1 overhead slides teaching students with autism spectrum disorders
TRANSCRIPT
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Overhead Slides
Teaching Students with Autism Spectrum Disorders
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Questions I have about teaching students with autism spectrum
disorders
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What are the general areas of delays and concerns that characterize individuals with autistic spectrum disorders?
How do the characteristics of autism spectrum disorders impact teaching and learning?
Focus QuestionsPart One
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are complex, neurological disorders that affect the functioning of the brain
can be present in a variety of combinations and may accompany other disabilities
Autism Spectrum Disorders
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Autism Spectrum Disorders
Impairments in social behaviour Communication difficulties Stereotypic or unusual behaviours
Autistic Disorder
Childhood Disintegrative DisorderRett’s Disorder
Pervasive Developmental Disorder Not Otherwise Specified
Asperger’s Disorder
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Social Impairments
Multiple nonverbal behaviours eye-to-eye gazes facial expressions body postures gestures
Peer relationships Spontaneous seeking of others Social or emotional reciprocity
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Communication Impairments
Delay in language development
Difficulty initiating or sustaining a conversation
Repetitive or idiosyncratic language
Lack of varied spontaneous imaginative play
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Repetitive Patterns of Behaviour
Preoccupation with patterns of interest
Inflexible adherence to routines
Repetitive motor mannerisms
Preoccupation with parts of objects
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Asperger’s Disorder social impairments and unusual behaviours average or above cognitive abilities communication and anxiety are issues language development not significantly delayed
Rett’s Disorder occurs only in females, very rare
Childhood Disintegrative Disorder regression in multiple areas after normal development
Pervasive Developmental Disorder Not Otherwise Specified does not meet diagnostic criteria for autism
Other Autism Spectrum Disorders
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General Characteristics of ASD
Communication difficulties Social interaction difficulties Unusual behaviours Unusual patterns of attention Unusual sensory responses Anxiety Learning difficulties
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Nonverbal communication difficulties Expressive language delays Oral language differences Language use not for social purposes Echolalia speech Perseveration on a topic Restricted vocabulary Difficulty with conversations Comprehension difficulties
Communication
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Social Interaction
Establishing and maintaining relationships playing with others taking turns and sharing
Theory of mind understanding other perspectives making sense of social behaviour making sense of feelings and emotions making sense of communication
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Implications for InstructionIdeas and Examples
Communication
Social interaction
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Implications for InstructionIdeas and Examples
Communication
Instruction based on assessment results
Instruction should emphasize: paying attention imitating comprehending words and instruction using language for social reasons developing functional communication
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Implications for InstructionIdeas and Examples
Social InteractionSocial Skill Development
Tolerating others in own space Imitating the actions/vocalizations of others Engaging in parallel activities Taking turns Using eye contact Explicitly teach theory of mind concepts
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Unusual Behaviours
Diagnostic criteria preoccupation with patterns of interest inflexible adherence to routines repetitive motor mannerisms preoccupation with parts of objects
Unusual response to sensory stimuli Challenging aggressive destructive behaviours
Behaviours are the tip of the iceberg. It is essential to delvebelow the surface to identify the message of the behaviour.
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Stimulus overselectivity Impairment in joint attention Difficulty disengaging and shifting attention Short attention span
Unusual Patterns of Attention
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Sensory Characteristics
Often hypersensitive or hyposensitive to tactile auditory visual and olfactory olfactory gustatory vestibular and proprioceptive
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Anxiety Characteristics
Difficulty regulating emotions Inability to express oneself clearly Sensory processing needs High need for predictability Difficulty understanding social situations
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Implications for InstructionIdeas and Examples
Unusual behaviours
Attention
Sensory responses
Anxiety
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Implications for InstructionIdeas and Examples
Unusual or Challenging Behaviours
Teaching students new skills and interests Understanding responses to sensory stimuli Preparing the student for planned changes Developing calming strategies Assisting the student to monitor level of arousal or
anxiety Adapting the learning environment
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Implications for InstructionIdeas and Examples
is clear and concise is consistent with comprehension level focuses their attention emphasizes the most relevant information
Patterns of Attention
Information and instructional activities should be provided in a format that:
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Sensory Responses
Assess sensory responses. Be aware of different experiences of sensory
stimulation. Use alerting strategies to help enhance students
when hyposensitive. Implement strategies to calm students when
hypersensitive.
Implications for InstructionIdeas and Examples
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Anxiety
Provide warnings about transitions and changes. Provide daily and weekly schedules. Use social scripts to encourage calming and teach
coping skills. Provide facts about anxiety-arousing situations. Establish a calming area.
Implications for InstructionIdeas and Examples
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Who should be involved in the development of an individualized program plan (IPP)?
What are the roles and responsibilities of each participant?
How can the collaborative team best communicate, problem-solve and plan for transitions?
Focus QuestionsPart Two
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Individualized Program Plan Process
1. Gathering information
2. Setting the direction for the IPP
3. Developing the IPP
4. Implementing the IPP
5. Reviewing the IPP
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Personal and educational data Strengths and needs Long-term goals Short-term objectives Strategies and accommodations Transition plans Resources How progress will be evaluated Assignment of responsibility Process for review and evaluation
Components of Effective IPPs
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Uneven cognitive profile Deficits in attending to relevant cues Language impairments Difficulties with abstract reasoning Planning, organizing and problem solving Strong rote memory and visual spatial skills
Learning Characteristics
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Implications for InstructionIdeas and Examples
organization skills problem-solving skills visual cues and reminders concrete language
Learning
Instruction should be based on assessment results and emphasize:
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What are the elements that lead to successful home and school collaboration?
Collaboration
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Gathering relevant background information Maintaining communication Planning problem-solving and decision-
making goals and objectives placement transition plans
Coordinating resources
Collaborating with Parents
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What information needs to be gathered? What planning, problem-solving and/or decision-
making needs to take place at this time? How will goals and objectives be addressed? Is placement an issue at this time? What transition plans are necessary?
Which resources and professionals should be involved?
Who should be invited to participate in the meeting?
Planning a Collaborative Meeting
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Introduction of participants Purpose of the meeting Sharing new information
What’s working Concerns/issues
Brainstorming Planning
Who What When
Review date
Develop an Agenda
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1. Set a positive tone, introductions, logistics.
2. Give each participant the opportunity to share.
3. Brainstorm possible options.
4. Summarize the discussion and review plans.
5. Establish plans and times for follow-up.
Conducting a Successful Collaboration Meeting
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IPP – Part OneGroup Activity
Group Number:
Name of student Strengths and needs Long-term goals Short-term objectives
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What worked well? What would you change for next time?
Collaboration MeetingRole-play
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Transition StrategiesStarting Off on the Right Foot
Teacher preparation Preparing the student Preparing the classroom Promoting understanding
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Visit student in current setting to observe: behaviour classroom routine and organization structure successful adaptations and modifications visual systems used to support the student effective instructional strategies student’s level of participation
Transition StrategiesPreparing the Teacher and Staff
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Meet with sending staff to exchange information about: effective ways to motivate student student’s likes and dislikes sensory-related issues effective behaviour management strategies
and/or Behaviour Support Plan relevant health issues
Meet with parents
Transition StrategiesPreparing the Teacher and Staff
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Student: Date of birth/age: Family situation (e.g., parents, siblings, involvement of extended family,
how does the child relate to his family, etc.) Diagnosis (how did the diagnosis come about, who diagnosed the child,
concerns about the diagnosis): Parent concerns and expectations: Interventions (e.g., Early Intervention Programming, therapies, etc.): What types of supports and therapies are currently in place? What type of involvement does the child have in the community (e.g.,
sports, religious school, other outside activities)? What works at home and in other settings? What worked at previous school setting? Specific concerns or issues to be aware of.
Understanding Your Student
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Use videotapes or pictures of new teacher and classroom.
Prepare scrapbook or social story. Plan visit or visits to future classroom with
familiar person. Plan preferred activities for student in new
setting. Prepare a calendar for student.
Transition StrategiesPreparing the Student
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Identify key people for student. Assign an adult mentor. Provide training in how to use lock and lockers. Enlist the assistance of peers. Develop a plan/script for handling teasing. Create a homework plan. Teach specific skills necessary for new setting.
Transition Strategies – Preparing the Student for Junior and Senior High
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Consider desk positioning to facilitate attention to ensure that teacher assistant is unobtrusive.
Consider sensory issues. Consider possible distractions. Define specific spaces for specific purposes such
as calming area individual learning area.
Transition StrategiesClassroom Accommodations
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Provide an in-school mentor Organizational support Modified academic demands Allow more time for cognitive processing Homework support and modification Accommodate for sensory needs Identify safe, calming area for student
Transition Strategies – Junior and Senior High Accommodations
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Remember that students mirror the teacher’s attitude.
Address concerns, questions and misconceptions.
Invite guest speakers. Use activities to foster awareness and
understanding. Coach peers to be effective partners.
Transition StrategiesPreparing Classmates
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Collaborate with parents, community agencies, support services and student.
Develop transition goals.
Teach specific skills necessary for new setting.
Transition to Adult Life
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Visual support
Structuring the environment
Instructional Approaches and Accommodations
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Schedules (no surprises) Visual rules (what are the rules today) Visual tools to organize (materials) Social experiences (solving problems) Independence (theme boards and cues) Visual bridges (communicating about life) Behaviour tools (anxiety and relaxation)
Visual Supports
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Example of a weekly schedule
Example of a daily schedule
Example of a group schedule
Example of a visual chore chart
Example of a simple visual schedule to
support arrival routine
Visual Schedules
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Visual SchedulesDesk Strip
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Visual SchedulesWritten Reminders
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Visual Rules
Walking in the hall
Hands to yourself
Walk Don’t run
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Visual Rules
Asking for help
1. When I don’t know what to do.
2. I can raise my hand.
3. I get help, then I practice.
4. I can do it. I feel good!
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Visuals to Organize Independent Work
JOB CARD
Job
1.
2.
3.
4.
ALL DONE
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Visuals to Organize Class Discussions
Sea Life
Kelp
Plants
Mammals with smooth skin
Animals
Mollusks with shells
Algae Seaweed
Eels Octopus
Fish with scales
Stinging fish
Jellyfish Stingray
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Read a paragraph.
Ask yourself questions – What did I just read?
Paraphrase – Put it in your own words.
RAP Strategy
Visuals to Organize Reading
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Visuals to Organize WritingLinear Outline
Date: Name:
Subject/Title Introduction
Subtopics
1.
2.
3.
Supporting Information
Summary References
From Alberta Learning, Make School Work for You: A Resource for Junior and Senior High Students Who Want to be More Successful Learners (Edmonton, AB: Alberta Learning, 2001), p. 94.
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When someone says “Hi” to me, I say “Hi” back.
Visuals to Aid Social Experiences
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Visuals to Aid Socialization
When I Want to Tell a Joke
I look at the other person.
I ask, “Do you want to hear a joke?”
If they say, “Yes,” I start.
If it’s a riddle, I ask the question.
I wait for the other person to find an answer.
When the other person says, “I don’t know,” or doesn’t answer,
I tell them the answer.
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Visuals to Support Independence
Getting Ready for MathYou Need
Pencils Math notebook
Ruler Math book
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What to do Before Class is Over Check agenda. Write down new assignments. Get materials for homework. Ask for help if you don’t understand or
can’t find the materials.
Independence
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Visual Bridges
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Visual BridgesSchool/Home
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Visual BridgesHome/School
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Behaviour Tools
When It’s Too Noisy
It’s too noisy!
I can put on headphones.
I’m happy!It’s quiet now.
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When I’m Stressed
I’m stressed !! I take 5 deep breaths.
Visual Tool
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When I am Upset
I need to relax!
Relax Take deep breaths
Don’t kick Don’t hit Don’t yell
Behaviour Tool
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Structuring the Environment
Structure the classroom Attend to sensory issues Organize materials Provide routines Use schedules Use First/Then cards Introduce changes gradually
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Structure for Carpet Time
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Structuring a Work Station
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Group Number:
Name of Student:
Transition Plan:
Accommodations:
IPP – Part Two
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Discussion Questions
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What general instructional approaches are recommended for students with ASD?
What types of environmental supports and routines promote independence?
How can communication and social functioning be enhanced for students with ASD?
Focus QuestionsPart Three
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Visual support Structuring the environment Encouraging independence Task analysis Addressing sensory issues Applied behaviour analysis
Instructional Approaches
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Fading prompts
Fading physical presence
Encouraging IndependenceA Goal For Every Student
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I Independent G Gestural promptIV Indirect verbal promptV Direct verbal promptM Model MP Minimal physical promptPP Partial physical prompt F Full physical prompt
Encouraging IndependenceHierarchy of Prompts
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Breaking a large task into smaller subskills Teaching and reinforcing subskills Forward chaining
teaching each subskill in sequence
Backward chaining last step in subskill taught first
Task Analysis
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Task AnalysisPrompt Hierarchy
Student’s Name: Task: Program:
Date
Prompting Hierarchy I – Independent G – Gesture IV – Indirect verbal (What do you need to do next?) V – Direct verbal, “You need to borrow” M – Model using sample MP – Minimal physical prompt PP – Partial physical prompt F – Full physical prompt
Sample Task Analysis Data Sheet
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How can direct instruction enhance learning and decrease problematic behaviours?
Focus Question
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Test-teach-test Scripted lessons with clearly defined tasks Sequenced tasks from simple to complex Well-defined response expectations Consistent instructional language Carefully planned reinforcement Rapid-paced lessons Independent work after mastery
Direct Instruction
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Stimulus Prompt Response Consequence Inter-trial interval
Discrete Trial Training
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Shaping behaviours reinforce approximations to the desired behaviour.
Example: John will be reinforced when he plays for two minutes. John will be reinforced when he plays for four minutes. John will be reinforced when he plays for six minutes.
Shaping Procedures
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What is the routine Purpose of the routine Task analysis of the routine How will the routine be taught
visuals written directions backwards or forward chaining
Write or sketch the routine
Planning a Routine
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Visual Guide to Planning a Routine
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Auditory
Visual
Tactile
Gustatory and olfactory
Vestibular and proprioceptive
Is the child extremely sensitive to sounds?
Are visual stimuli distracting the child?
Are certain textures aversive?
Are there strong preferences in tastes and smells?
What is the child’s need to move and experience different types of pressure?
Assessing Sensory Issues
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Alerting/energizing Gross motor activities Fresh air Cold Water Play activities with toys
and bright lights Loud energetic music Sudden fast movement
Relaxing/calming Quiet music Deep pressure Sucking activities Deep breathing Repetitive behaviour Weighted vests or blankets Tensing and relaxing
Sensory Diet
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To Alert Use bright lights Use a slant board Listen to loud music Hold fidget item Wear cooler clothing Erase the board or do
classroom task Chew gum Drink something cold
To Calm Use a study carrel Use a room divider Listen to calm music Hold fidget item Wear warm clothing Sit on an inflated cushion Chew gum Suck on straw, candy
Sensory Diet for Older Children
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Adding a Sensory Break
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Incorporating Movement in the Class
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Hopscotch Can Be a Sensory Break
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Using Bean Bag Chairs for Deep Pressure
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Carrying a Heavy Load Can Be a Sensory Break
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Mouthing, sucking, teething
Hand-flapping or finger- flicking
Yelling, making loud noises
Visual stimulation, fingers in front of eyes
Deep tactile, masturbation
Cup with straw, plastic tubing, chewing items
Koosh toy, silicon gel ball, squishy ball, slinky toy
Walkman, stories, clickers Kaleidoscope, pinwheel
ribbon Deep pressure, weighted
vest, headband, cap, wristband
The Source of Autism, Linguisystems, 1997.
Sensory AccommodationsAutism Modification Toys
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Inappropriate sensation seeking Playing with saliva Smelling hair or feet Placing inedible objects in mouth Aimless running or spinning Eating shirt sleeves Putting hands in pants
Substituting More Appropriate Sensory Activities
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Playing with saliva Smelling hair or feet Placing inedible objects in
mouth Aimless running or
spinning Eating shirt sleeves Putting hands in pants
Putting lotion on hands Scratch and sniff stickers Sucking on water bottle Playing tag or swinging on
swings Providing chewing toys/
gum/straws, etc. Using Koosh balls, squeeze
toys, etc.
Substituting More Appropriate Sensory Activities
Inappropriate sensory More appropriate activities sensory activities
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To enhance use of forms of communication To increase use of different communicative
functions To expand receptive and expressive skills To acquire pivotal social language skills To maintain two-way communication
Communication Goals
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Assessing Forms of Communication
Speech/vocalization
Sign language
Body language
Pictures
Written language
Behaviour
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Requesting
Obtaining attention
Protesting/refusing
Expressing feelings, commenting and gaining information
Greetings
Assessing Functions of Communication
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Expressive language may be more developed
May only hear last word or most familiar word
Difficulty with multi-step directions Difficulty with abstract language Limited vocabulary Literal interpretation Difficulty understanding social cues
Receptive LanguageComprehension Difficulties
Twachtman Cullen, 2000 100
Point out social information.“Look, Tommy’s waving at you. Can you wave back?”
Point out emotional information.“Mary got hurt. Look, she’s crying.”
Point out anticipatory information. “Look, Joey’s going to throw the ball. Put your hands up.”
Structure the commenting function. “Look at the bird eating the seed. He must be very hungry.”
Code feelings and reactions.“You are very angry that Joey took your ball. Say, “Joey, give me that ball!’”
Ways to Index the Environment
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Echolalia
May have a large vocabulary in a very limited subject area
Two-way conversation may be difficult
Expressive Language Difficulties
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Tolerating other people
Attending to others
Taking turns
Waiting
Initiating, responding and sustaining conversations
Pivotal Social Language Skills
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Ensure that a communication system is in place. Focus on developing interaction. Use clear, concise language. Allow time to process information. Teach listening skills and check comprehension. Use visual supports. Provide social scripts for spoken language. Teach subtleties of tone and intonation.
Strategies to Facilitate Communication
Quill, 1995 104
I didn’t say she stole my money (but someone said it). I didn’t say she stole my money ( I definitely didn’t say it). I didn’t say she stole my money (but I implied it). I didn’t say she stole my money (but someone stole it). I didn’t say she stole my money (but she did something). I didn’t say she stole my money (but she stole someone
else’s). I didn’t say she stole my money ( but she took something
else).
ComprehensionTone and Intonation of Language
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To develop friendship skills
To increase understanding of rules of social interaction
To increase number and quality of positive social interactions
Social Interaction Goals
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Direct teaching Puppets/role-playing Cartooning Peer support Social scripts Social stories
Social Skills Strategies
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Decide what social skill needs to be taught. Complete a task analysis. Identify which steps child can do. Observe levels of prompting. Choose a direct teaching strategy such as
discrete trial training.
Direct Teaching
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Using Puppets, Role-playing and Videotapes to Teach Social Skills
Fullerton, Stratton, Coyne & Gray, (1996)
Cartooning Social Situations
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Provide peers with skills be persistent give cues not answers teach communication skills
Provide cooperative learning activities Provide support to the student
recess buddy
Encourage friendships
Peer Support
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Social Scripts
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Introduce changes and new routines.
Explain reasons for others’ behaviour.
Teach situation-specific social skills.
Assist in teaching new academic skills.
Creating Social Stories
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Assess and identify student needs. Observe the specific situation. Take the perspective of the child. Write the social story. Read the story with the child frequently. Enhance the social story through modelling
and role-playing.
Social Story Process
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Descriptive sentences Directive sentences Perspective sentence Formula for writing social stories
2–5 descriptive or perspective statements + 1 directive statement
Writing Social Stories
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Sometimes a person says, “I’ve changed my mind.” (Descriptive)
That means he had one idea, but now he has a new idea. (Descriptive)
I will work on staying calm when someone changes their mind. (Directive)
I can think of someone writing something down, scratching it out and writing something new. (Directive)
Social StoryWhen I Change My Mind
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Social StoryEating Lunch at School
Sometimes I eat lunch at school. (Descriptive)
People feel comfortable when I eat my food nicely. (Perspective)
Other kids will think I’m friendly when I wait for them to sit down and get their lunch before I start eating. (Perspective)
I will try to chew my food slowly with my mouth closed. (Directive)
When I eat slowly with my mouth closed, people will be happy to sit at the same table with me. (Perspective)
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Write a Social Story
What skill/task does your student need that can be taught through a social story?
With a partner, do a task analysis on the social skill.
Write the social story.
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How is a behaviour intervention plan developed and implemented?
How can precision teaching enhance learning and decrease problematic behaviours?
Focus QuestionsPart Four
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Develop self-control
Increase positive behaviours
Decrease negative behaviours
Reduce anxiety
Follow specific school routines
Behaviour Goals
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Determine which behaviour to target.
Determine the function of the behaviour.
Implement positive, proactive strategies.
Playing Behaviour Detective
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1. Determine which behaviour to target.
2. Assess function and contributing factors.
3. Identify alternate or incompatible behaviours.
4. Develop strategies to increase positive behaviours.
5. Develop strategies to decrease negative behaviours.
6. Create a behaviour support plan.
Programming for Challenging Behaviour
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Determining Which Behaviour to Target
Is it life threatening? Does it pose a health risk? Does it interfere with learning? Is it likely to become more serious? Has it been a problem for some time? Does it interfere with acceptance?
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Behaviour is Communication
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We need to understand WHY the behaviour is occurring BEFORE we can properly respond to the behaviour.
Determine the Functions of the Behaviour
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Activity 13: Brainstorm PossibleFunctions of Behaviour
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Common Functions of Behaviour
Attention Escape/avoidance Getting something Sensory/self-regulation Other
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Functional Behaviour AssessmentData Collection
Behavioural observations
Interviews
Motivation Assessment Scale
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Time:
Setting:
Social situation:
Antecedents Behaviour Consequences
ABC Observation
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Motivation Assessment Scale
Motivation Assessment Scale Name Rater Date Behaviour Description Setting Description 0 = Never, 1 = Almost Never, 2 = Seldom, 3 = Half the Time, 4 = Usually, 5 = Almost Always 6 = Always QUESTIONS ANSWERS 1. Would the behaviour occur continuously, over and over, if this 0 1 2 3 4 5 6
person were left alone for long periods of time? (For example, several hours.)
2. Does the behaviour occur following a request to perform a 0 1 2 3 4 5 6 difficult task? 3. Does the behaviour seem to occur in response to you talking to 0 1 2 3 4 5 6 other persons in the room? 4. Does the behaviour ever occur to get a toy, food or activity that 0 1 2 3 4 5 6 this person has been told that he or she can’t have? 5. Would the behaviour occur repeatedly, in the same, for very 0 1 2 3 4 5 6 long periods of time, if no one were around? (For example, rocking back and forth for over an hour.) 6. Does the behaviour occur when any request is made of this 0 1 2 3 4 5 6 person?
Sample Sensory Score Escape Score Attention Score Tangible Score 1986, V. Mark Durand, Ph.D.
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When the Behaviour is Motivated by Attention
Reduce attention to the behaviour.
Teach positive ways of getting attention.
Teach appropriate communication.
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When the Behaviour is Motivated by Tangibles
Teach appropriate communication.
Reinforce communication.
Increase choices.
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When the Behaviour is Motivated by Avoidance
Teach, “I want a break.”
Teach to communicate, “no.”
Increase choices.
Practice relaxation and anxiety reduction.
Modify demands.
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When the Behavior is Motivated by a Sensory Need
Increase sensory supports.
Replace with alternative activities.
Teach student to make requests for sensory preferences.
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Increase Positive Behaviours
Environmental adaptations
Positive/proactive approaches
Reinforcements
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Material reinforcers Primary/edible reinforcers Activity reinforcers Social reinforcers Sensory reinforcers Exchangeable reinforcers – token economy
Types of Reinforcers
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Likes Dislikes Indifferent
Activities Activities Activities
Sensory stimuli Sensory stimuli Sensory stimuli
Edibles Edibles Edibles
Social reinforcers
Social reinforcers
Social reinforcers
Reinforcements
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Material Primary/edible Activity
Social Sensory Exchangeable – Token Economy
Identify Reinforcers
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Try proactive strategies first.
Identify the least restrictive strategies.
Develop planned response within the team.
Decrease Negative Behaviours
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Reducing attention to the behaviour
Redirection
Removal from reinforcements or timeout
Three Reactive Strategies
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Helping Develop Self-control
Identify the interfering behaviour. Observe the antecedents to the behaviour. Decide on appropriate reinforcers. Provide the student with visuals of the antecedent,
desired behaviour and reinforcer. Rehearse the scene. Support the student in the situation by using the
visuals.
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Antecedent: Walking by other students in the classroom.
Desired behaviour: Going to desk and reading quietly.
Reinforcement: Personal music time.
Developing Self-control in the Classroom
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Behaviour Support Plan
Key understandings Antecedent events Warning signs Immediate measures Positive behaviour supports Assistance from peers Reactive plan Signatures
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Activity 15IPP – Part Three
Communication objectives
Communication strategies
Social interaction objectives
Social interaction strategies
Behaviour objectives
Behaviour strategies
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Thank you
Questions