nea idea special education resource cadre the puzzle of autism presented by wea special education...

NEA IDEA Special Education Resource Cadre

The Puzzle of Autism

Presented by WEA Special Education

CadreSummer 2011


What is the definition of Autism? What are the characteristics of

students with autism spectrum disorder?

What are some effective practices/strategies for educators?

What resources are available?

Essential Questions


Activity: Students with Autism

What do we know, or think we know, about students with Autism Spectrum Disorders?


Autism…

3rd most common developmental disability

Affects 1 in 88 individuals - estimated 3 million across the

U.S.

Affects 1 in 54 boys, five times more often than girls (1 in 252).

Has no available medical test --Centers for Disease Control and Prevention, February 2007


Social, economic and health crisis

Fastest growing developmental disability

Growth comparison during the 1990’s U.S. population increase: 13% Disabilities increase: 16% Autism increase: 172%


Social, economic & health crisis, (cont.) Annual cost

Currently: $90 billion 10-year projection: $200-400

billion + Adult services

60% of current costs Early diagnosis and intervention

can reduce overall costs by two-thirds


CDC Free Preschool Materials


Activity: Section 1

What Educators Need to Know Preview pages 1-3, Record the top 3 pieces of

information that you believe impact your role in education.

Puzzle of Autism


Chapter 1—Possible Answers Teachers need resources and

information Educators have little experience

and training Fastest growing diagnosis w/in

PDD


Activity: Define

What does Autism mean?


Autism is…

a complex developmental disorder that typically appears during the first 3 years of life, affecting communication, social, and behavioral functioning

DSM-IV


Autism Spectrum Disorders Diagnostic Criteria

Communication Socialization/Social Skills Restricted Interests Sensory Integration Behavior


The Spectrum

PervasiveDevelopmental Disorders (PDD)

AutisticDisorder

PDD-Not Otherwise Specified

Rett’sDisorder

ChildhoodDisintegrative

Disorder

Asperger’s Disorder


Uneven development Cognitive Communicative Social Adaptive Motor skills


Uneven Development (Cont.)

Impacts social interaction and communication

Involves sensory impairments

Includes behavioral difficulties


Demonstrate difficulty with… Attending Auditory and language processing Generalization of skills Imitating behavior Task/event sequencing Transitions and time concepts


Autism and cognitive functioning Neurological disorder of

unknown origin

Involves the cerebellum, hippocampus, and amygdala region

Larger brain volume, accelerated brain growth found in research


Temple Grandin and Tito Mukhopadhyay


Temple Interview http://www.youtube.com/watch?v=U

KSDSblPMpA&feature=related

http://www.youtube.com/watch?v=UKSDSblPMpA&feature=related

http://www.youtube.com/watch?v=UKSDSblPMpA&feature=related


Activity: How to Conduct Myself… Read the article, “How to Conduct

Myself When the Body is Constantly Trying to Find some Stability.”

As you read underline 3 new pieces of information and then stop.

Share the new information at your table.

Kluth handout


Autism and social skills Often low demonstration or lack of

demonstration of the “social graces” Eye contact Greetings Asking Offering Initiating Accepting Coping


Autism and motor skills-- Neurological

disorders may manifest by limiting or interfering with messages to

Switch Combine Continue Start Stop Execute


Autism is not Result of poor parenting

Unruly kids with “just behavior problems”

A group of “savants”

A child without feelings and emotions


Activity: What’s New? Read the handout Helping Students

with Movement Problems, as you read complete the chart on the back of the paper.

In table groups or pairs share the new information

Kluth handout


What is IDEA?Individuals with Disabilities Education Act 2004 (IDEA 04)

Strengthened emphasis on inclusion of students with disabilities in the general education curriculum-LRE

Strengthened accountability – parallel to NCLB


IDEA ‘04 … developmental disability

significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three…,

… does not apply if a child’s educational performance is adversely affected primarily because the child has an emotional disturbance…

… after age three … if the criteria [above] … are satisfied.

§300.8 (c)(1)(i)

Autism Definition – Federal Reg


The Individual Education Plan (IEP) Measures progress based on

goals, objectives and evaluation standards

Identifies individual needs of the student

Prepared by a collaborative team


Role of the IEP teamTo provide effective programming

Functional objectives and meaningful activities

Frequent reinforcement and effective motivational system

Functional communication systems Behavioral intervention systems Transition goals as needed


Role of the IEP Team Goals and objectives designed

to promote: Independent Living/Functional

Skills (as appropriate) Academic Skills Appropriate Social Behavior Skills Functional Communication Skills


IEP Should Include: Present Levels of Academic Achievement

and Functional Performance (PLAAFP) Annual goals, objectives and/or

benchmarks Services Participation in general education

curriculum/setting State and district-wide assessments Evaluation of progress


IEP Development IEP’s must address:

How the disability affects general education involvement

Supplementary aids, services, program modifications -physical, instructional, behavioral

Support needed for school personnel Positive behavioral interventions and

strategies, to the extent appropriate (BIP)

Transition plan--NOT a separate document


Transition IEP Teams must develop goals that

foster self-monitoring and independent living skills Academic, economic and social

independence Identify careers that

accommodate their uneven and/or social development as well as utilize their unique abilities and interests


Possible Components of PLAAFP Statements Evidence/assessment of student

performance and skills Standardized assessment

information Parent input Student input when appropriate Student strengths


Key Elements of a Goal Statement The student The behavior/specific skill Starting level Ending level Measurement tool The date


Goal Format “….weeks, student will demonstrate

_-level proficiency with skill to by attaining 80% accuracy on a standards based teacher created assessment.


Goal Writing Divide the class up and assign tables

a student situation from the book section.

Read the specific student situations at the top of pages 1,11, 17, 21, 25, or 27.

Write a goal to address the need for specially designed instruction skill or behavior and post on the wall. You will need to add specifics, baseline

data, dates, etc.

IEP Goal Worksheet


Section 2

Features and Strategies for Intervention

Skim/Scan pages 6-9, Check items you currently practice Underline those you could do


Activity: Book Review Sections 3-7 Each table will receive a situation as

it relates to a child, review the situation and find suggestions to help this child from the assigned chapter in the book.

Please be prepared to share your suggestions with the class

Book Section Review handouts


Section 3

Communication - Comprehension Scan pages 12-13

You are teaching a social studies lesson. The student with ASD is not paying attention and you believe he/she is capable of learning this material.

What can you do to engage the student?


Communication - Comprehension Pre-teach new concepts Model procedures and

expectations Post permanent visual reminders Identify and use auditory signals Pair verbal and visual instruction


Section 3Communication -

Expression Scan pages 14-15 Give an example of how you

would use one strategy to help students express what they know


Communication - expression Model appropriate language Develop functional communication

system Create fair assessments - taking into

consideration expressive language deficits

Provide communication supports Use graphic organizers


Section 4--Sensory Integration and Regulation (Scan pgs. 17-19)

What can you do to improve the physical layout of your classroom?

What movement activities could you allow to promote task engagement and focus?

What accommodations could you use to assist in writing?

What accommodations could you make for sensory sensitivities?


Sensory Integration and Regulation Locate student’s desk and materials Provide tasks that allow for

additional movement Accommodate writing media needed Create procedure and place for

stress/ anxiety release/relief


Section 5

Socialization/Social Skills Scan pages 21-23 Find a strategy to:

Teach conversation etiquette Reduce stress for students Help a student with transitions


Socialization / Social SkillsTeach, rehearse, reinforce, repeat

Facial features and emotions Pro-social skills training Reciprocal conversation training Relaxation strategies Social stories


Section 6--Behavior Issues Scan page 26 Problem solve the following issues for a

student with ASD: Who is washing his/her hands

repeatedly. Who runs out of the room without

cause. Who becomes aggressive and refuses

to move during a fire alarm? Who doesn’t honor personal space. Who exhibits hand flapping.


Behavioral Issues Intervene early Use daily schedules Teach, rehearse, reinforce, repeat

until internalized and demonstrated regularly

Provide clear directions Remove or minimize environmental

stressors


Section 7 Restricted Interests Student is interested in elevators, he

only talks about the history of elevators, who invented elevators, stories about elevators, etc.

This interested dominates concentration and contributes to inflexibility and inability to transition.


Restricted Interests Allow for breaks to pursue own

topics of interest Introduce new activities

incrementally Allow for sufficient time for guided

practice Use interests as a tool, not a reward


Activity: Case Study Read and discuss assigned case

study. Use the material from The Puzzle of

Autism book to create a plan for this student’s success.

You may add or adjust information as needed.

Plan to share your plan with the group.

Case Studies A& B, worksheet


Elements for Success

Conducive Environment Administrative

support Open

communication

Shared responsibility

Community partnerships

Appropriate Supports Copies of IEPs Resources Professional

development Common

planning time Accommodatio

ns


Classroom strategies Consistent routines Visuals (expectations, schedules,

instructions for assignments, etc.) Structure of physical space Format worksheets (highlighting,

numbering steps, etc.)


Activity: What Stands Out Using Getting Comfortable in the Inclusive

Classroom, get into groups of 4 Assign each person of the following areas

Sounds Lighting Seating Smells

Share with your key points with your group

Kluth Handout


In the general education classroom

Attend to Physical environmental factors

Affective environmental factors

Strengths of student

Needs of student


Individualized strategies Communication skills

Sensory integration and regulation

Socialization / social skills

Behavioral issues

Restricted interests


Be aware of Signs of high anxiety or stress Need for transition time and

planning Need for clear purpose and

instructions Interests, and capitalize on them


Build From Strengths Plan the schedule in reverse Avoid using favorite activities as

rewards…instead use them as tools for including the student

Use preferences to teach


Across the life span

Seamless Transition

Early education

intervention

K-12 education

Transition to adulthood/

work

Fully potentialized

adults

► ►► ► ►


Role of LEA Provide for conducive environment

Administrative support Open communication Shared responsibility

Ensure adequate resources Materials Professional development Common planning time


NEA Website

www.nea.org/specialed National Institute of Health

www.thegraycenter.org

Autism Society of America

www.autism-society.orgAmerican Psychiatric Association

www.psych.org

Online Resources


Print Resources

The Puzzle of Autism downloadable at www.nea.org/specialed/images/autismpuzzle.pdf

You’re Going to Love This Kid!: Teaching Students With Autism in the Inclusive Classroom. Paula Kluth (2003). Baltimore: Brookes

Autism Resource Sheets

http://www.nea.org/specialed/images/autismpuzzle.pdf

http://www.nea.org/specialed/images/autismpuzzle.pdf


What is the definition of Autism? What are the characteristics of

students with autism spectrum disorder?

What are some effective practices/strategies for educators?

What resources are available?

Essential Questions


Share one Aha you learned today Comments …Questions ???Ahas !!!


A pplying U seful T echniques and I nstructional S trategies to M aximize learning

nea idea special education resource cadre the puzzle of autism presented by wea special education...

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autism puzzle

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autism society of

form of autism

definition of autism

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autism spectrum disorders

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