrainpopjrColumn SubtractionGreater Than FreeStates with Flat StanleyBills and CoinsMonkey MathJungle Time

TEACHER INPUT AND STUDENT OUTPUTACCOMMODATIONS & MODIFICATIONS

We assess their understanding by:* accommodating or modifying the same work (reduce # of x choice or rearrange word banks)* allowing verbal output vs writing* providing visually different daily work or tests* eliminate tasks not part of the curriculum (drawing, coloring, etc)* do challenging work and tests in special ed room

student teacher

IMPORTANT INFORMATION

Know the student’s path for graduation vs job skill training (how much can you modify?)

Accommodations vs Modifications

DEFINITION OF AN ACCOMMODATION

• Supports or services provided to help a student access the general education curriculum and validly demonstrate learning.• These are our students who on the diploma track and take state tests such as the MEAP.•They are on target to meet all the requirements of the curriculum, just in a slightly different manner by how they are taught or demonstrate learning.

DEFINITION OF A MODIFICATION

Individualized changes made to the content and performance expectations for students.

You have to make actual changes to the materials passed out by the general education teachers for a modification to occur.

These are our students who are on the path for job skill training through the age of 26 and take state tests such as MI-Access. Their target is broader, but still as important to them being a successful individual.

TECHNOLOGYType answers on a computer, mini-lap top, iPad (requires time to teach

that skill)

E-mail the student the worksheet or information so they can type right on the document and then e-mail it back to keep them from losing it

Use calendar, notes, timers in the student’s phone to teach them how to get organized

Allow a calculator for tasks that involve math application once facts are mastered or if they are ready for harder math but just cannot memorize the facts.

ONE LAST IDEA TO HELP WITH ALL IDEASP2P SUPPORTS

KNOTS - A LINK PROGRAM

All students have access to general education every day.

Staff is trained in how to support with these strategies.

All students know about ASD and mentors sign up to help.

Bullying is down and friendships are increasing.

KNOTS won 2008 MASB and Michigan’s Best awards