Strategies for Including Students with Autism

STRATEGIES FOR INCLUDING STUDENTS WITH AUTISM

ObjectivesParticipants will gain knowledge about laws, background and best practice for inclusion of students with autismParticipants will gain knowledge of characteristics/differences specific to individuals with autism spectrum disorder (ASD)Participants will identify specific challenges for individuals with ASD in the general education setting and gain knowledge of the supports designed to increase their success in the general education settingParticipants will learn and implement educational and classroom best practices for students with ASD within in the general educational setting.AgendaInclusion- Purpose and best practiceASD OverviewBreakPossible Challenges in the general education classroomNow what- Strategies to Help support ASDLunchSocial StoriesPutting it all togetherReal World ExperienceMake and Take INCLUSION- THEORY AND BEST PRACTICESInclusion & IDEIA IDEIA has a strong preference for educating students with disabilities in regular classes with appropriate aids and servicesThe general classroom MUST be the FIRST place consideredWith the student in mind, educators must consider how supplementary aids, services and other supports can be used to ensure that the student can be educated in the general education classroom to the maximum extent appropriateComponents of Successful InclusionEducators in new rolesEffective support systemsMulti-level instructionTeam approachHome-School partnershipsFocus on what children can do

Benefits of Inclusion for Students with DisabilitiesAccess to the rich core curriculumOpportunities to participate in the life of the school communityIncrease in communication and social interaction opportunitiesAccess to age-appropriate modes of behavior and communication skillsOpportunities to build a network of friends

Universal Structures that Support InclusionClassroom DesignMulti-level InstructionAssistive TechnologyRoutines (transitions/schedules)Positive Behavioral SupportsOpportunities for ChoiceVisual SupportsPeer SupportSupport TeamCommunicationHome-School ConnectionFocus on what the child can doFLEXIBILITY/PATIENCE

ASD OVERVIEWWHAT YOU NEED TO KNOW

PRE-ASSESSMENTLETS SEE WHAT YOU KNOWWhat Do I Need To Know?While individuals on the Autism Spectrum have similar characteristics, no two individuals with Autism Spectrum Disorders (ASD) will appear the same.The Autism Umbrella

Autism Spectrum DisorderPDD-NOSRetts DisorderAspergersCDDHigh Functioning AutismCharacteristics Autism Spectrum DisordersSocial deficitsRestricted patterns of behaviors, interests and activitiesCommunication deficitsSensory differencesCognitive differencesMotor differencesEmotional vulnerabilityKnown medical or other biological factorsMore specific about eachPDD-NOS-The diagnostic category of pervasive developmental disorders (PDD) refers to a group of disorders characterized by delays in the development of socialization and communication skills.Childhood Disintegrative Disorder (CDD)- also known as Heller's syndrome, is a condition in which children develop normally until ages 2 to 4, but then demonstrate a severe loss of social, communication and other skills.Retts Disorder (RTT) Rett syndrome is a neurodevelopmenal disorder that affects girls almost exclusively. It is characterized by normal early growth and development followed by a slowing of development, loss of purposeful use of the hands, distinctive hand movements, slowed brain and head growth, problems with walking, seizures, and intellectual disability.High Functioning AutismChildren who are autistic by definition yet are able to communicateMay not have overly severe social impairmentsIQ ratings are near normal, normal or even high

Asperger SyndromeNormal language developmentVery literal , speak beyond their maturity level, have difficulty with comprehension and abstract reasoningDifficulty with social situations and unstructured timeSensory difficultiesMotor functioning issuesOrganization issues

Prevalence and Causes1 in 110Male to female ratio 4:1GeneticBrain structureEnvironmentalViral factots

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ASD AND CHALLENGES THAT OCCUR IN THE GENERAL EDUCATION CLASSROOMBasic Challenges in the General Education EnvironmentDifferent academic levelsTransitionsSocial issuesCommunication issues (directions, interpretations)Sensory needsSelf-ManagementCharacteristics That Impact Success in School- CognitionMaturityRote memoryProblem solving skills GeneralizationSpecial interestsCharacteristics That Impact Success in School- Communication and Social Lack of communication systemLack of interest in socializationEcholalia presentPronoun reversalsPerseveration/persistent questioningLack of understanding that non-verbal cues such as facial expressions, gestures, proximity and eye contact convey meaning and attitudesDifficulty using language to initiate or maintain a conversationCharacteristics That Impact Success School- Communication and Social

-Language and Socialization Issues continues

A tendency to interpret words and phrases concretelyDifficulty with realizing that other peoples perspective in conversation must be consideredFailure to understand the unstated rules or set of rules that everyone knows, that have not been directly taughtLack of awareness that what you say to a person in one conversation may impact how they interact with you in the future

Characteristics That Impact Success in School- Sensory AwarenessThe ability (or inability) to utilize the sensory information in an environment. -Smell, taste, touch, visual input, auditory, vestibular (balance), proprioception (body awareness)Student can not self-regulate sensory needs. Characteristics That Impact on Success in School- BehaviorNot teaching expectations explicitlyAnxiety and stressDepressionDistractibility and inattentionExternal and internal tantrums and meltdownsNOW WHAT?STRATEGIES TO SUPPORT ASD IN THE GENERAL EDUCATION CLASSROOMNow What?Consider student strengths Structure and communication, sensory and behavioral supportsAcademic supports

How Do I Provide Success? ASK MEAccepting-need to understand the characteristics of the individualStructured- activities and environmentKind and Supportive- staff, peers, familyMotivating- enjoyable tasks or working for a preferred activityEnriching- love to learnConsistency and Clear Communication of ExpectationsCommunication of expectations is keyTeacher expectations must be translated into rules and routines that students understandOften rules are posted, but expectations are inferred and vary from task to taskIndividuals with ASD have difficulty integrating the social, cognitive, and communication domains, so regulating for different expectations is difficult for them.Sensory StrategiesSensory diet-a planned and scheduled activity program designed to meet a childs specific sensory needsIncorporates naturally occurring opportunities for children to get the sensory stimulation they need

Add sample of sensory dietSensory ActivitiesLoad/unload chairsDeliver materialsSet up equipmentCarry backpackPush library cartRake, shovel, digPull wagonCrush CansSharpen pencils

*be sure to consult with occupational therapist

Behavior and ReinforcementNatural reinforcersSocial reinforcersActivity reinforcersTangible reinforcersToken reinforcersChoosing ReinforcersMake sure the reinforcer is valued. Preferred and tailored to the childRemember, what is reinforcing to one child may not be to another Interest Inventory and preference assessmentStrategiesAdd visual cues to verbal directionsUse motivatorsGet attention before giving directionAccept approximations of desired behavior and shapeUse behavioral momentumLeisure skills instructionToken systemsSelf-monitoringUse of a break cardMore StrategiesSocial StoriesFirst, ThenSchedulesVerbal warningsTimerNatural cuesGive choices (limited)Restate in simpler languagePair with a buddy to help in transitions

LETS GET REALLY SPECIFIC!Specific SituationsProblem Difficulty completing assignments

Strategy Reduce total amount of work BUT select tasks that are needed to accomplish objectives

Use of visual timer to define work times

Assign easier tasks first

Consider colored overlay for improving reading speed

Break Down TaskIt is difficult for our students with Aspergers to plan long term projects

You need to help break down task into achievable segments with definite start and finish dates.

40Specific SituationsProblemShort attention span

Cant regulate behaviorStrategyUse of study carrelSit close to teacherAdjust the time allotted for learning, completing assignments, testing, etc.

Use routines/post scheduleDifferential reinforcementchill out spaceProvide choices

Specific SituationsProblemFine motor problems

The lunchroom is sensory overloadStrategyAllow use of computerGrade mechanics and content separatelyAssistive technology

Lunch Bunch or Circle of Friends SchedulingSeating

42Specific SituationsProblemNot motivated

Dealing with anxietyStrategyUse special interest or talentToken strip/contract *hint: be wary of response-cost!Self-monitoringAlternate preferred and non-preferred activities

Provide breaksPelf-calming statementsChill out space

Specific SituationsProblemNavigating day/class

Dealing with bulliesStrategySchedule posted in each class (visual)Peer mentor

Self-advocacy skills (ex. ask for help, etc.)Circle of FriendsPeer conferencing and support

Specific SituationsProblemDifficulty regulating emotions

Blurting outStrategyReflective listeningChill out space (tickets)

Talk ticketsJournal for questions/comments

Specific SituationsProblemOrganization

Following directionsStrategyColor code subjects with foldersBackpack checklistDiagram in desk

Double check directions/post on boardOral directions to written directions w/pics

Token Systems Increase Compliance & Appropriate Behavior

Break Cards

First ThenLunchBack from lunch-http://www.youtube.com/user/ocalivideos#p/u/6/02V_8MvxCmQ SOCIAL STORIES SOCIAL STORY-- Perspective SentencesPerspective sentences describe the thoughts, feelings or mood of OTHER people. They talk about what is motivating other people to do what they do. You normally would not write about what your child is thinking or feeling because you dont really knowunless of course, your child tells you. Examples:My teacher knows a lot about math. Some kids try to work hard so they can get a sticker. Lots of children like candy.

These sentences give the story heart and describe the emotional and cognitive part of a social situation.Add social story directions52SOCIAL STORY--Descriptive Sentences

These are truthful, opinion-free, assumption-free statements of the facts. Descriptive sentences talk about: -Where it occurs -Who is involved -What they are doing -Why they are doing it i.e. Sometimes my mommy reads to me. Sometimes it snows in the winter. We usually go to Grandmas house for Thanksgiving. Descriptive sentences form the backbone of your story. They are the sentences youll use the most. 535353SOCIAL STORY-- Directive SentencesDirective Sentences identify a suggested response or a choice of responses to a situation. With a directive sentence you are gently directing the childs behavior. These sentences are always stated positivelyinstead of I will not hit, you can say: I will try to keep my hands in my pockets. I will try to sit in my chair. I could ask for a hug. Directive sentences often begin with I can try, I will work on and One thing I can do is You need to be careful here because if you say I will.. you may make the child think he has to respond in a certain waythat theres no other option or room for error. These kids can be very literal so you need to include some flexibility in your statements. Directive sentences often follow descriptive sentencesyoure sharing information about what is expected. 54SOCIAL STORY-- Affirmative SentencesAffirmative sentences enhance meaning of surrounding sentences. They often stress an important point or refer to a rule or law. They reflect values or opinions of people in general, NOT specific people. You can use them to reassure a child: i.e. The toilet makes a loud noise when it flushes. This is okay. Most kids slide down the slide on their bottoms. This is a safe thing to do. In general, your story should have mostly descriptive, perspective and affirmative sentences and maybe 1 or 2 directives. The most common mistake is using too many directive sentences.55Basic Social Story Ratio0-1 (Partial or Complete) Directive sentences=Basic Story2-5 (Partial or Complete) Descriptive, Perspective, and/or affirmative sentences

Ratio applies to the story as a whole.

The story could begin with 7 descriptive sentences and close with 2 directive sentences.

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57Social StoriesI DO!Blurting out in classWhen my teacher talks I need to be quiet and listenI should raise my hand and wait for the teacher to call on me to talkSometimes the teacher may call on someone else If I call out the other kids cant hear the teacherThe teacher is happy when I wait my turnThe teacher is happy when I raise my handGood for me!!!!

58We DO!We can write a story together.

Lets try one now!

59You DO!Your turn!

Use the information you have learned from examples, types of sentences and recommended ratio of sentences to create a social story for the behavior or scenario assigned to your group.

Write the story on the paper. You may include illustrations (visuals).

60Social Story remindersThe first story should describe a skill or situation that is typically successful or problem-free.

At least half of the stories developed for a child should bring attention to positive achievements.(purpose to acknowledge achievement)

61WHY DOES MY TEACHER TELL ME WHAT TO DO?A SOCIAL STORY!

Sometimes my teacher needs to correct me when I am at school so she can help me learn something new.

My teacher is trying hard to teach me things that will help me grow up and make good choices. She wants what is best for me!

It can upset me sometimes when she is not happy with me or my choices but I need to remember that she cares about me and is trying to help.

When my teacher tells me something, I need to smile and say o.k.

If I do this my teacher will stay happy and we will have a great day together at school!!

Social Story Video Putting It All TogetherPlanning meeting sheetReal World Stories and SuccessesMake and Take- Visual Supports