supporting students with asd in the classroom: 5 tools you can use tomorrow

1

SUPPORTING STUDENTS WITH

AUTISM SPECTRUM DISORDERS IN

AN INCLUDED SETTING: 5 TOOLS

YOU CAN USE TOMORROW

April 17, 2015

Presented by Christine Peck, Psy.D., BCBA-D

Cooperative Educational Services

2

WORKSHOP GOALS

Introduction to autism

ASD in the classroom

Build your tool box of strategies

3

INTRODUCTION TO AUTISM SPECTRUM

DISORDERS

Autism is a neuro-biological disorder of development

“Autism” occurs along a spectrum of disorders that are inter-related

AUTISM SPECTRUM DISORDERS

Core areas of impairment

Development and understanding of

social relationshipsCommunication

Odd and restricted behavior patterns

Sensory processing

Severe and pervasive impairment in several areas of development

4

IMPAIRMENT IN SOCIAL UNDERSTANDING

Do not understand subtle social interactions

Difficult to develop

relationships

Lack of understanding and reciprocity in relationships

Lack of understanding

of emotions

IMPAIRMENT IN COMMUNICATION

Delay in or lack of

development of verbal language

Impaired speech

• Lack of initiation or conversation

• Lack of intonation

• Echolalia

• Repetitive speech

• Pronoun reversal

5

RESTRICTED BEHAVIORS

Resistance to change

Insistence on routine

Odd behaviors (e.g. stereotypy)

Behavior problems

Attachments to inanimate objects

Lack of imaginative play

Splinter skills

SENSORY PROCESSING

Individuals with autism spectrum disorders experience sensory processing difficulties

• Sensory defensiveness

• Difficulty processing certain types of sensory input

• Sensory integration issues

6

ASD IN THE CLASSROOM

•Conduct thorough assessment of strengths and needs

Uneven profile

•Use visual supports: schedules, tasks lists, first-then boards, visual timers, increased proximity, graphic organizers, etcDifficulty following directions

•Develop systematic work habits

Organization difficulties

•Simplify language, use visual supports

Concrete thinking

•Provide support for pragmatic language: visual supports, social stories, peer models, Unusual communication

•Develop proactive plans including use of visuals, social skill instruction, etc.

•Use tools such as behavior charts, token systems etc. when appropriateChallenging behavior

•Recognize signs of sensory distress and dysregulation, provide interventions and supportsSensory needs

•Remove distracting stimuli, provide visual supports to increase on-task behavior

Distractibility

•Encourage open communication with parents and exchange relevant information

Co-existing conditions

BUILD YOUR TOOL BOX

OF STRATEGIESPlanning for Success

7

5 TOOLS YOU CAN USE TOMORROW:

1. First-Then Board

2. Schedule

3. To do/ task list

4. ER scale

5. Token system

8

FIRST-THEN BOARD

FIRST THEN BOARD

A First-Then board is a simple visual support to

assist a student in understanding expectations

Show an expectation, followed by something

preferred (conveys a “rule”)

This is a useful tool for:

Instructional support

Behavior management

Transition

9

FIRST THEN BOARD

Teach logical sequence of events (e.g., “First tidy

up, then go outside”)

Visually clarify step-by-step instructions

Assist with skill-building by motivating an

individual to first engage in a less-preferred

activity, knowing that a preferred activity will

follow (e.g., “first puzzle, then train”).

FIRST THEN BOARD

The “first” picture is always an activity that you

want the individual to engage in, such as a

transition, or a skill-building activity

The “then” picture reinforces the “first” activity

by being an activity or object that the person

enjoys

10

FIRST THEN BOARD EXAMPLE

First Then

ANOTHER EXAMPLE

11

EXPECTATION FOLLOWED BY PREFERRED

ACTIVITY

12

USE OF A FIRST-THEN BOARD

13

SCHEDULES

Set of pictures or words that communicates a series of

activities or the steps of a specific activity

Help children understand and manage

the daily events in their lives

May be created using photographs, pictures, written

words, or physical objects

Communicate clear expectations for the child and

decrease the need for constant adult involvement in

the activity

14

Children with autism frequently have

trouble paying attention to, adapting to,

and understanding auditory input

Tend to have strengths in rote memory

and the ability to understand visual

information

Visual schedules take advantage of these

strengths by efficiently communicating

information that allows children to better

predict and plan within their environment

Most behavioral problems associated with

children with autism seem to stem from poor

communication

While visual schedules can be useful at home,

they may be especially useful for children

transitioning into a school environment

Visual schedules facilitate communication and

therefore may minimize behavioral problems

15

Effective in helping children to gain independence and

increase on-task behavior at school, at home, and in

community settings

Specifically, use of visual schedules has been

associated with a decrease in disruptive behavior,

aggression, tantrums, and property destruction

Enhance learning and improve a child's ability to

perform the skills required for daily living

With time, some children are able to

independently use visual schedules to achieve on-

task behavior and self-management without

supervision

The most effective way to use visual schedules is

to have them readily available and used

consistently

16

SAMPLE

17

SAMPLE WITH OBJECTS

18

TASK SEQUENCE

19

TO DO/ TASK LIST

A task list breaks down expectations into the

individual steps that comprise a task

SAMPLE

20

USING A WHITE BOARD

21

RESOURCES FOR CREATING SCHEDULES,

TASK LISTS, ETC.

Boardmaker

Digital Camera

Clip art/ photos from

internet

Drawing

White board

EMOTIONAL REGULATION

SUPPORTS

22

EMOTIONAL REGULATION SCALE

Based on “feelings thermometer” and “The

Incredible 5-Point Scale”

23

TOKEN SYSTEM

Individual earns tokens for targeted behaviors

Once he has collected a predetermined number of

tokens he can trade them for an item or activity

that he desires

24

25

26

RESOURCE LIST

Frost, L. and Bondy, A. (2002). PECS: The picture exchange communication system., 2nd edition. Pyramid Educational Consultants, Inc.

Hodgdon, L.A. (1996). Visual strategies for improving communication. Troy, Michigan: Quirk Roberts.

Hodgdon, L.A. (1999). Solving behavior problems in autism. Troy, Michigan, Quirk Roberts.

Janzen, J.E. (2003). Understanding the nature of autism, 2nd edition. San Antonio, TX: Therapy Skill Builders.

Prizant, B.M., Wetherby, A.M., Rubin, E., Laurent, A.C., and Rydell, P.J. (2006). The SCERTS Model: A comprehensive educational approach for children with autism spectrum disorders. Volume 1, Assessment; and Volume 2, Program Planning & Intervention.Baltimore: Paul H. Brooks.

Quill, K.A. (Ed). (1995). Teaching children with autism: Strategies to enhance communication and socialization. Arlington,, NY: Delmar.

27

FOR MORE INFORMATION

Dr. Christine Peck

Cooperative Educational Services

25 Oakview Drive

Trumbull, CT 06611

(203) 365-8842

peckc@ces.k12.ct.us