Strategies that Work!Teaching Students with Autism

Spectrum Disorder2011-1012 School Year

Rosalou Maxwell

• Autism is a neurological disorder. There are various theories regarding the cause of autism:-genetics-abnormal brain development-environmental “triggers”

- None have been scientifically proven.

Students range in their abilities and skills within the spectrum. Generally children will show characteristics of this disorder before age 3. Autism significantly affects the following areas:

1. Communication: Non-verbal, minimal speechRepetitive speechDifficulties with comprehensionLiteral interpretation of languageMay use words without attachment of meaning.

2. Social Interaction: Poor eye contactLimited facial expressionsLimited or inappropriate interactions with peers Limited understanding of social rules or cuesUnusual reactions to social situationsMinimal cooperation with peers

3. Behavior Patterns: Repetitive movements, self-stimulationRestricted interestsInflexible routines/ritualsResistance to change/transitionsBehavior episodes (meltdowns/tantrums)Possible aggressive behaviorPossible Self-injurious behaviorsSensory issues

• Approximately 1 in 110 children have the diagnosis of autism. It is the fastest growing developmental disability.

• Ratio of 4 boys to 1 girl• Approximately 560,000 individuals in the

United States between the ages of 0 and 21 have autism.

• Autism is increasing at a rate of 10-17% per year. At this rate there could be 4 million individuals with Autism in the U.S. in the next decade.

• (Dr. Jennifer Sellers, Auburn University

Successful Strategies for the School Year

• Weak Processing Speed• Verbalize more than they understand• Slow work speed• Poor writing skills• Poor organizational skills• Difficult to see the big picture• Immature and inappropriate social skills• Behavior/motivational issues• Perception and theory of mind issues• Sensory Integration issues• Good rote memory• Difficulty regulating their emotions• Poor coping strategies

The ability to pick up and act on social assumptions The ability of think about other people’s thinking, (“Is this

person I’m speaking with interested in what I’m talking about?)

Mind reading: facial expressions, body stance, voice tones, Problems with planning, organizing, shifting attention and

multitasking Difficulties approaching complex tasks, breaking them down

into parts and budgeting time Unable to leave one task if it is not finished Difficulties drawing diverse information together to construct

higher level meanings in context Grasping the “gist” of a story, Seeing parts over the whole By age 4, children understand that people have thoughts,

knowledge, beliefs, and desires of their own. Students with ASD don’t realize that their comments may offend or embarrass others. They are generally “blunt” and “say it like they see it”.

Seating arrangement Organization Routine/Rules Daily Schedule Advance Planning Classroom Positive Behavior

Management Plan Visual Strategies Develop a Supportive Classroom

Clear visual schedules Materials organized and labeled for easy access Picture labels or icons when necessary Individual and group work spaces clearly delineated Materials accessible and within reach for students when

appropriate Checklists for procedures and rules are posted Color-coding used where appropriate to build in

independence in tasks Transition times marked by visual or auditory cues Student desks and tables are appropriate size and

comfortable

*2010 LRP Publications

Areas of Concern: Challenge for students with autism Difficulty seeing the perspective of

others Isolation from peers Difficulty managing day-to-day

interactions Struggle with communication skills Poor problem solving skills Confusion with “hidden curriculum”

Why Teach Social Skills??

For many students, the development of social competencies, even more than academic or vocational skills, will determine how independently they can be as adults.

(Staying in the Game, Loomis)

Social Tools to Assist Student

1.Rule Cards: Proper greeting behaviors Problematic behaviors to avoid Play rules2. Conversational Starters3. Scripts4. Social Stories5. Situational Fact Sheets (Written or in

pictures)6. Relaxers/Fidgets7. Environmental Supports8. Incentives/Rewards

Being Friends with Boys

Girls may like boys and may have a “crush” on them. Having a crush on a boy is okay when you are older. At school we need to follow our rules:

1. Look at my friend when he is talking to me. Do not stare at my special friend when he is not talking with me.

2. Give my special friend his personal space. Do not touch him. 3. Talk about what all my friends are talking about. It is not

appropriate to talk about my special friend. It is a good idea to change topics when I am asked. I can talk about the weekend, pets, holidays, vacations, or school projects.

4. Observe my friends to see if they want to talk with me. If they don’t look at me, walk away, or don’t talk to me, then I will find someone else to talk with.

My special friend does not like for me to follow him, to stare at him, or to touch him. I will try to follow my school rules. I will look at my Rating Scale, and try to stay at numbers 1 or 2. If I start to act like a number 3, 4, or 5, I will try to remember when I need to do to be friendly and show appropriate behavior at school.

Peer buddies check for understanding and prompt for direction-following

Small groups or partners during guided practice activities

Peer buddies at recess and breaks for social support

Peers taught appropriate ways to prompt for appropriate responses and behaviors.

Cross age tutors for academic support Lunch bunch to encourage social skills

Generalization of Social Skills

Peer Mentors: More naturally occurring support

Adult Intervention: Levels of support Monitor Level Guide Level Intervention LevelGradually “fade” levels of support:

- Fade the amount of information given, the length of teaching sessions, the frequency of sessions

Social Goal for Student:

The goal of any social skills training should be to make sure the student learns enough social skills so that he can function independently in the community as an adult.

We want the student to master sufficient social skills so that as an adult he’ll be able to “choose” how much social activity he would like in his life.

Look at homework and reduce if needed to allow student to be able to complete it independently at home.

Be creative in finding motivations for the student to complete work.

Teach and use a system for organizing his work and in writing his homework.

Use a positive behavior management plan

Accommodations

Use visuals to teach as much as possible Have “rules” specific for the student and

teach him those rules. Have a copy in his notebook.

Use “gestures” (V for volume) in the class to remind student of desired behavior.

Teach the student to be a self-advocate for his needs

Teach him strategies to relax and to use those when he requires them.

Accommodations

Allow him to the computer for written work (Writing may be difficult or the student may dislike it.)

Be creative with projects allowing power point presentations and allowing the student to focus on his area of interest if possible

Provide routine and an agenda for your classes so the student will know what to expect

Use Multi-media in the classroom to engage students (projectors, computers, DVD’s, Ipads, tablet computers, smart boards, video recorders)

See handout for other suggestions

Generally the “biggest challenge” Behavioral concerns “top of list” for strategies Required to use “PBS”-Positive Behavioral

Supports Philosophy: Behavioral concerns can be

anticipated and prevented through careful planning and well-designed motivational systems.

If problems occur with system, may need additional “accommodations”

Examples of Systems and Accommodations:

Sticker Chart: 1.Provide “rules” for earning stickers2.Begin with a high success rate for the student3.Carry stickers with you throughout the day or

determine a set time the stickers will be issued4.Honor the conditions you established until the

chart is full5.Before issuing the chart, let the student

determine the reward6.Give the reward per the agreement (Don’t make

him wait for the reward. )

Examples continued:

Red, Yellow, Green Pocket Charts1. Clearly post your expectations for staying on green2. Be consistent with changing cards3. Make sure the motivation for staying on green is motivating for the student with ASD4. Increase the frequency and duration with which you provide rewards

5. Use consequences with caution. Research indicates that issuing a consequence will temporarily stop a behavior, but not change it in the long term

Examples continued:

The Marble Jar1.Post the conditions for placing marbles in the jar2.Make sure the students experience a high rate of

success3.Provide specific feedback when you put marbles in

the jar4.Allow students to put marbles in the jar5.Be consistent and generous with filling the jar6.Never take marbles out for “bad behavior”.

Instead remind them of their rules for filling the jar

7.Have the students come up with the reward (Have a reward menu visible, but select when jar is full)

8.Allow different student to choose the reward and rotate the reward menu

Examples continued:

Race to the Finish Line:1.Make sure the conditions for moving the

vehicle are visible and specific2.Set conditions that are easily achieved3.Never move backwards4.Have the students select the reward5.Keep reward menu visible6.Be prompt with using rewards. IF you have

to wait a few days for the reward, make sure you set the date it will happen and stick to it.

Techniques for Behavior Management Behavioral Charts (1-5) Relaxation Schedules Self-Management Strategies Behavioral Contracts Be aware of “stressors” (unstructured

times, transitions, crowded hallways, changes in schedule, social interactions, P.E., lunch, recess)

Positive Behavior Management

5 Point Scale

Santa Goofy Point Card Sheet

Points Choices

7 seven

Computer and Printer

6 six

5 fiveChitty Bang Bang-Barney- or movie

4 fourChips Cheetos Smarties

3 three

Book on Tape / Music

2 two

1 one

My Relaxation Techniques

1.Close my eyes

2. Take 5 deep breaths

3. Count to 10 slowly

4. Stretch my arms over my head

5. Take 5 deep breaths

ASK:A. Am I relaxed? YES Then go back to

class

B. Am I relaxed? NO Then start at number 1

Additional Strategies for Behavior

Be generous with praise Be specific about what the student is doing

“right”. Use token cards/visual systems to manage

behaviors Establish reinforcements/incentives for the

students to complete work and to maintain positive behavior. These may change throughout the year.

Consult with Behavior Specialist (Functional Behavior Analysis )

Use visual methods to teach strategies SOCCSS: Situation-Options-Consequences-

Choices-Strategies-Simulation, Developed by Jan Roosa

SOLVE: Seek-Observe-Listen-Vocalize-Educate

Live out Loud: Talk about the steps you are doing as you solve daily problems: (There is no room to write on the board, I need to erase

Use literal language in explanations or explain more abstract concepts

Talk about idioms in class if they come up and explain

Talk about one item a day of the “Hidden Curriculum”

Use shorter, simpler sentences Involve the Speech/Language Pathologist Ask him questions to make sure of

comprehension or ask him to repeat the direction

Additional Strategies for Language

Remember comprehension is not guaranteed Clearly define your expectations, tell the student

specifically what you want them to do (i.e. Put the microscope in the cabinet instead of clean up the science lab)

Combine verbal instruction with pictures and/or gestures

Explain generalities (i.e. If there is a science test on Thursday, be sure the student knows he should start studying before Wednesday night)

Be specific with directions (call the student’s name, have the student paraphrase directions)

Encourage the student to clarify any direction he does not understand

Sensory Integration

What is it?It is the ability to take in sensory information,

process the information and then respond to the information.

What are the sensory systems?Tactile-touch Olfactory-smellAuditory-hearing Proprioception-knowing Visual-seeing where your body is in spaceGustatory-taste Vestibular-movement

Sensory Issues

Oversensitivity Noises Visuals Fixations Excessive Verbalizations/talking ObsessionsSensory processing can be affected by

medication, lack of sleep, nutrition, holidays, etc. Be aware of what is going on in a child’s life.

Be ProactiveVersesReactive

Everyone has a sensory system that is being regulatedconstantly….we just don’t have to think about it!Children with impaired sensory systems need extra help to achieve “just the right balance”.

Strategies

If the student is having difficulties in class, deal with those early

Try giving her a job to do within the class or ask her to “run an errand” or deliver a message to the office (prepare office staff)

Ask her if she needs a break Have a break area in your room Call the student’s special education teacher for help

Additional techniques for Sensory Issues

Manage Environment Seating Schedule Routine/Rules Advance Planning Visual Strategies Supportive

Classroom Fidget Items

Organization Daily Agenda Notebook Checklists Accommodations Sensory Activities Sensory Diet during

day Sensory Breaks Occupational Therapy

Provide schedules of your day on the board, on desk, in notebook

Give mini-schedules for projects/book reports

Help them learn new routines Structure assignments for understanding List steps to complete assignments Be consistent as a team in dealing with

behavior

Additional Guidelines for Routines/Rules Eliminate power struggles by establishing rules for the

class and rules for getting along with peers and for understanding how to do things

Give him acceptable things to do in free time Examples of Hidden Curriculum Rules

During silent reading, read in your mind, not out loud Use your own supplies and ask if you want to borrow

something Raise your hand to ask a question When standing in line make sure there is space

between you and your friend

Daily Checklist Check Off When Completed Check When You’ve Turned In

Pack Up Work on at Home

Completed and/or Turned In at School

Math Minute

D.O.L.Or English

Vocab. Words

Challenge Math Folder

Spelling Words/Homework

Reading Log

Wednesday Folder

Extra:

Extra:

Extra:

Mini Schedule for Packing Up

____Get Back Pack ____Check Agenda for Homework

____Get Books for Homework ____Get Homework Folder

____Put in Back Pack and close ____Wait for Teacher to call your

group for dismissal

My Daily Schedule

Time Monday Tuesday Wednesday Thursday Friday

8:00-8:30 Morning Work

8:30-9:30 Reading

9:30-10:15 Break/Snack

10:15-10:30 Restroom

10:30-11:30 Math

11:30-Noon Lunch

Noon-12:15 Restroom

12:15-1:15 Specials

1:15-1:45 Recess

1:45-2:15 Science

2:15-2:45 Social Group

2:45-3:15 Pack Up/Home

Visual Schedules

Class Schedule____DOL____Reading____Snack/Break____Math____Lunch____Recess____Science____Social Studies

Rules for Science Place all your

belongings under your desk

Raise your hand if you need the teacher’s assistance

You may quietly get up and sharpen your pencil

Art Project Needs

_____Colored Paper

____ Scissors

_____Glue

_____Markers

My School Rules

1. Use my relaxation techniques before I get angry.

2. Ask for break and go to my “safe place” if I need one.

3. Complete my work I missed when I return to class

4. Keep my hands to myself.

5. Take turn on being first in line.

I will be able to do something special when I follow my rules at schools

Teacher Communication

Team meetings All teachers consistent

with behavior plan Advise Special

Education teacher of areas for accommodations/

Discuss skills needed Consult with related

services

Advise teacher of social group of areas observed that need special attention during the group

Home School Communication

Establish “rules” E-mail Daily notes on

schedule Student writes notes Teacher signs agenda

and adds notes Notification system for

changes in schedule/teacher absence

Scheduled meetings

“I Can’t Argue with That” Tips regarding education from Chris McIntosh, a person with ASD, 1. Avoid our strengths: Usually in the area of

intellect, will power, logic and ability to argue. We lack good judgment and perspective. You don’t want to reinforce a disruptive pattern of arguing that causes us grief in adulthood.

2. Play to our weaknesses in the areas of emotional and considering other’s feelings. Logical arguments may not work. It is best to use emotional needs-based statements like, “You have to go to bed because I’m very tired, and I need to have some time to myself to relax and unwind.”

3. Emotional Content, Tone, and Blame: We need to hear emotional content in language. ( use emotional tones when we upset you.) But when correcting us or asking us to do something speak as if you are telling us an unemotional, indisputable fact. (2+2=4).

Additional Tips:

4. Be Explicit: We are confused over what is expected. 5. Responsibility for Clarify: Teach me to ask: “Is that

what you meant or is this what you wanted me to do?” 6. Natural Consequences: ( A result that flows naturally

from an action, not a punishment) They should impact us, not you. Get all the information first. Give natural consequences without blame. They are simply the natural results of our actions.

7. Don’t let arguing Work: When we argue and win, we are learning that arguing works. Say: “When you argue, it wears me down and I have no energy to do things for you. When you argue, the answer will always be no.

Tips continued:

8. Model Better Ways of Meeting our Needs: Model talking, listening, and helping others as better ways we can meet our needs. Ensure we understand we will not always get what we want.

9. Expect Results, Not Time: We’re good at working on our own goals, but have difficulty working on the goals others set for us. Say: “Work on this until you finish this part” Don’t say work on this for 15 minutes. With a goal, we won’t look at the clock, and argue for more time. We’ll engage and learn good work habits.

10. Stick with It: Use these strategies. “Things may get worse before they get better, but in the long run, the rewards will be worth it.”

Autism Digest: July-Aug. 2009

Ancient Chinese Proverb

Tell Me, I Forget

Show Me, I remember.

Involve Me, I Understand

In Conclusion:

Involve your students

Use Your Strategies Know your students Manage the environment Teach social skills Make accommodations Manage behavior Assist with problem solving Structure your language Teach coping strategies: sensory integration Be consistent: provide routine and structure Work as a team: strengthen communication

Relax and Enjoy Your Year