Holistic Programming for Students with Autism Spectrum

DisordersBlake Plankers, M.S.

Autism Spectrum Disorders ConsultantMoorhead Area Public Schools

Think, Pair, Share: Why?

All of this starts with Self-Regulation

Self-Regulation is a prerequisite to developing other skills.

● Discovering personal talents and abilities

● Understanding Culture● Economic- developing efficacy and

skills to become self-sufficient and serve the common good

Purpose of Education

(Robinson & Aronica, 2015)

What implications do these goals bear on the programming of students with ASD in

terms of what is taught and how it’s taught?

Essential Question:

● Individualized application of the principles of Universal Design for Learning○ Multiple means of: Representation,

Expression, and Engagement

Part of the answer:

cast.org

Expand your idea of “basic needs”● sleep● food● exercise● sensory diet● awareness● environment

All of the bullet points factor into one’s internal sense of regulation and should be explicitly taught to students!

(Biel & Peske, 2009)

● Bedtime rituals● Reduce stimulation● Individualize strategies with student● Sensory supports (white noise, weighted

blanket, control lighting)● Biomedical Intervention

Sleep

(Biel & Peske, 2009)

● Aversion to certain foods● Plan ahead with school menu ● Take breakfast and lunch seriously● Teach the impact nutrition has on the

brain● Special Diets

Nutrition

(Biel & Peske, 2009)

● Cardio● Strength Training● Yoga● Tai Chi● Stretching● Sensory Gyms

Exercise

● prescribed set of activities that proactively address a student’s sensory needs

● student should be involved in development

● measure effectiveness

Sensory Diet

(Biel & Peske, 2009)

● respond with strategies to natural cues vs. being told what to do

● self-regulation rating scale (visual aid)● process incidents with students using an

antecedent, behavior, consequence framework

● connect with others on spectrum

Awareness

● fluorescent lighting● visual stimuli● strategies to reduce auditory stimuli● chatty classrooms● language overload

Environment

Executive FunctioningConductor of the orchestra, librarian of the library.

(Dawson, 2010)

Emotional/Behavioral RegulationModifications:● schedule decompression time● visual cue for appropriate time

to talk/comment/question● graphic organizers to accompany

discussion (stay on topic)● intentional grouping● mobility breaks

Strategies:● markers/crayons on desk (self-

regulation scale)● tangible reminders● thought box● power cards● bike desk/ball chair/ stretch

band● context matrix/ T chart

AttentionModifications: ● mobility breaks● segment instruction● allow for hands-on participation

Strategies: ● bike desk● fidgets● oral input

***Differentiate between low registration, difficulty filtering out stimuli, and perseverations.

OrganizationModifications:● use pre-determined system for

organization● pre-writing in resource or one-

to-one setting● allow use of electronics● extended time● make time for organization● visuals for structured writing,

formulaic

Strategies:● gradually increase intricacy of

system● learning management systems● use of cloud-based storage● check in-check out● explore diverse

materials/systems● function over form

MemoryModifications:● skeleton/printed-off notes● make explicit connections with

previous learning (visual is good)● explicit teaching of how to take

notes● multiple modality learning

Strategies:● memory palace● take a picture● group information● record lectures● note-taking apps● buzzers, whistles, and bells ;-)

Modifications: ● give assignments in segments● long-term visual schedules● forward and backward chaining● have student repeat sequences● graphic organizers

PlanningStrategies:● break it down ---->timeline● writing process (emphasize

front-loading)● self-evaluate

● no-tech ---> high-tech continuum ● explicit, direct instruction on purpose● controlled access● match needs to features

Executive Functioning and Technology

Social Skills Instruction

Buy-In

First question to answer every time is…….WHY?

**There needs to be a compelling reason otherwise students may view it as an arbitrary rule.

(Winner, 2000)

● Video Modeling● Social Stories● Peer Mediated Instruction/Intervention● Video Feedback● Social Behavior Mapping● Self-Advocacy

Tricks of the Trade

(Bellini, 2006), (Gray & Attwood, 2010), (Maione & Mirenda, 2006), (Winner, 2007), (Hall, 2013)

Designing Alternative ProgramsWithin the School

● Detentions and suspensions rarely teach● Point/Level Systems don’t take into account

underdeveloped skills and unsolved problems● Plan B● Nurtured Heart (modify for secondary)● Video Game Philosophy● Team Approach to Behavior Intervention Plans

Alternative Approach to Behavior Support

(Greene, 2008), (Bravo, Bowlidge, & Glasser, 2008)For more information on Plan B and Collaborative Problem Solving visit: www.livesinthebalance.com

● Online/Independent Study - Advantages and Pitfalls

● Balance time in and out of the classroom- Strategic Inclusion

● Blended and Flipped Classrooms● Proactive Planning with General

Educators

Alternative Approaches to Delivery

Incorporating Transition/ Building Transferable Skills

● Natural vs. Academic approach● Ken Robinson’s The Element● Community Resources- Build Partnerships● Start Early

Considerations

(Robinson & Aronica, 2009)

Putting it All Together: A Framework

● Support from administration ● Create a dynamic system● Reach out to community● Educate all stakeholders● Team up with parents● Don’t be afraid to be wrong

Monday: Self-Regulation Strategies Tuesday: Executive Functioning Routine (give examples) +Social Thinking Mini Lesson Wild Card Wednesday: Related Services and/or Academic Strategies Instruction and/or Transition Focus Thursday: Executive Functioning Routine + Social Skills Mini Lesson Friday: Collaborative Strategies (explicit skill instruction + game or project)

Weekly Schedule Example

Closing Statement

References:

Attwood, T. (2007). The complete guide to Asperger's syndrome. London: Jessica Kingsley.

Bellini, S. (2006). Building social relationships: A systematic approach to teaching social interaction skills to children and adolescents with autism spectrum disorders and other social difficulties. Shawnee Mission, KS: Autism Asperger Publishing Company.

Biel, L., & Peske, N. (2009). Raising a sensory smart child: The definitive handbook for helping your child with sensory processing issues(Updated & rev. ed.). New York, N.Y.: Penguin Books.

Dawson, P. (2010). Executive Skills In Children And Adolescents, Second Edition: A Practical Guide To Assessment And Intervention. Guilford Publications.

Gray, C., & Attwood, T. (2010). The new social story book, revised and expanded 10th anniversary edition: Over 150 social stories that teach everyday social skills to children with autism or Asperger's syndrome and their peers (Revised ed.). Arlington, Texas: Future Horizons.

Hall, L. (2013). Autism spectrum disorders: From theory to practice (2nd ed.). Upper Saddle River, New Jersey: Pearson.

Maione, L., & Mirenda, P. (2006). Effects of Video Modeling and Video Feedback on Peer-Directed Social Language Skills of a Child With Autism. Journal of Positive Behavior Interventions, 106-118.

References cont’d:

Raede, D., & Mears, H. (n.d.). Asperger Experts. Retrieved September 20, 2015, from http://www.aspergerexperts.com

Robinson, K., & Aronica, L. (2009). The element: How finding your passion changes everything. New York: Viking.

Robinson, K., & Aronica, L. (2015). Creative schools: The grassroots revolution that's transforming education. New York City, NY: Viking.

Winner, M. (2000). Inside out: What makes a person with social cognitive deficits tick? (1st ed.). San Jose, California: Think Social Publishing.

Winner, M. (2007). Social behavior mapping: Connecting behavior, emotions and consequences across the day. San Jose, Calif.: Think Social Pub.

Wujec, T. (n.d.). The Marshmallow Challenge. Retrieved September 20, 2015, from http://www.marshmallowchallenge.com