general education support for students with autism ... · prezi 1: a teacher’s guide this prezi...

PREZI FACILITATOR’S GUIDE© 2013 Star Autism Support

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General Education Support for Students with Autism Spectrum Disorders

FACILITATOR’S GUIDE

CONTENTS

SECTION 1: GENERAL INFORMATIONOverview

About Prezi

Prezi Access

Prezi Navigation

SECTION 2: FACILITATOR PREPARATION FOR TRAINING SESSIONSEncouraging Participation

Participant Confirmation and Preparation

SECTION 3: TRAINING FORMATSessions

Applied Learning (“homework”)

Professional Development OBJECTIVES for Participants

SECTION 4: FOLLOW-UP

Written by Lauren Loos, Prezi developed by Caitlin Loos


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SECTION 1: GENERAL INFORMATION

OVERVIEWThis guide provides designated facilitators with instructions for conducting Prezi training sessions with general education participants who have high functioning students on the autism spectrum in their class-rooms.

Facilitators: Must have some familiarity with the Prezi’s and facilitation materials. Facilitators may be participants, autism specialists or administrators.

Participants: General education participants, staff and specialists who have an interest in learning about high functioning students on the autism spectrum and learning how to implement some effective teaching strategies for these students in the classroom.

Prezi facilitators will lead a series of meetings focused on learning to use the Prezis and associated downloadable forms as an innovative resource for teaching challenging students. (see SECTION 3 for meeting agendas)

ABOUT PREZIORPATS (Oregon Program for Autism Training Sites & Support) has created an online professional de-velopment opportunity. Two online instructive manuals have been created to address the needs of general education participants who have students on the autism spectrum. These manuals are in a unique presentation form called PREZI. Prezi is a virtual canvas, a storytelling device. With Prezi, we can provide clearer contexts for information than a traditional Powerpoint presentation format. Below are descriptions of each Prezi.

Prezi 1: A Teacher’s Guide This Prezi contains general information about high functioning students identified with Autism Spectrum Disorder. These students might also be referred to as having Aspgerg-er’s Syndrome.

Prezi 2: Teacher’s Tools This Prezi contains more specific information about effective strategies for teaching high functioning students on the autism spectrum.


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PREZI ACCESSTo access each Prezi:

• www.orpats.org

• Select VIRTUAL RESOURCES on the upper right side of the page

• Submit username: prezi and password: prezi

• Start either Prezi 1: A Teacher’s Guide or Prezi 2: Teacher’s Tools by selecting the “start Prezi” button on either one.

PREZI NAVIGATIONBelow is a screen shot of Prezi 1.

• Selecting these arrows will move the Prezi forward or backward

• Selecting this will put the prezi on automatic which will play it through without having to use the arrows manually

• Selecting this will expand the screen size.

Below is another screen shot of the prezi showing the slide selection bar on the bottom. Note the lighter grey bar with the blue dot

When you drag the curser over this bar, you will notice thumbnails of each prezi slide in consecutive order. The example below shows a thumbnail of slide #64, a video of a student discussing her experience with Autism Spectrum Disorder. By clicking on a selected thumbnail, the prezi zooms to that slide. The blue dot indicates the current slide zoomed in on the prezi.

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3

2

132

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SECTION 2: FACILITATOR PREPARATION FOR TRAINING SESSIONS

ENCOURAGING PARTICIPATIONA training group is formed when facilitators invite potential participants to attend a series of five train-ing sessions. It is important to clarify that sessions build upon one another and that commitment to the whole process is expected. The following is a sample invitation letter. Letters should be sent out at least six weeks prior to the first meeting:

Dear (potential participant):

ORPATS (Oregon Program for Autism Training Sites & Sup-port) has created an online professional development op-portunity to address some of the needs of general educa-tion participants with challenging students, especially high functioning students on the autism spectrum. In order to maximize this opportunity, you are invited to participate in a series of facilitated training sessions.

Training sessions will be held on (dates/time) at (location). The five 2-hour sessions will consist of didactic instruction, group interaction and practical application of principles illustrated in our online Prezi format learning modules. In addition, you will have the opportunity to apply what you have learned between training sessions.

Please note that training sessions build on one another so commitment to the entire series of 5 sessions is essential. Please call xxx-xxx-xxxx for registration and any questions. We look forward to learning together.

Sincerely,

Fred the Facilitator


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PARTICIPANT CONFIRMATION AND PREPARATIONOnce participants register for the training, a confirmation letter should be sent along with a copy of the agenda for all sessions. The following is a sample confirmation letter that should be sent three weeks prior to the first meeting:

Dear (participant):

You have been selected to participate in an ORPATS (Oregon Pro-gram for Autism Training Sites & Support) professional development program for general education participants interested in furthering their skills with high functioning students on the autism spectrum. This will be an exciting and enlightening process for all of us. Your participation will not only enhance your own knowledge and skills; it will be a contribution to the whole group process.

Attached is an agenda including meeting dates/times/place, meeting topics and…

Commitment: Participation in the entire series is important as each meeting builds on knowledge from previous sessions as well as re-al-life implementation assignments. Therefore, we ask that you plan for and attend all 4 sessions and that you fully participate in the Ap-plied Learning opportunities assigned at the end of each facilitated session. Applied Learning is designed to enhance your knowledge and skills in the classroom.

Feedback: Your feedback is important to us! We are in initial stages of roll-out for this project so your feedback is essential for our pro-cess of creating a useful and practical program to help participants with a challenging student population. Please use all opportunities to help us clarify, and improve this program for others.

Please call me at xxx-xxx-xxxx if you have any questions. I look for-ward to sharing this process with you beginning (date/time).

Sincerely,

Fred the Facilitator


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PROFESSIONAL DEVELOPMENT OBJECTIVES FOR PARTICIPANTS

Prezi 1 Objectives:

• Learn differences in perspectives in general and as they apply to their student(s)

• Recognize characteristics/features of ASD in general and as they apply to their student(s)

Prezi 2 Objectives:

• Learn and apply basics of TEACHER TOOLBOX: environmental structure, reinforcement strategies, social skills strategies and interventions and basics of behavior (ABC’s)

• Learn how routines make up the student’s day

• Apply principles of routines to organize student’s day

• Incorporate “tools” into routines

SECTION 3: TRAINING FORMATParticipants attend five 2-hour sessions and complete homework assignments in between. Sessions take place over five consecutive months.

AGENDAS FOR MEETINGS

Session 1: Introduction (Prior to Session 1: Participants should have access to and view Prezi 1)

• Introduce participants (use introduction process that allows participants to name what they are expecting or hoping to get from the meetings and/or to pose a question or issue regarding their student (s))

• Discuss meeting process for next 5 meetings

• Take pre-test

• Review Prezi 1 through slide #196

• Small group (or dyads) activity: Getting to Know You: participants break into groups (2-4 per group) and each share an experience they have had with a student with ASD

• Review AL assignment (AL 1), next meeting date

• Conclude meeting: “what is one thing you will take into yourself OR back to your classroom from today’s meeting?”

Session 2: Putting it all Together (note session 2-4 consistent format)

• Begin meeting: “What is one question that came up since the last meeting?”

• Small group (or dyads) activity: Discuss AL 1

• Large group: Review Applied Learning Assignment: (AL 1) Discuss questions, concerns and ideas brought up by the Applied Learning and Prezi so far

• Review Prezi: Prezi 1 beginning with slide #197 (teaching students with ASD) to end




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Session 3: Opening the Teacher Toolkit (Prior to Session 3: Participants should have access to and view Prezi 2)




• Review Prezi: Prezi 2 beginning with slide #1 to #130



Session 4: Teacher Toolkit Continued




• Review Prezi: Prezi 2 beginning with slide #131 (Routines as a framework for the student’s day) to end



Session 5: Wrap up, Make-and-Take




• Make-and-Take activity: Participants to prepare the following for one identified student in their class a. Schedule indicating student’s routine

b. Reinforcement system (e.g. token board)

c.

d.

e.

• Take and score post-test

• Conclude meeting: “Name one thing that was helpful and one thing you would like to change about this professional development opportunity”

APPLIED LEARNING (“HOMEWORK”) worksheets follow

AL 1 (ASSIGNED AT SESSION 1): PERSPECTIVESAL 2 (ASSIGNED AT SESSION 2): UNDERSTANDING YOUR STUDENTAL 3 (ASSIGNED AT SESSION 3): BUILDING A SOCIAL STORYAL 4 (ASSIGNED AT SESSION 4): RECOGNIZING ROUTINES AND REINFORCEMENT

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We all have d

ifferent persp

ectives! Our exp

eriences of a single event are all d

ifferent from one another (rem

emb

er the blind

men and

the elephant).

In the spaces b

elow, ind

icate the imp

act of a student’s sp

ecific behavior for each of 5 p

eople that exp

erienced the b

ehavior. Note that the exp

eri-ence d

oes not have to be first hand

. For examp

le, when you tell a stud

ent’s parent ab

out a behavior, they are im

pacted

and form

a persp

ective even thoug

h they did

not experience the b

ehavioral event first hand.

Note that im

pacts can d

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ays including

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athroom to look for

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____________________________________

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☐☐☐


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AL 2: UNDERSTANDING A STUDENT

Using the information in Prezi 1, identify a student in your class or one you have worked with.

Student Name ________________________________________

This Applied Learning Assignment is in two parts, to be completed at different times in your training course.

Part 1 (Refer to Prezi 1): Using this form, describe the student’s characteristics in the appropriate categories within the circles on the tree branches.

Part 2 (Refer to Prezi 2): Using this form, describe how you might support improvements for each of the areas of difficulty for your student within the circles on the tree roots.

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5

4

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4

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UNUSUAL RESPONSE

TO SENSORY INFO

EMOTION DYSREGULATION

STRENGTHS

IMPAIRMENTS IN SOCIAL

INTERACTION

IMPAIRMENTS IN COMMUNICATION

RESTRICTED, REPETITIVE AND STEREOTYPED BEHAVIORAL

PATTERNS

UNUSUAL RESPONSE

TO SENSORY INFO

EMOTION DYSREGULATION

STRENGTHSIMPAIRMENTS IN SOCIAL

INTERACTION

IMPAIRMENTS IN COMMUNICATION

RESTRICTED, REPETITIVE AND STEREOTYPED BEHAVIORAL

PATTERNS

support for improved





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Full size form on the following page.

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AL 3: BUILDING A SOCIAL NARRATIVE

Many of the social skills that we take for granted in ourselves, our friends and our typical students are great challenges for our students with autism, even when they are extremely high functioning. Remem-ber, social narratives:

• Are written to target a specific area of functioning (e.g. hand washing, sharing, following game rules, etc.);

• Highlight socially relevant cues from people and the environment

• Describe socially appropriate responses in specific situations

• Offer opportunity for rehearsal before acting

The following steps are guidelines for constructing a social narrative. However, you may have some ad-ditional ideas to add or may modify some of the ones we suggested. You may also supplement these with simple illustrations if you have access to photos or illustrations.

Student Name _____________________________________________________________________________

THE SOCIAL NARRATIVE:

1. Social Narrative Topic (specific area of functioning)

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

2. Introduction (Explain the topic of the story and why it is important for the student. For example, going to the doctor is important if you are sick or to stay well)

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

3. When and where the topic is relevant (Explain where and when a behavior takes place or where/when the student might anticipate something happening. For example, teeth are brushed after eating meals and snacks and before bed)

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

4. What materials are needed (if any)

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________


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5. The behavioral sequence, step-by-step (you may also illustrate what the behavior should NOT look like with examples). Be sure to include actual script elements for the student to know exactly what to say when appropriate.

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

6. Consequences of successfully completing the sequence

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

general education support for students with autism ... · prezi 1: a teacher’s guide this prezi...

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