Download - Why We Do What We Do! 2009-2010. Pervasive Developmental Disorder Autism Spectrum Disorder
Why We Do What We Do!
2009-2010
Pervasive Developmental Disorder
Autism Spectrum Disorder
According to the American Psychiatric Association (APA):Severe qualitative impairment in:
Reciprocal interaction (i.e., doesn’t have intuitive ability to socialize)
Verbal and nonverbal communication
Restricted range of activities and interests
Sleep and feeding problems Difficult to comfort Not interested in people Fascination with sensory
experiences Doesn’t imitate parents or seek
their reassurance/approval Poor eye contact
Communication delays (speech and gestures)
Delays in self-care skills (e.g., toilet training)
Unusual reactions to sensory experiences
Problems with play, learning, emotion management, and/or behavior
General developmental delay or other medical problems
Most children with autism show signs in first 18 months
20%-40% have “regressive” or “late-onset” autismdevelop normally for first year or two,
then lose speech, become self-absorbed By age 3, the two types are
indistinguishable
5 characteristics or dimensions of autismSocialCommunicationCognitiveInterestsSensory
Each has a range, or “spectrum,” of expression
Aloof, avoids social interaction
Passive, tolerates social interaction
“Active but odd”
Classic autism Asperger’s
“Active but odd”, expresses interest in social interaction (especially with adults) in idiosyncratic or immature ways
No spoken language
Limited speech (may require prompts); echolalia
Significant pragmatic difficulties
Remarkable verbal fluency, but unable to recognize others’ lack of interest
Classic autism Asperger’s
Profound learning problems; focused on sensory qualities of objects
Unusual learning style w/ relatively advanced skills in engineering-type areas (e.g., jigsaw puzzles or technical drawing)
Average to precocious academic abilities; may have poor organizational skills
Classic autism Asperger’s
10% of children with autism develop specific “splinter skills” far beyond their overall level of development
Preoccupation with parts of objects; spinning wheels; flipping switches
Focus on collecting/hoarding objects.
Focus on acquiring and remembering facts about a specific topic
Classic autism Asperger’s
Extreme sensitivity to smells, noises, bright lights, etc.
Lack of visible response to some sensory experiences, including pain or cold
Preoccupation with sensory experiences
Relative strength/preference for processing visual information (as compared to auditory)
Heightened attention to detail, but difficulty understanding big picture (“deficit in central coherence)
Difficulty combining or integrating ideas
Difficulty with attention (very distractible or difficulty shifting attention)
Communication problems Social use of language (pragmatics) Correct word usage (semantics) Nonverbal communication Abstract or nuanced language Development of vocabulary and
grammar (except in Asperger Syndrome/HFA)
Difficulty with concepts of time Tendency to be attached to routines Very strong interests and impulses to
engage in favored activities Marked sensory preferences and
aversions
Core Materials Instructional Strategies Visual & Physical Structure Individual & Classroom Schedules Individual Communication
Systems Classroom Management Required Record Keeping
Select three characteristics of autism How are each of those characteristics
addressed by at least two of the following standards? Instructional StrategiesVisual & Physical Structure Individual & Classroom Schedules Individual Communication Systems
Students with autism Spectrum disorders (ASDs) tend to be disorganized or otherwise ineffective in their approach to many materials and activities
Therefore, they need external organizational support in order to be meaningfully engaged in learning
Teacher or caregiver decidesWhat the learning activities will beWhere they will take placeHow long they will lastWhat visual information to use
These decisions are based on individual the student’s needsNot based on convenience or preferences
1. Teach the student with ASDs as many skills as possible, given his developmental level
2. Provide an environment that is as comprehensible as possible, so the student can understand the expectations and opportunities around him
All settings, includingHomeSchoolsWork sitesTherapy sessionsRecreational activitiesCommunity settings
For every new activity, there should be individualized visual information and physical organization of the environment that answer 5 questions for the learner:Where should I be?What work or activity will I do?How much work will I do?/How long will it
last?How will I know that I am making progress
and when I have finished?What will I do next?
Use schedules of activities that areVisualAccurate IndividualizedFlexible (need to be able to change them as
circumstances change) At earliest level, hand student objects
indicating “what’s next”Cup means snack timeRoll of toilet paper means bathroom time
At later levels, direct student to check his schedule
Have a designated spot for student to sit or stand (chair, carpet square, etc.)
For students who wander or pace, define space with screens, large pieces of furniture, etc.
For more advanced learners, use assigned seats, daily schedules with room numbers, map of school w/routes
Student should be able to see what he is supposed to do, and for how long
Always supplement spoken directions with visual or physical cues
Keep materials organized withBasketsFile foldersClear containersVelcro and tapeClips
If answer is based on “how much” or “how many” student gets done, the materials should be organized in way that makes it obviousBlock-sorting task is done when all the
supplied blocks have been put through the holes
Written assignment is done when the work sheet is completed and put in the “finished” pocket of the file folder
If answer is based on “how long,” have visual system to countdown timeHour glassTimerVisual symbol system (e.g., teacher takes
away one clothes pin every minute)
Teach students to engage in an acceptable activity in a designated spot until it’s time for next activity If student doesn’t pick up on this routine
quickly, you may have to put an object or symbol at the physical end of each set of work materials to show him what to do next
Structured Teaching and environmental supports facilitate understanding, learning, and adaptive functioning at all developmental levels
Not optional Must be collected weekly IEP objectives updated each six weeks
Base updates on actual dataWhat is meant by 2CY?
Can be viewed by parent Keep it simple
Choice: Review 360 entered weekly and completely, or Review 360 + IPD form
In your group make a list of five reasons that data is important
Then list three reasons why teachers may be resistant to collecting data
It is fast once you have registered all of your students
Graphs can be used to report progress or lack of progress to parents
When we start to nag about Regression/Recoupment data, you don’t have to send us anything!
Teaching a communication system
Maintaining accurate data & documentation
Communicating with the parents/guardians
In your groupsMake a list of your challenges as a teacherChoose at least two challenges and suggest
possible, reasonable solutions
Group discussionWhat are your strengths as a special
education teacher?How do your strengths help your students
make progress?
Behavior vs. Personal Social Development – what should be the goal area?
Regression/Recoupment data vs. ESY Objectives