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

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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

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More Structured Play Activities

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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

55 | P a g e

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.