Our Personal Perceptions

Our impact on Students with Autism Spectrum Disorder

&

Things to think about…

…And to reflect upon.

Why have a philosophy for how we think about behavior?

How we think about the behavior determines how we feel about it.

How we feel about it determines how we respond to it (what we do).

Our thinking is compromised when faced with stressful situations.

A well thought out and understood philosophy can prevent reactive and ineffective responses.

Think of a person you work with.

On your worksheet, answer questions 1 – 4.You will be thinking about this person as this

session progresses.

Personal Perceptions

• What are my beliefs about students with ASD What are my beliefs about students with ASD and their skills?and their skills?How do my beliefs and perceptions impact my How do my beliefs and perceptions impact my interactions, teaching, and expectations?interactions, teaching, and expectations?

Gentle Teaching

A Philosophy for Working with Aggressive Students based on

Relationship building

Some of the ways ASD effects Some of the ways ASD effects a person’s behavior?a person’s behavior?

• Inflexible thinking Inflexible thinking • Thinking may not appear “logical”Thinking may not appear “logical”• Little thinking happens when stressedLittle thinking happens when stressed• Low tolerance for frustrationLow tolerance for frustration• Little attention to the reactions of othersLittle attention to the reactions of others

All educational transactions with these students should be with

your affect turned off. Use logic.

Hans Asperger

How you TREAT behavior (kids) and subsequently what,

and how you TEACH (kids)…

Your PERCEPTIONS impact:

How we talk about behavior can determine how we think about it

OppositionalBadManipulativeSelfishAggressive

Think about the disorder and its impact on the person’s functioning

RigidInflexibleAnxiousDesperateClueless

The ODD label rarely occurs outside of another disability.

What does the frontal lobe do?

Staying calm when frustratedAnticipates problemsGenerates alternative solutionsTakes another person’s perspectiveSees the “big picture”Interprets the behavior of others

You want to become the student’s surrogate frontal lobe

Everytime we express our Everytime we express our anger, we give our students anger, we give our students

a lesson in anger a lesson in anger management.management.

From…From…AA Volcano in My TummyVolcano in My Tummy by by Whitthouse and PudneyWhitthouse and Pudney

GENTLE TEACHING IS A PHILOSOPHY INVOLVING HOW WE THINK ABOUTCHALLENGING BEHAVIOR.

Gentle Teaching Strategies

Adults take the lead in establishing relationships. Relationships become a goal.

Balance our interactions so that we are interacting socially more often than making demands.

Do not personalize student behaviorBeware of your face, voice tone, and body language

(send messages of calm and respect)

The Goal of Gentle Teaching:The Goal of Gentle Teaching:

to establish mutually valuing relationships to establish mutually valuing relationships between students between students

and teacher.and teacher.

To increase the amount of time spent in positive To increase the amount of time spent in positive interaction.interaction.

Your final goal:

A full belly laugh!

Create addictionsto people

Increase amount of time spent in positive participation

What is Teacher Posture?

Our personal set of attitudes, values and beliefs that define and direct our judgment and actions that we apply to any given circumstance.

Our nonverbal messages

Why Do they Do that?Dangerous, excessive and impulsive behaviors

are the product of the individual’s inability to:interpret their environmentmodulate their anxiety and arousal levelcommunicate their wants and needs

effectively

DO YOU BELIEVE THESE STATEMENTS APPLY TO THE STUDENT YOU LISTED?

Common Obstacles for Students Related to Common Obstacles for Students Related to Having Limited Social SkillsHaving Limited Social Skills

• Poor skills for developing positive social Poor skills for developing positive social relationships relationships

• The students have often found little success The students have often found little success or value in relationships with teachersor value in relationships with teachers

• If the physical presence of an adult signals If the physical presence of an adult signals only demand, the student will not seek you only demand, the student will not seek you out, there is no motivation to work with you.out, there is no motivation to work with you.

DO YOU BELIEVE THESE STATEMENTS APPLY TO THE STUDENT YOU LISTED?

Lacking Emotional Regulation Skills Means:

Unable to separate one’s emotional response from the thinking one must perform to solve the problem

Unable to calm oneself in order to think more clearly

Experience and practice can help (think airport)

DO YOU BELIEVE THESE STATEMENTS APPLY TO THE STUDENT YOU LISTED?

Some skills needed to respond to life’s challenges adaptively directly related to autism

Handle transitionsProblem solving skillsManaging emotional

responsesUnderstanding

expectationsFlexible thinking

Social skillsGetting attentionUnderstanding other’s

perspectivesAppreciating how one’s

behavior impacts othersRead nonverbal language

Teaching “lagging social skills”

Avoid reacting to negative behaviorSeek out the message in the behaviorSetting up the environment for successTake the lead in relationship building

DO YOU BELIEVE THESE STATEMENTS APPLY TO TEACHING THE STUDENT YOU LISTED?

Students with ASD…

Need the teachers with the very best teaching skills.

Social skills instruction requires good teaching strategies just like any other skill we teach.

Reframing ActivityBuilding Relationships and Creating Supportive

Environments

PROBLEM STATEMENT REFRAMED STATEMENT

I have to watch her like hawk or she will run out of the classroom.

•She may not understand my expectations about staying in the classroom.•She is very active.

He is so clingy with the one staff member he likes. He doesn’t let anyone else get close to her.

•He has a difficult time warming up to people and feeling safe with them.•He feels safe with that staff person.

How we think about a problem determines how we feel about it

What to Teach?

Do they run? Teach where to run to.Do they love music? Use the love of music to

motivate learning (avoid the “reward” or “earn” cycle)

Does he hit to say hi? Teach greetings and Practice

What to Teach?• Focus teaching student skills that they can actually Focus teaching student skills that they can actually

use.use.

Teaching social skills is not just reducing negative Teaching social skills is not just reducing negative behavior but rather building skills that the student behavior but rather building skills that the student views as useful.views as useful.

Do the skills match the student’s identified needs?Do the skills match the student’s identified needs?

What to teach?Absent skills - no clue (often requires 1:1)

Emerging skills - developing, sometimes present (Focus here – could be practiced in group)

Independent skills - Can consistently do on own; initiates (group practice and independent work

BACK TO THE WORKSHEET

Please answer questions 5 - 9.

Discussion

• What is the importance of understanding whether a skills is absent, emerging or independent?

• How do the terms “shaping” and “task analysis” relate to this issue?

• A lack of social skills = a learning disability. Yes?

Hans Asperger’s word on relationship

“These children 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.”

Questions?