Library Services for Youth with ASD, Part 2:

Resources and instructional strategies for youth with ASD

Dr. Lesley Farmer, CSULB

Let me introduce myself

Learning Objectives Identify print resources that work well with youth having

ASD. Identify digital resources that work well with youth having

ASD. Discuss effective reading strategies for youth with ASD. Discuss effective instructional strategies for youth with

ASD. Discuss effective learning activities for youth with ASD.

Autism Spectrum Disorder (ASD) 5 developmental disorders: Autistic Disorder, Rett’s

Syndrome, Childhood Disintegrative Disorder, Asperger Syndrome, and Pervasive Development Disorder

Symptoms can range from mild to extreme Children manifest symptoms of this group of

disorders either at birth (early infantile autism) or by the age of three (regressive autism)

More boys than girls are affected by autism, although diagnosed girls tend to have more severe behaviors (American Psychiatric Association, 1994)

Sensory system for people with autism differs from others; body language may also differ

Universal Design

Use accessible formats and methods, such as ADA-compliant web pages.

Keep processes simple, clear, intuitive. Provide choice and flexibility in seating,

resources, interaction, pacing. Encourage positive communication and

learning environment.

Getting Started Collaborate! Address full scope of deficits. Remember developmental sequences of physical,

communication, social skills. Keep child close to instructional area. Use speech and gestures. Be explicit and literal. Avoid libraryese and library idioms. Take advantage of teachable moments. Reduce behavior incompatible with learning.

Reading Experiences Jan prefers non-fiction because fiction forces his thoughts

to go beyond the literal. Michael loves Harry Potter, and has read the series

repeatedly. Sean runs around the room when the librarian is telling

the story, but he understands it. Karen has read all of the library’s biographies. Miguel rocks gently while poetry is read aloud. Tommy enjoys punching his favorite phrase on a story

available on the iPad; the VoiceOver app provides a gesture-based screen reader.

Reading Preferences Predictable books: chain, cumulative, Q/A, pattern,

repeated phrase Formulaic stories and series Non-fiction (might just look at pictures) Rhymes and songs Motor skills books Visual discrimination and wordless books Realistic fiction NF graphic novels Periodicals

Make Print Resources Accessible

Stabilize (laminate, clip, make lay flat). Enlarge.

Add parts. Simplify.

Make more familiar and or concrete. Add cues.

Add sensory experience.Provide props and realia.

Reading Difficulties Difficulty sounding out words Auditory problems Limited experiences and vocabulary Difficulty determining main idea Abstractions Not motivated to share reading Limited metacognition Note: hyperlexia (decode without meaning)

Reading Strategies Word games: MadLibs, Pictionary, etc. Softly beating time to poetry Thematic word walls with image cues Closed captioning Making predictions Modeling think-aloud reading strategies Retelling and dramatizing stories Creating picture (and other) books

Story Hours Have unique defined space (carpet squares) Have fidget toys Do opening and closing rituals Have predictable rules for behavior Use themes Repeat a story/song/poem from prior session Incorporate visuals and props (multi-sensory) Provide alternative ways to participate Designate a story hour buddy Don’t expect response

Advantages of Tech Aids Involves kinesthetics Provides a variety of input options and info formats Facilitates non-verbal response Can be used repeatedly Can be highly structured with discrete stimuli or

activities Can be very predictable and patient Usually doesn’t require high social skills

Mainstream Technologies Interactive whiteboards Games (http://sites.google.com/site/autismgames) Digital tablets (iPad, etc.) Mobile apps (Squidalicious) Virtual worlds Avatars Blogs

Low End Assistive Tech

Dry erase boards Clipboards 3-ring binders Manila file folders Photo albums Laminated PCS/photographs Highlight tape, etc.Wisconsin Department of Public Instruction

More Sensory Strategies

Physical Accommodations

Mid Level Assistive Technology Battery operated devices or

"simple" electronic devices Tape recorders Big Mack recorder Language Master Overhead projectors Timers Calculators

High End Assistive Technology

Touch screens Communication boards with

symbols (e.g., Boardmaker, IntelliKeys)

Voice output devices Cameras (still and video)

Video and Animation Training

Activity Trainer

Matching Technology with Person and Learning Objective Use most stable, low-tech solution Think accessibility Can youth manipulate the technology

independently and comfortably? Does the technology support content and skill? Is the technology manageable in inclusive site? What is the time frame required? Note: tech engagement ≠ learning

Incorporating Technology Aids

Employ universal design principles. Scaffold learning using technology. Photograph steps, people, concepts. Use visual rather than auditory stimulation. Use multimedia versions of a book that replicates

the original, and used with the print copy. Show video clips that demonstrate positive

behaviors in very concrete detail. Use software/web tutorials to teach skills (e.g.,

Reader Rabbit, MathBlaster)

AAC: Augmentative and Alternative Communication

Picture Exchange Communication System Keyboards/written tools Voice-output communication systems Library-specific vocabulary board

Instructional Strategies: Direct Instruction Give objective and concrete benefit Do step-by-step processes Provide lists Use presentation tools Incorporate a variety of senses Provide visual cues Give concrete examples Give study guides Model and reinforce correct responses

Discrete Trial Training Set objective, antecedent, behavior, and

criterion for mastery: e.g., find correct book Analyze skill and clarify sequence of steps Record effort, behavior, interfering behavior Provide reinforcer Build in discriminating training

Collaboration Training Identify tasks that require several people Identify different roles and skills Integrate independent work (e.g., research) Teach group processing skills Incorporate social stories and task cards Keep group members and vary roles (or v.v.)

Constructivist Strategies Builds on prior knowledge and skills so may

be hard (leverage youth’s interests) Connections between two concepts or

experiences may be personal Hard to develop new patterns (can sort into

existing categories) May arrive at unique conclusions (have

difficulty with cause and effect)

Visual Issues Use simple, well-labelled handouts. Use calming light and muted colors. Minimize visual distractions. Face the group. Write in large letters in high contrast. Place a black surface under worksheets. Use closed captioning. Create vocabulary cards that include image. Do visual detail activities.

Language Issues Poetry, humor, irony may be difficult Paralinguistics (tone, stress) may be difficult Simplify language. Ask binary questions: Did he eat a cake or a pie? Ask literal discrete questions. Teach “wh” questions. Provide structured sentence templates. Use graphic organizers.

Echolalia and Perseveration Echolalia: echo/repeat same word/phrase Perseveration: repeat phrase after stimulus

ends

Determine “trigger”: interaction, self-regulation, drawing attention, resisting

Redirect attention Assure and teach support

Learning Activities Parallel play, learning, and reading Ask youth to serve as subject/process expert Use library processes to teach social skills:

circulation, book handling, circle time, lining up Games teach coordination, social interaction,

pattern recognition, memory, literacy Focus on effort and mastery rather than

competition Balance repetition and variety

Academic Supports Be clear and specific Provide visual supports Ask person to repeat instructions to check for

understanding Get buddies Provide option to work with groups or alone Provide time to process Attend to social needs Foster self-advocacy

“If you’ve met one person with autism, you’ve met one person with autism.”