let me know how i can support you - event …schd.ws/hosted_files/btscjacksonville2017/c0/btsc...

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LET ME KNOW HOW I CAN SUPPORT YOU

JENNY MONTALVO, M.ED.

SPECIAL EDUCATION SPECIALIST

LID/LIFE SKILLS

AUTISM

STAAR-ALTERNATE 2

ADAPTED PE

[email protected]

903-988-6975

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AND EVENTS!

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TTESS AND TODAYLEARNER OBJECTIVES

• To identify and describe the characteristics of

ASD.

• To identify evidence-based strategies to address

the social, behavioral and communication

• To identify possible strategies and

accommodations for students with ASD

• To experience possible organizational tools

designed to provide comprehensive

interventions for students with ASD

INTRODUCTION - WHAT IS AUTISM?HISTORY, DIAGNOSIS, AND ELIGIBILITY

DIAGNOSIS OF AUTISM

•Neurobiological disorder•Differences in the brain•Nervous system differences

•Diagnosis by observation•No medical tests•Many diagnostic tools•DSM-IV TR set the criteria•DSM –V has revised the criteria.

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DSM-V WAS RELEASED ON MAY 18, 2013 WHAT IS THE NEW CRITERIA?

There are two domains where people with ASD must show

persistent deficits. They include:

1) Persistent social communication and social interaction

2) Restricted and repetitive patterns of behavior.

Note for HFA: There is no clinically significant delay in language development.There is no significant delay in cognitive development, self help skills, or adaptive behavior -other than social.

1. Persistent Social Communication and Social Interaction

People with ASD must demonstrate deficits in:

• social-emotional exchanges

• nonverbal communicative behaviors used for

social interaction

• developing, maintaining and understanding

relationships

2. Restricted and Repetitive Patterns of Behavior

They must show at least:

• two types of repetitive patterns of behavior:

including stereotyped or repetitive motor movements

insistence on sameness or inflexible adherence to

routines

highly restricted, fixated interests

hyper or hypo reactivity to sensory input or unusual

interest in sensory aspects of the environment.

MY REALITY LOOKS LIKE….

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FEATURES OF AUTISMAN OVERVIEW OF THE DEFINING CHARACTERISTICS, CHALLENGES AND GIFTS OF

ASD.

CHALLENGES WITH SOCIAL INTERACTION

engage with others –turn taking

understand the communicative intent of others

convey one’s own communicative intent

establish and maintain joint attention

appreciate another’s perspective or point of view

JOINT ATTENTION

• Visually coordinating attention to an event or object with

another individual, sharing interest and social

engagement, and showing an understanding that the

partner is sharing the same focus

SOCIAL INTERACTION

Home/Family School

Work Community/Play

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SOCIAL INTERACTION

"MORE GENERALLY SPEAKING, OUR DATA SHOWS THAT PEOPLE WITH AUTISM HAVE A REDUCED ABILITY TO READ OTHER PEOPLES' SOCIAL CUES (SUCH AS FACIAL EXPRESSIONS OR BODY LANGUAGE) BUT ONCE AWARE OF ANOTHER'S CIRCUMSTANCES OR FEELINGS, THEY WILL HAVE THE SAME DEGREE OF COMPASSION AS ANYONE ELSE."

-Isabel Dziobek “Who Cares? Or: The Truth about Empathy in Individuals of the Autism Spectrum” April 2004 (http://www.grasp.org/media/whocares.pdf)

SOCIAL INTERACTIONIntegrating information with the context at hand to

discern meaning, be it humor, anger, irony or straightforwardness is difficult.

Individuals with Autism often miss the subtle

meanings conveyed by a person’s face and tone of

voice, and thus have trouble determining the

communicative intent of others.

SOCIAL INTERACTIONStress on different words creates different meanings.

I did not take a blue shirt.I did not take a blue shirt.I did not take a blue shirt.I did not take a blue shirt.I did not take a blue shirt.I did not take a blue shirt.

)

SOCIAL INTERACTION

Individuals with autism spectrum disorders show reduced activity in the regions of the brain that respond to such cues.

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SOCIAL INTERACTION DEFICITS RESULT IN….

Lack of skills to establish friendshipsDifficulty initiating or maintaining conversations

Difficulty joining in an activityIs naive and easily taken advantage of or bullied

Difficulty discerning appropriateness of topicPersonal space violations

Inability to read body language and facial expressionsLacks tact or appears rude

Lack of awareness or disinterest in popular fads and trendsMinimal, intense or unnatural eye-contact

Inappropriate affective expression or responseLack of appropriate body language

Passive or AggressiveDifficulty in perspective taking (theory of mind deficits)

DIFFERENCES IN COGNITIVE PROCESSING

COGNITIVE PROCESSING

COGNITIVE THEORY OF MIND

Differences in theory of mind skills leads misunderstandings in social situations when the student with Autism is challenged to interpret the social meaning and intent of other’s actions.

SALLY AND ANNE TEST

COGNITIVE PROCESSINGMany of the challenges in cognitive processing experienced by persons with Autism are often attributed to behavioral choices or oppositional behaviors rather than unlearned skills or neurological processing differences.

Impulsive actions and poor attentionskills contribute to many missed cues and social misunderstandings as do their rigid thinking processes and need for routine. Persons with Autism often have difficulty perceiving danger in their environment.

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COGNITIVE PROCESSING DEFICITS RESULT IN:

• Very logical learners• Very literal understanding of concepts• Difficulty applying learned skills in new settings

(generalization)• Difficulty processing multimodal information

simultaneously • Difficulty retrieving experiential memories• Difficulty generalizing knowledge to application• Difficulty distinguishing between fiction and

reality• Difficulty discerning between relevant and

irrelevant information • Displays weakness in reading comprehension

despite strong word recognition ability

CHALLENGES WITH USE OF LANGUAGE

PRAGMATIC LANGUAGE(SOCIAL LANGUAGE USE)

Three Areas:

1. Using language for different purposes

• greeting (e.g., hello, goodbye) or labeling (That’s a cookie!)

• informing (e.g., I'm going to get a cookie)

• demanding (e.g., give me a cookie)

• promising (e.g., I'm going to get you a cookie)

• requesting (e.g., I would like a cookie, please)


2. Changing language according to needs of a listener or situation

• talking differently to a baby than to an adult

• giving background information to an unfamiliar listener

• speaking differently in a classroom than on a playground

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3. Following rules for conversations and storytelling

• taking turns in conversation

• introducing topics of conversation

• staying on topic

• rephrasing when misunderstood

• how to use verbal and nonverbal signals

• how close to stand to someone when speaking

• how to use facial expressions and eye contact

USE OF LANGUAGE (PRAGMATICS)• Repeats certain words or sounds repeatedly, "well, actually“• Interprets words or conversations literally• Difficulty with the rules of conversation• Doesn't initiate or respond to social greetings• Difficulty using gestures and facial expressions appropriate to

the situation• Talks incessantly or minimal talking (selectively mute)• Speaks in an overly formal way; often sounds like a "little

professor"• Makes seemingly irrelevant comments• Difficulty talking about others' interests• Advanced vocabulary• Unnatural rhythm or rate of speech (sing song voice or

unusual tone)• Reduced ability to communicate and comprehend verbal

language when frustrated or anxious

USE OF LANGUAGE: CASE STUDY

AMY•8 YEARS OLD •MEASURED IQ IN THE GIFTED RANGE•ARTICULATE WITH ABOVE AVERAGE VOCABULARY •DIFFICULTY WITH ATTENTION TO AND COMPLETION OF TASKS •LOVES HORSES•PEERS HAVE LABELED HER AS “WEIRD”

EVALUATION•FAVORITE TOPIC – HORSES•NO RESPONSE TO ATTEMPTS TO TAKE TURNS IN

CONVERSATION•NO RESPONSE TO NON-VERBAL SIGNALS (BODY LANGUAGE)CLEAR IMPAIRMENT OF PRAGMATIC LANGUAGE IMPAIRMENT

RESTRICTED INTERESTS, INSISTENCE ON SAMENESS, RESISTANCE TO CHANGE

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RESTRICTED INTERESTS, INSISTENCE ON SAMENESS, RESISTANCE TO CHANGE

• Intense interest in a specific topic

• Often unmotivated by typical rewards

• Difficulty stopping work on a task before completion

• Resists change; difficulty with unexpected events or changes

• Asks repetitive questions

• Appears 'stubborn' or 'oppositional'

• Fixates on rules and moral rights

CHALLENGES WITH MOTOR FUNCTIONING AND MOTOR PLANNING

MOTOR FUNCTIONING / PLANNING DEFICITS

• Resists or refuses handwriting tasks• Inability to write legibly• Delayed timing, imitating and execution of movements• Difficulty starting or completing actions• Accident prone• Balance difficulties• Poor coordination• Difficulty with snaps, buttons, fasteners• Walks with an awkward or unusual gait• Unusual body postures and/or facial expressions• Difficulty with athletic activities; riding a bike, catching a

ball• Often display general muscle weakness

SENSORY DIFFERENCES

Smith-Myles, B; Cook, KT; Miller, N; Rinner, L; and Robins L. (2000) Asperger Syndrome and sensory issues: Practical solutions for making sense of the world. Shawnee Mission, KS: Autism Asperger Publishing Company. Used with permission by Autism Asperger Publishing Company.

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SENSORY DIFFERENCES

May be hypo (under) or hyper (over)responsive to:

• touch• sounds or frequencies• light• pain• smells• textures or tastes of foods.

SENSORY PROCESSING

A Child's View of Sensory Processing

EMOTIONAL VULNERABILITY

ANGRY

DEPRESSED

ANXIOUS

SAD

WORRIED

“MOUNTAINS OF EMOTIONS”

Hudson, J., & Smith-Myles, B. (2007). Starting Points: The Basics of Understanding and Supporting Children and Youth with Asperger Syndrome. Shawnee Mission, KS:

Autism Asperger Publishing Company. P. 13

EMOTIONAL VULNERABILITY

• Low tolerance when frustrated• Negative self-talk• Difficulty tolerating mistakes• Self-injury• Appears sad, depressed or anxious• Makes suicidal comments or gestures• Has difficulty managing stress and/or

anxiety• Worries obsessively

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THE GIFTS OF AUTISM

“IF WE GOT RID OF ALL THE AUTISM IN THE WORLD, WE WOULDN’T HAVE ROCKET SHIPS”

TEMPLE GRANDIN

quote appears in:

Bolick, t. (2006, August). Asperger syndrome and adolescence: skills for the real world.

THE GIFTS OF AUTISM

Honest, Forthright (speak their mind)

Kind, Reliable, loyal friend

An expert in interest area

Liked by adults, Humorous

Notices sounds others do not hear, details others do not see

Enjoy solitude for emotional restoration

Perfectionist, Determined

Might be Artistic and/or Advanced in Math

GENERAL ISSUES

COMMON OBSERVATIONS

•unpredictable

•knows the rules but fails to follow them

•deliberately engages in misbehavior

•does not participate in class

• refusal to do work

•aggressive for no reason

•never turns in homework

•no friends – plays alone

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LET US REVIEW…DEFICITS TO CONSIDER

• SOCIAL SKILLS

• COGNITIVE PROCESSING

• PRAGMATIC (SOCIAL) LANGUAGE

• RESTRICTED INTERESTS, INSISTENCE ON SAMENESS, RESISTANCE TO CHANGE

• MOTOR PLANNING

• SENSORY DYSFUNCTION

• EMOTIONAL VULNERABILITY

INSTRUCTIONAL STRATEGIES AND ACCOMMODATIONSINTERVENTION AND SUPPORT STRATEGIES FOR THE CLASSROOM

IMAGINE… SOCIAL STORIES ™Goal?

The goal is to share accurate social information in a reassuring manner that is easily understood by the person using it.

Developed by Carol Gray in 1994

Instructional tool used to

–understand the “why”

–choose appropriate behavior

– teach routines

–prepare for change

–provide positive feedback

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SOCIAL STORIES ™

• Story describes

what people do

why they do it

perspective, consequence

• Written in a specific style and format

• Gives information in a visual format

pictures

words

SOCIAL STORIES ™ TIPS

•avoid absolutes like “never” and “always”

•keep sentences simple and concrete

•consider student’s receptive language

•consider student’s reading comprehension

•use visuals!

•keep in mind -length of story

SOCIAL STORIES ™

A SOCIAL STORY™ USES

FOUR KINDS OF SENTENCES• descriptive—provide information

about what can be seen

• perspective—provide information

about how others think

• directive—provide information about

options

• affirmative—provide information

about values to enhance meaning

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WHAT IS MISSING?

DAISYDaisy is a puppy and sometime she bothers me when she jumps on me and licks me. Sometimes I want to throw, kick or hit her.

Daisy is a dog. And just like me, she needs air to breath, food to eat and water to drink. She feels pain when she is hurt just like me. She can bleed, bruise and her bones can break just like me. If I throw, kick or hit her, I could hurt her.

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DAISYIf Daisy is bothering me, I could go to my room and close the door or ask Jenny to help me.

If I go to my room or ask Jenny to help me, Daisy will stop bothering me and she will not get hurt. Jenny will be so happy with me that Daisy is safe and OK.

LET’S WRITE ONE POWER CARDS

POWER CARDS ADD A VISUAL CUE TO THE SOCIAL STORY COMPONENT. THEY ARE

• visual

•built upon student interest

•script infused with character

•solution is included

• info is summarized on card

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Spiderman Needs HelpEven a superhero like Spiderman needs help sometimes. Not even a superhero can do everything alone. At first, Spiderman was scared to ask for help. He didn’t want people to think he was weak. He also didn’t want people interrupting him when he didn’t need help. Then Spiderman had a great idea. He could raise his hand to let people know when he needed help. This would keep them from interrupting, but also get him help when he needed it. When we need help, we can raise our hand just like Spiderman.

POWER CARDS

1. Remember that it is okay to ask for help. Even Spiderman needs help sometimes.

1. Raise your hand to ask for help.

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COMIC SCENARIOS

• ARE A VARIATION OF CAROL GRAY’S COMIC

STRIP CONVERSATIONS

• USES SIMPLE DRAWING TO ILLUSTRATE

SOCIAL INTERACTIONS BETWEEN PEOPLE

COMIC STRIP CONVERSATIONS• A VISUAL STRATEGY FOR TEACHING SOCIAL SKILLS AND INTERPRETING

SOCIAL EVENTS

What I’m Saying

What I’m thinkingWhat I’m

Saying

COMIC STRIP CONVERSATIONS

• make small talk

• draw the situation

• use leading questions

• share perspectives

• provide structure

• summarize

• identify a new solution

COMIC STRIP CONVERSATIONS

I like Pokemon.Do you like Pokemon?

No, I likeHigh School Musical

Pokemon is the best.High School Musical is stupid!

Whatever…

I don’t want to talk to him. He only cares about his own stuff.

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SCRIPTS ARE…

written sentences or paragraphs or videotaped scenarios that

individuals with autism spectrum disorders can memorize and use in

social situations. this can also be done with pictures.

young people with ASD can practice the scripts with other peers or an

adult, and then use them in real-life situations.

scripts are used for children who have difficulty generating novel

language when under stress, but have excellent rote memories.

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T-CHART STRATEGYDo’s Don’ts

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LOOKS LIKE/SOUNDS LIKE LOOKS LIKE/SOUNDS LIKE

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KEYCHAIN RULES#1.

SIT NICELY.

All four chair legs on the floor

#2.

Be respectful.

Follow directions like a Jedi knight

Say, “O.K. I’ll try.”

Keychain Rule # 1

I will be in control of my body.Stay in my assigned seat Keep hands and feet to myself

Keychain Rule # 2

Follow directions from the teachers.Stay in my assigned seatComplete assigned work

Keychain Rule # 3

Make the cafeteria a fun & safe place. Keep my hands to myselfLet my friends enjoy their meal

Keychain Rule # 4

Be patient with others.Think of something fun or goodCount to myself

Keychain Rule # 5

Use appropriate words and voice.Say nice things to othersSpeak in a respectful tone

“You rock!”

KEYCHAIN RULES

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SOCIAL INTERPRETATION

• Social Autopsy

• SOCCSS (Situation, Options, Choices, Consequences, Strategies And

Simulation)

• structured and visual

• develop understanding of social situations

• develop related problem solving skills


• SOCIAL AUTOPSY• what happened• what was social error• who was hurt• correction• plan for next time


• SOCCSS

• SITUATION

• OPTIONS

• CONSEQUENCES

• CHOICES

• STRATEGIES

• SIMULATION

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EMOTIONAL REGULATION

•EMOTIONAL REGULATION is believed to be

critical for the development of

socioemotional and communicative skills

as well as for the development of

relationships

5 POINT SCALEGIVING ABSTRACT CONCEPTS A CONCRETE FORMAT

• concept is broken down into 5 points

• visual is created as concept is introduced to the student

• graphic of the scale is used as visual support for prompting and reviewing

DUNN, K. B., & CURTIS, M. (2003). THE INCREDIBLE 5-POINT SCALE: ASSISTING STUDENTS WITH AUTISM SPECTRUM DISORDERS IN UNDERSTANDING SOCIAL INTERACTIONS AND CONTROLLING THEIR EMOTIONAL RESPONSES. SHAWNEE MISSION, KS: AUTISM

ASPERGER PUBLISHING COMPANY.

ZONES OF REGULATIONFeelings Chart

How I feel What I can do

5

I need some help!

Ask to go visit Mrs. Holland

Ask to take a break/use theraputty

Hold on to Luke Skywalker [if he is here]

Take 4 or 5 deep breaths

4

I’m really upset.

Ask to go visit Mrs. Holland Ask to take a break/use

theraputty Hold on to Luke Skywalker [if he

is here] Take 4 or 5 deep breaths

3

I’ve got a problem.

Let a teacher know that you have a problem and need some help

Play with your squishy thing

Hold on to Luke Skywalker [if he is here]


2

Things are pretty good.

Play with my squishy thing

Think of my favorite things

Say “I’m going to be O.K.” to yourself


1

Feeling Great!

Enjoy the feeling!

Have fun

5 POINT SCALE• Used to help student manage voice volume.

• Review repeatedly

• To reduce volume

• Teacher points to number student is using

• Slide finger down to desired volume level

•Reinforce when level achieved by student

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VISUAL STRATEGIES

I HEAR AND I FORGET.I SEE AND I REMEMBER.

I DO AND I UNDERSTAND.

- CHINESE PROVERB

VISUAL STRATEGIES

HELP STUDENTS WITH HFA

• learn more quickly

• decrease frustration and anxiety

• understand expected behaviors

• learn to adjust to changes

• complete tasks by themselves

• gain independence

VISUAL STRATEGIES

IMPORTANT PART OF OUR EVERYDAY ROUTINES

VISUAL STRATEGIES

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VISUAL STRATEGIES VISUAL STRATEGIES

VISUAL STRATEGIESVISUAL STRATEGIES

SCHEDULES SHOW THE STUDENT

• what activity / task is next

• what will happen after that

• may include reinforcing activity

SCHEDULES

• may use graphics to support written

• may be broken into small segments

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VISUAL STRATEGIES

MINI SCHEDULE – REINFORCEMENT

VISUAL STRATEGIES

MINI SCHEDULE – ROUTINE BASED

VISUAL STRATEGIES

Time Timer

VISUAL STRATEGIES

CHOICES • increase participation• provide concrete action for beginning the

activity• reduce anxiety

CHOICES• embedded in main priority• offered visually

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VISUAL STRATEGIES

Will you write about:

green pencil blue pencil

Cat Horse

How many sentences will you write:

Will you proofread for:

Will you choose to write with

3Three

5Five

Punctuations and Capital Letters

Used at least one adjective and one action verb

VISUAL STRATEGIES

Science

Math

Science book & folderMath book, folder, calculator

Language Arts book & folder

LA

P.E. -gym shoes

P.E.

Locker # 231

Band -drum sticks, folder

Band

Luke’s school

VISUAL STRATEGIES

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Visual Strategies

Use of an assignment notebook or

sheet is a good visual support for all students.

VIDEO MODELING VIDEO MODELING

IDEAS

•School Routines – lining up, walking in hallway

•Social Skills – greeting, social exchanges

•Academic Tasks

•Functional Skills or Motor Tasks

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VIDEO MODELING

VIDEO IS

•brief 1-4 minutes

•specific to action and environment

•watched repeatedly by student

•supported in implementation

VIDEO MODELING

WASHING HANDS VIDEO

• HTTPS://WWW.YOUTUBE.COM/WATCH?V=I_D-KSG4RX0&INDEX=6&LIST=PLX2OYSTRE849-XCZXRX1_QQSZHO3CUIKC

WALKING VIDEO

• HTTPS://WWW.YOUTUBE.COM/WATCH?V=MDRSVWFZ5AS&INDEX=5&LIST=PLX2OYSTRE849-XCZXRX1_QQSZHO3CUIKC

RESEARCH SUPPORTING INTERVENTIONS

•select intervention based on the student’s

needs

•review research on intervention• Texas Autism resource guide for effective teaching (target) -

http://www.txautism.net/manual.html

ACCOMMODATIONS

ORGANIZATION

•schedules and calendars

•planner / agenda for assignments

•graphic organizers and visual supports

•task cards / “to do” lists

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ACCOMMODATIONS

This sample task card visually illustrates for the student with organizational difficulty the steps involved in adding three digit numbers.

321+ 645

6

Add the right-handcolumn of digits

321+ 645

66

Add the next column of digits (moving left)

121+ 645

766

Add the final column of digits (moving left)

ACCOMMODATIONS

HANDWRITING

• keyboarding should be taught and supported

• answer in choice format

• multiple choice

• true / false

• give oral report / response

• scribe partner

ACCOMMODATIONS ACCOMMODATIONS

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ADVANCED WRITING SUPPORTS

INCORPORATES PHONETIC/CONTEXTUAL SPELL CHECKER, TEXT TO SPEECH, WORD PREDICTION, AND MANY ADDITIONAL FEATURES.

NOTE-TAKING | HIGHLIGHTING | ANNOTATING | OUTLINING REFERENCING| PICTURE DICTIONARY | SCREEN MASKING VOICE NOTES | LIST

BUILDERS

ACCOMMODATIONS

•USE SPECIAL INTERESTS

written assignments on topic

bridge to other topics

facilitate social interaction

reinforcement for learning / behavior

ACCOMMODATIONSHOME BASE

Activities / strategies to regulate sensory

relaxation station

Discuss / process when student is ready

comic strip conversations

SOCCSS

Trained, patient staff

student specific knowledge

ACCOMMODATIONSSELF MONITORING

• TEACHES SELF REFLECTION

• TEACHES PERSPECTIVE TAKING

• SUPPORTS LEARNING OF OTHER SKILLS

My Self Monitoring Form

Name:Date:

Class Questions to ask myself Myperspective

Does myteacher agrees?

did I have all my materials?was I attending to the teacher?did I turn in my homework on time?did I have my planner out and write the assignment?

YYYY

NNNN

YYYY

NNNN

did I have all my materials?was I attending to the teacher?did I turn in my homework on time?did I have my planner out and write the assignment?

YYYY

NNNN

YYYY

NNNN

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PUTTING IT ALL TOGETHERINTERVENTION PLANNING FOR THE CLASSROOM

COMPREHENSIVE AUTISM PLANNING SYSTEM (CAPS)

CAPS PROVIDES TOOLS NEEDED TO

a. PLAN EFFECTIVELY AS A TEAM USING EFFECTIVE AND DIVERSE STRATEGIES TO MEET STUDENT NEEDS

b. PROVIDE INDIVIDUALIZED, COMPREHENSIVE AND SYSTEMATIC PROGRAMS

c. PROVIDE CONSISTENCY ACROSS TIME AND SETTING

d. BRIDGE IEP WITH CORE CURRICULUM

e. FACILITATE TARGETED PROFESSIONAL DEVELOPMENT

f. FACILITATE TRANSITION EACH SCHOOL YEARHENRY, S., & SMITH-MYLES, B. (2007). THE COMPREHENSIVE AUTISM PLANNING SYSTEM [CAPS] FOR INDIVIDUALS WITH

ASPERGER SYNDROME, AUTISM AND RELATED DISABILITIES: INTEGRATING BEST PRACTICES THROUGHOUT THE STUDENT'S DAY. SHAWNEE MISSION, KS: AUTISM ASPERGER PUBLISHING CO.

CAPS MATRIX

• the framework provided by the matrix accounts for all the activities presented throughout the student’s day. using this tool allows us to develop the supports the student needs in order to be successful in any given environment.

• the caps is a graphic organizer – providing team members the information they need to provide needed supports and intervention across the school day

CAPS MATRIX

Time of day of each activity that needs to be addressed in the student’s programming

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CAPS MATRIX

Activity occurring during time being addressed (math, lunch, hall transition)

CAPS MATRIX

Specific skills to be taught – these are identified as part of the informal assessment as well as the content standards (core curriculum) being addressed at grade level

CAPS MATRIX

Structure and modifications needed for student to be successful (visuals, adapted materials, assistive technology)

CAPS MATRIX

Reinforcement is critical for building skills; must be reinforcing to the individual student

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CAPS MATRIX

Strategies for assisting with hyper / hypo sensory issues common in ASD (break room, slant board, special exercises)

CAPS MATRIX

Strategies to support expressive and receptive communication and social skills

CAPS MATRIX

Method for collecting data to monitor progress

CAPS MATRIX

Strategies to generalize skill acquisition to other settings

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DISCUSS AND REFLECT

ACTIVITY 1

Read the Case Study

CASE STUDY Time Activity

7:20 – 7:50 Student Arrivals and Greetings

7:50-8:00 Morning Announcements

8:00-8:30 Calendar

Good Things

Morning Message

• When the student is

included in general

education, we begin with

the typical classroom

schedule.

CASE STUDY Activity Targeted Skills to Teach

Student Arrivals and Greetings

Following morning routine to put away materials

Interaction with peers

Morning Announcements

Whole Body Listening

Staying in designated space

How to ask for and take a break

Calendar

Good Things

Morning Message




• What specific skills does

sally need to work on in

each area based on her

profile?

CASE STUDYTargeted Skills to Teach

Structure/Modifications



Checklist for morning routine activities

Choose friend for morning exercises




Visual cue card – whole body listening

“Break” card

Tape marker of “office”




Visual cue card – whole body listening

“Break” card

Teacher chooses students to call by drawing names (visual)

Space in area clearly marked

• What structure or

modifications might be

needed to support the

skills sally is working on

in each area based on her

profile?

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Reinforcement



Social reinforcement from teacher

Social reinforcement from peers




Earn points fora) In spaceb) Listeningc) Taking breakd) Coming back




Earn points fora) In spaceb) Listeningc) Taking breakd) Coming back

• What reinforcement

strategies might be

needed to support the



profile?


Sensory/Strategies



Yoga game with peer to calm system




Designated break area w/in room (quiet/visual barrier/structured activities designated by OT)




Designated break area w/in room (quiet/visual barrier/structured activities designated by OT)

• What sensory strategies

might be needed to

support the skills sally

is working on in each

area based on her

profile?


Communication/Social Skills



Ways to ask peer to play

Taking turns choosing yoga poses









• What social skills might

be needed to support the



profile? How are the

social skills key to sally’s

educational needs?


Data Collection



Data sheet on yoga game used




Data sheet on breaks:-Activity-Length of break-Sensory state upon return




Data sheet on breaks:-Activity-Length of break-Sensory state upon return

• Data collection is an integral part of any education plan and especially important in assisting staff in determining if instructional and support strategies are effectively addressing the educational needs of the student.

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Generalization Plan



Yoga game at home and other times of school day




Begin developing 5 point scale with effective activities that calm sensory system




Begin developing 5 point scale with effective activities that calm sensory system

• Generalizing skills from

one environment to

another does not happen

naturally for students with

asperger syndrome. we

must support that learning

through specific

strategies.

RESOURCESwww.txautism.net

www. Do2learn.com

www.autismcircuit.net

THE MOST IMPORTANT INGREDIENT

“ THESE CHILDREN OFTEN SHOW A SURPRISING SENSITIVITY TO THE PERSONALITY OF THE TEACHER. HOWEVER DIFFICULT THEY ARE EVEN UNDER OPTIMAL CONDITIONS, THEY CAN BE GUIDED AND TAUGHT, BUT ONLY BY THOSE WHO GIVE THEM TRUE UNDERSTANDING AND GENUINE AFFECTION, PEOPLE WHO SHOW KINDNESS TOWARDS THEM, AND YES, HUMOR.”

-HANS ASPERGER, 1944

ASPERGER, H. (1991) [1944] “AUTISTIC PSYCHOPATHY IN CHILDHOOD” IN U. FRITH (ED) AUTISM AND ASPERGER SYNDROME. CAMBRIDGE: CAMBRIDGE UNIVERSITY PRESS, P. 48

CONTACT

Jenny MontalvoSpecial Education Autism Specialist

[email protected]

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