let me know how i can support you - event …schd.ws/hosted_files/btscjacksonville2017/c0/btsc...
TRANSCRIPT
8/1/2017
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LET ME KNOW HOW I CAN SUPPORT YOU
JENNY MONTALVO, M.ED.
SPECIAL EDUCATION SPECIALIST
LID/LIFE SKILLS
AUTISM
STAAR-ALTERNATE 2
ADAPTED PE
903-988-6975
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8/1/2017
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TTESS AND TODAYLEARNER OBJECTIVES
• To identify and describe the characteristics of
ASD.
• To identify evidence-based strategies to address
the social, behavioral and communication
• To identify possible strategies and
accommodations for students with ASD
• To experience possible organizational tools
designed to provide comprehensive
interventions for students with ASD
INTRODUCTION - WHAT IS AUTISM?HISTORY, DIAGNOSIS, AND ELIGIBILITY
DIAGNOSIS OF AUTISM
•Neurobiological disorder•Differences in the brain•Nervous system differences
•Diagnosis by observation•No medical tests•Many diagnostic tools•DSM-IV TR set the criteria•DSM –V has revised the criteria.
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DSM-V WAS RELEASED ON MAY 18, 2013 WHAT IS THE NEW CRITERIA?
There are two domains where people with ASD must show
persistent deficits. They include:
1) Persistent social communication and social interaction
2) Restricted and repetitive patterns of behavior.
Note for HFA: There is no clinically significant delay in language development.There is no significant delay in cognitive development, self help skills, or adaptive behavior -other than social.
1. Persistent Social Communication and Social Interaction
People with ASD must demonstrate deficits in:
• social-emotional exchanges
• nonverbal communicative behaviors used for
social interaction
• developing, maintaining and understanding
relationships
2. Restricted and Repetitive Patterns of Behavior
They must show at least:
• two types of repetitive patterns of behavior:
including stereotyped or repetitive motor movements
insistence on sameness or inflexible adherence to
routines
highly restricted, fixated interests
hyper or hypo reactivity to sensory input or unusual
interest in sensory aspects of the environment.
MY REALITY LOOKS LIKE….
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FEATURES OF AUTISMAN OVERVIEW OF THE DEFINING CHARACTERISTICS, CHALLENGES AND GIFTS OF
ASD.
CHALLENGES WITH SOCIAL INTERACTION
engage with others –turn taking
understand the communicative intent of others
convey one’s own communicative intent
establish and maintain joint attention
appreciate another’s perspective or point of view
JOINT ATTENTION
• Visually coordinating attention to an event or object with
another individual, sharing interest and social
engagement, and showing an understanding that the
partner is sharing the same focus
SOCIAL INTERACTION
Home/Family School
Work Community/Play
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SOCIAL INTERACTION
"MORE GENERALLY SPEAKING, OUR DATA SHOWS THAT PEOPLE WITH AUTISM HAVE A REDUCED ABILITY TO READ OTHER PEOPLES' SOCIAL CUES (SUCH AS FACIAL EXPRESSIONS OR BODY LANGUAGE) BUT ONCE AWARE OF ANOTHER'S CIRCUMSTANCES OR FEELINGS, THEY WILL HAVE THE SAME DEGREE OF COMPASSION AS ANYONE ELSE."
-Isabel Dziobek “Who Cares? Or: The Truth about Empathy in Individuals of the Autism Spectrum” April 2004 (http://www.grasp.org/media/whocares.pdf)
SOCIAL INTERACTIONIntegrating information with the context at hand to
discern meaning, be it humor, anger, irony or straightforwardness is difficult.
Individuals with Autism often miss the subtle
meanings conveyed by a person’s face and tone of
voice, and thus have trouble determining the
communicative intent of others.
SOCIAL INTERACTIONStress on different words creates different meanings.
I did not take a blue shirt.I did not take a blue shirt.I did not take a blue shirt.I did not take a blue shirt.I did not take a blue shirt.I did not take a blue shirt.
)
SOCIAL INTERACTION
Individuals with autism spectrum disorders show reduced activity in the regions of the brain that respond to such cues.
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SOCIAL INTERACTION DEFICITS RESULT IN….
Lack of skills to establish friendshipsDifficulty initiating or maintaining conversations
Difficulty joining in an activityIs naive and easily taken advantage of or bullied
Difficulty discerning appropriateness of topicPersonal space violations
Inability to read body language and facial expressionsLacks tact or appears rude
Lack of awareness or disinterest in popular fads and trendsMinimal, intense or unnatural eye-contact
Inappropriate affective expression or responseLack of appropriate body language
Passive or AggressiveDifficulty in perspective taking (theory of mind deficits)
DIFFERENCES IN COGNITIVE PROCESSING
COGNITIVE PROCESSING
COGNITIVE THEORY OF MIND
Differences in theory of mind skills leads misunderstandings in social situations when the student with Autism is challenged to interpret the social meaning and intent of other’s actions.
SALLY AND ANNE TEST
COGNITIVE PROCESSINGMany of the challenges in cognitive processing experienced by persons with Autism are often attributed to behavioral choices or oppositional behaviors rather than unlearned skills or neurological processing differences.
Impulsive actions and poor attentionskills contribute to many missed cues and social misunderstandings as do their rigid thinking processes and need for routine. Persons with Autism often have difficulty perceiving danger in their environment.
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COGNITIVE PROCESSING DEFICITS RESULT IN:
• Very logical learners• Very literal understanding of concepts• Difficulty applying learned skills in new settings
(generalization)• Difficulty processing multimodal information
simultaneously • Difficulty retrieving experiential memories• Difficulty generalizing knowledge to application• Difficulty distinguishing between fiction and
reality• Difficulty discerning between relevant and
irrelevant information • Displays weakness in reading comprehension
despite strong word recognition ability
CHALLENGES WITH USE OF LANGUAGE
PRAGMATIC LANGUAGE(SOCIAL LANGUAGE USE)
Three Areas:
1. Using language for different purposes
• greeting (e.g., hello, goodbye) or labeling (That’s a cookie!)
• informing (e.g., I'm going to get a cookie)
• demanding (e.g., give me a cookie)
• promising (e.g., I'm going to get you a cookie)
• requesting (e.g., I would like a cookie, please)
PRAGMATIC LANGUAGE(SOCIAL LANGUAGE USE)
2. Changing language according to needs of a listener or situation
• talking differently to a baby than to an adult
• giving background information to an unfamiliar listener
• speaking differently in a classroom than on a playground
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PRAGMATIC LANGUAGE(SOCIAL LANGUAGE USE)
3. Following rules for conversations and storytelling
• taking turns in conversation
• introducing topics of conversation
• staying on topic
• rephrasing when misunderstood
• how to use verbal and nonverbal signals
• how close to stand to someone when speaking
• how to use facial expressions and eye contact
USE OF LANGUAGE (PRAGMATICS)• Repeats certain words or sounds repeatedly, "well, actually“• Interprets words or conversations literally• Difficulty with the rules of conversation• Doesn't initiate or respond to social greetings• Difficulty using gestures and facial expressions appropriate to
the situation• Talks incessantly or minimal talking (selectively mute)• Speaks in an overly formal way; often sounds like a "little
professor"• Makes seemingly irrelevant comments• Difficulty talking about others' interests• Advanced vocabulary• Unnatural rhythm or rate of speech (sing song voice or
unusual tone)• Reduced ability to communicate and comprehend verbal
language when frustrated or anxious
USE OF LANGUAGE: CASE STUDY
AMY•8 YEARS OLD •MEASURED IQ IN THE GIFTED RANGE•ARTICULATE WITH ABOVE AVERAGE VOCABULARY •DIFFICULTY WITH ATTENTION TO AND COMPLETION OF TASKS •LOVES HORSES•PEERS HAVE LABELED HER AS “WEIRD”
EVALUATION•FAVORITE TOPIC – HORSES•NO RESPONSE TO ATTEMPTS TO TAKE TURNS IN
CONVERSATION•NO RESPONSE TO NON-VERBAL SIGNALS (BODY LANGUAGE)CLEAR IMPAIRMENT OF PRAGMATIC LANGUAGE IMPAIRMENT
RESTRICTED INTERESTS, INSISTENCE ON SAMENESS, RESISTANCE TO CHANGE
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RESTRICTED INTERESTS, INSISTENCE ON SAMENESS, RESISTANCE TO CHANGE
• Intense interest in a specific topic
• Often unmotivated by typical rewards
• Difficulty stopping work on a task before completion
• Resists change; difficulty with unexpected events or changes
• Asks repetitive questions
• Appears 'stubborn' or 'oppositional'
• Fixates on rules and moral rights
CHALLENGES WITH MOTOR FUNCTIONING AND MOTOR PLANNING
MOTOR FUNCTIONING / PLANNING DEFICITS
• Resists or refuses handwriting tasks• Inability to write legibly• Delayed timing, imitating and execution of movements• Difficulty starting or completing actions• Accident prone• Balance difficulties• Poor coordination• Difficulty with snaps, buttons, fasteners• Walks with an awkward or unusual gait• Unusual body postures and/or facial expressions• Difficulty with athletic activities; riding a bike, catching a
ball• Often display general muscle weakness
SENSORY DIFFERENCES
Smith-Myles, B; Cook, KT; Miller, N; Rinner, L; and Robins L. (2000) Asperger Syndrome and sensory issues: Practical solutions for making sense of the world. Shawnee Mission, KS: Autism Asperger Publishing Company. Used with permission by Autism Asperger Publishing Company.
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SENSORY DIFFERENCES
May be hypo (under) or hyper (over)responsive to:
• touch• sounds or frequencies• light• pain• smells• textures or tastes of foods.
SENSORY PROCESSING
A Child's View of Sensory Processing
EMOTIONAL VULNERABILITY
ANGRY
DEPRESSED
ANXIOUS
SAD
WORRIED
“MOUNTAINS OF EMOTIONS”
Hudson, J., & Smith-Myles, B. (2007). Starting Points: The Basics of Understanding and Supporting Children and Youth with Asperger Syndrome. Shawnee Mission, KS:
Autism Asperger Publishing Company. P. 13
EMOTIONAL VULNERABILITY
• Low tolerance when frustrated• Negative self-talk• Difficulty tolerating mistakes• Self-injury• Appears sad, depressed or anxious• Makes suicidal comments or gestures• Has difficulty managing stress and/or
anxiety• Worries obsessively
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THE GIFTS OF AUTISM
“IF WE GOT RID OF ALL THE AUTISM IN THE WORLD, WE WOULDN’T HAVE ROCKET SHIPS”
TEMPLE GRANDIN
quote appears in:
Bolick, t. (2006, August). Asperger syndrome and adolescence: skills for the real world.
THE GIFTS OF AUTISM
Honest, Forthright (speak their mind)
Kind, Reliable, loyal friend
An expert in interest area
Liked by adults, Humorous
Notices sounds others do not hear, details others do not see
Enjoy solitude for emotional restoration
Perfectionist, Determined
Might be Artistic and/or Advanced in Math
GENERAL ISSUES
COMMON OBSERVATIONS
•unpredictable
•knows the rules but fails to follow them
•deliberately engages in misbehavior
•does not participate in class
• refusal to do work
•aggressive for no reason
•never turns in homework
•no friends – plays alone
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LET US REVIEW…DEFICITS TO CONSIDER
• SOCIAL SKILLS
• COGNITIVE PROCESSING
• PRAGMATIC (SOCIAL) LANGUAGE
• RESTRICTED INTERESTS, INSISTENCE ON SAMENESS, RESISTANCE TO CHANGE
• MOTOR PLANNING
• SENSORY DYSFUNCTION
• EMOTIONAL VULNERABILITY
INSTRUCTIONAL STRATEGIES AND ACCOMMODATIONSINTERVENTION AND SUPPORT STRATEGIES FOR THE CLASSROOM
IMAGINE… SOCIAL STORIES ™Goal?
The goal is to share accurate social information in a reassuring manner that is easily understood by the person using it.
Developed by Carol Gray in 1994
Instructional tool used to
–understand the “why”
–choose appropriate behavior
– teach routines
–prepare for change
–provide positive feedback
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SOCIAL STORIES ™
• Story describes
what people do
why they do it
perspective, consequence
• Written in a specific style and format
• Gives information in a visual format
pictures
words
SOCIAL STORIES ™ TIPS
•avoid absolutes like “never” and “always”
•keep sentences simple and concrete
•consider student’s receptive language
•consider student’s reading comprehension
•use visuals!
•keep in mind -length of story
SOCIAL STORIES ™
A SOCIAL STORY™ USES
FOUR KINDS OF SENTENCES• descriptive—provide information
about what can be seen
• perspective—provide information
about how others think
• directive—provide information about
options
• affirmative—provide information
about values to enhance meaning
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WHAT IS MISSING?
DAISYDaisy is a puppy and sometime she bothers me when she jumps on me and licks me. Sometimes I want to throw, kick or hit her.
Daisy is a dog. And just like me, she needs air to breath, food to eat and water to drink. She feels pain when she is hurt just like me. She can bleed, bruise and her bones can break just like me. If I throw, kick or hit her, I could hurt her.
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DAISYIf Daisy is bothering me, I could go to my room and close the door or ask Jenny to help me.
If I go to my room or ask Jenny to help me, Daisy will stop bothering me and she will not get hurt. Jenny will be so happy with me that Daisy is safe and OK.
LET’S WRITE ONE POWER CARDS
POWER CARDS ADD A VISUAL CUE TO THE SOCIAL STORY COMPONENT. THEY ARE
• visual
•built upon student interest
•script infused with character
•solution is included
• info is summarized on card
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Spiderman Needs HelpEven a superhero like Spiderman needs help sometimes. Not even a superhero can do everything alone. At first, Spiderman was scared to ask for help. He didn’t want people to think he was weak. He also didn’t want people interrupting him when he didn’t need help. Then Spiderman had a great idea. He could raise his hand to let people know when he needed help. This would keep them from interrupting, but also get him help when he needed it. When we need help, we can raise our hand just like Spiderman.
POWER CARDS
1. Remember that it is okay to ask for help. Even Spiderman needs help sometimes.
1. Raise your hand to ask for help.
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COMIC SCENARIOS
• ARE A VARIATION OF CAROL GRAY’S COMIC
STRIP CONVERSATIONS
• USES SIMPLE DRAWING TO ILLUSTRATE
SOCIAL INTERACTIONS BETWEEN PEOPLE
COMIC STRIP CONVERSATIONS• A VISUAL STRATEGY FOR TEACHING SOCIAL SKILLS AND INTERPRETING
SOCIAL EVENTS
What I’m Saying
What I’m thinkingWhat I’m
Saying
COMIC STRIP CONVERSATIONS
• make small talk
• draw the situation
• use leading questions
• share perspectives
• provide structure
• summarize
• identify a new solution
COMIC STRIP CONVERSATIONS
I like Pokemon.Do you like Pokemon?
No, I likeHigh School Musical
Pokemon is the best.High School Musical is stupid!
Whatever…
I don’t want to talk to him. He only cares about his own stuff.
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SCRIPTS ARE…
written sentences or paragraphs or videotaped scenarios that
individuals with autism spectrum disorders can memorize and use in
social situations. this can also be done with pictures.
young people with ASD can practice the scripts with other peers or an
adult, and then use them in real-life situations.
scripts are used for children who have difficulty generating novel
language when under stress, but have excellent rote memories.
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KEYCHAIN RULES#1.
SIT NICELY.
All four chair legs on the floor
#2.
Be respectful.
Follow directions like a Jedi knight
Say, “O.K. I’ll try.”
Keychain Rule # 1
I will be in control of my body.Stay in my assigned seat Keep hands and feet to myself
Keychain Rule # 2
Follow directions from the teachers.Stay in my assigned seatComplete assigned work
Keychain Rule # 3
Make the cafeteria a fun & safe place. Keep my hands to myselfLet my friends enjoy their meal
Keychain Rule # 4
Be patient with others.Think of something fun or goodCount to myself
Keychain Rule # 5
Use appropriate words and voice.Say nice things to othersSpeak in a respectful tone
“You rock!”
KEYCHAIN RULES
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SOCIAL INTERPRETATION
• Social Autopsy
• SOCCSS (Situation, Options, Choices, Consequences, Strategies And
Simulation)
• structured and visual
• develop understanding of social situations
• develop related problem solving skills
SOCIAL INTERPRETATION
• SOCIAL AUTOPSY• what happened• what was social error• who was hurt• correction• plan for next time
SOCIAL INTERPRETATION
• SOCCSS
• SITUATION
• OPTIONS
• CONSEQUENCES
• CHOICES
• STRATEGIES
• SIMULATION
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EMOTIONAL REGULATION
•EMOTIONAL REGULATION is believed to be
critical for the development of
socioemotional and communicative skills
as well as for the development of
relationships
5 POINT SCALEGIVING ABSTRACT CONCEPTS A CONCRETE FORMAT
• concept is broken down into 5 points
• visual is created as concept is introduced to the student
• graphic of the scale is used as visual support for prompting and reviewing
DUNN, K. B., & CURTIS, M. (2003). THE INCREDIBLE 5-POINT SCALE: ASSISTING STUDENTS WITH AUTISM SPECTRUM DISORDERS IN UNDERSTANDING SOCIAL INTERACTIONS AND CONTROLLING THEIR EMOTIONAL RESPONSES. SHAWNEE MISSION, KS: AUTISM
ASPERGER PUBLISHING COMPANY.
ZONES OF REGULATIONFeelings Chart
How I feel What I can do
5
I need some help!
Ask to go visit Mrs. Holland
Ask to take a break/use theraputty
Hold on to Luke Skywalker [if he is here]
Take 4 or 5 deep breaths
4
I’m really upset.
Ask to go visit Mrs. Holland Ask to take a break/use
theraputty Hold on to Luke Skywalker [if he
is here] Take 4 or 5 deep breaths
3
I’ve got a problem.
Let a teacher know that you have a problem and need some help
Play with your squishy thing
Hold on to Luke Skywalker [if he is here]
Take 4 or 5 deep breaths
2
Things are pretty good.
Play with my squishy thing
Think of my favorite things
Say “I’m going to be O.K.” to yourself
Take 3 or 4 deep breaths
1
Feeling Great!
Enjoy the feeling!
Have fun
5 POINT SCALE• Used to help student manage voice volume.
• Review repeatedly
• To reduce volume
• Teacher points to number student is using
• Slide finger down to desired volume level
•Reinforce when level achieved by student
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VISUAL STRATEGIES
I HEAR AND I FORGET.I SEE AND I REMEMBER.
I DO AND I UNDERSTAND.
- CHINESE PROVERB
VISUAL STRATEGIES
HELP STUDENTS WITH HFA
• learn more quickly
• decrease frustration and anxiety
• understand expected behaviors
• learn to adjust to changes
• complete tasks by themselves
• gain independence
VISUAL STRATEGIES
IMPORTANT PART OF OUR EVERYDAY ROUTINES
VISUAL STRATEGIES
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VISUAL STRATEGIES VISUAL STRATEGIES
VISUAL STRATEGIESVISUAL STRATEGIES
SCHEDULES SHOW THE STUDENT
• what activity / task is next
• what will happen after that
• may include reinforcing activity
SCHEDULES
• may use graphics to support written
• may be broken into small segments
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VISUAL STRATEGIES
MINI SCHEDULE – REINFORCEMENT
VISUAL STRATEGIES
MINI SCHEDULE – ROUTINE BASED
VISUAL STRATEGIES
Time Timer
VISUAL STRATEGIES
CHOICES • increase participation• provide concrete action for beginning the
activity• reduce anxiety
CHOICES• embedded in main priority• offered visually
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VISUAL STRATEGIES
Will you write about:
green pencil blue pencil
Cat Horse
How many sentences will you write:
Will you proofread for:
Will you choose to write with
3Three
5Five
Punctuations and Capital Letters
Used at least one adjective and one action verb
VISUAL STRATEGIES
Science
Math
Science book & folderMath book, folder, calculator
Language Arts book & folder
LA
P.E. -gym shoes
P.E.
Locker # 231
Band -drum sticks, folder
Band
Luke’s school
VISUAL STRATEGIES
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Visual Strategies
Use of an assignment notebook or
sheet is a good visual support for all students.
VIDEO MODELING VIDEO MODELING
IDEAS
•School Routines – lining up, walking in hallway
•Social Skills – greeting, social exchanges
•Academic Tasks
•Functional Skills or Motor Tasks
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VIDEO MODELING
VIDEO IS
•brief 1-4 minutes
•specific to action and environment
•watched repeatedly by student
•supported in implementation
VIDEO MODELING
WASHING HANDS VIDEO
• HTTPS://WWW.YOUTUBE.COM/WATCH?V=I_D-KSG4RX0&INDEX=6&LIST=PLX2OYSTRE849-XCZXRX1_QQSZHO3CUIKC
WALKING VIDEO
• HTTPS://WWW.YOUTUBE.COM/WATCH?V=MDRSVWFZ5AS&INDEX=5&LIST=PLX2OYSTRE849-XCZXRX1_QQSZHO3CUIKC
RESEARCH SUPPORTING INTERVENTIONS
•select intervention based on the student’s
needs
•review research on intervention• Texas Autism resource guide for effective teaching (target) -
http://www.txautism.net/manual.html
ACCOMMODATIONS
ORGANIZATION
•schedules and calendars
•planner / agenda for assignments
•graphic organizers and visual supports
•task cards / “to do” lists
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ACCOMMODATIONS
This sample task card visually illustrates for the student with organizational difficulty the steps involved in adding three digit numbers.
321+ 645
6
Add the right-handcolumn of digits
321+ 645
66
Add the next column of digits (moving left)
121+ 645
766
Add the final column of digits (moving left)
ACCOMMODATIONS
HANDWRITING
• keyboarding should be taught and supported
• answer in choice format
• multiple choice
• true / false
• give oral report / response
• scribe partner
ACCOMMODATIONS ACCOMMODATIONS
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ADVANCED WRITING SUPPORTS
INCORPORATES PHONETIC/CONTEXTUAL SPELL CHECKER, TEXT TO SPEECH, WORD PREDICTION, AND MANY ADDITIONAL FEATURES.
NOTE-TAKING | HIGHLIGHTING | ANNOTATING | OUTLINING REFERENCING| PICTURE DICTIONARY | SCREEN MASKING VOICE NOTES | LIST
BUILDERS
ACCOMMODATIONS
•USE SPECIAL INTERESTS
written assignments on topic
bridge to other topics
facilitate social interaction
reinforcement for learning / behavior
ACCOMMODATIONSHOME BASE
Activities / strategies to regulate sensory
relaxation station
Discuss / process when student is ready
comic strip conversations
SOCCSS
Trained, patient staff
student specific knowledge
ACCOMMODATIONSSELF MONITORING
• TEACHES SELF REFLECTION
• TEACHES PERSPECTIVE TAKING
• SUPPORTS LEARNING OF OTHER SKILLS
My Self Monitoring Form
Name:Date:
Class Questions to ask myself Myperspective
Does myteacher agrees?
did I have all my materials?was I attending to the teacher?did I turn in my homework on time?did I have my planner out and write the assignment?
YYYY
NNNN
YYYY
NNNN
did I have all my materials?was I attending to the teacher?did I turn in my homework on time?did I have my planner out and write the assignment?
YYYY
NNNN
YYYY
NNNN
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PUTTING IT ALL TOGETHERINTERVENTION PLANNING FOR THE CLASSROOM
COMPREHENSIVE AUTISM PLANNING SYSTEM (CAPS)
CAPS PROVIDES TOOLS NEEDED TO
a. PLAN EFFECTIVELY AS A TEAM USING EFFECTIVE AND DIVERSE STRATEGIES TO MEET STUDENT NEEDS
b. PROVIDE INDIVIDUALIZED, COMPREHENSIVE AND SYSTEMATIC PROGRAMS
c. PROVIDE CONSISTENCY ACROSS TIME AND SETTING
d. BRIDGE IEP WITH CORE CURRICULUM
e. FACILITATE TARGETED PROFESSIONAL DEVELOPMENT
f. FACILITATE TRANSITION EACH SCHOOL YEARHENRY, S., & SMITH-MYLES, B. (2007). THE COMPREHENSIVE AUTISM PLANNING SYSTEM [CAPS] FOR INDIVIDUALS WITH
ASPERGER SYNDROME, AUTISM AND RELATED DISABILITIES: INTEGRATING BEST PRACTICES THROUGHOUT THE STUDENT'S DAY. SHAWNEE MISSION, KS: AUTISM ASPERGER PUBLISHING CO.
CAPS MATRIX
• the framework provided by the matrix accounts for all the activities presented throughout the student’s day. using this tool allows us to develop the supports the student needs in order to be successful in any given environment.
• the caps is a graphic organizer – providing team members the information they need to provide needed supports and intervention across the school day
CAPS MATRIX
Time of day of each activity that needs to be addressed in the student’s programming
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CAPS MATRIX
Activity occurring during time being addressed (math, lunch, hall transition)
CAPS MATRIX
Specific skills to be taught – these are identified as part of the informal assessment as well as the content standards (core curriculum) being addressed at grade level
CAPS MATRIX
Structure and modifications needed for student to be successful (visuals, adapted materials, assistive technology)
CAPS MATRIX
Reinforcement is critical for building skills; must be reinforcing to the individual student
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CAPS MATRIX
Strategies for assisting with hyper / hypo sensory issues common in ASD (break room, slant board, special exercises)
CAPS MATRIX
Strategies to support expressive and receptive communication and social skills
CAPS MATRIX
Method for collecting data to monitor progress
CAPS MATRIX
Strategies to generalize skill acquisition to other settings
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DISCUSS AND REFLECT
ACTIVITY 1
Read the Case Study
CASE STUDY Time Activity
7:20 – 7:50 Student Arrivals and Greetings
7:50-8:00 Morning Announcements
8:00-8:30 Calendar
Good Things
Morning Message
• When the student is
included in general
education, we begin with
the typical classroom
schedule.
CASE STUDY Activity Targeted Skills to Teach
Student Arrivals and Greetings
Following morning routine to put away materials
Interaction with peers
Morning Announcements
Whole Body Listening
Staying in designated space
How to ask for and take a break
Calendar
Good Things
Morning Message
Whole Body Listening
Staying in designated space
How to ask for and take a break
• What specific skills does
sally need to work on in
each area based on her
profile?
CASE STUDYTargeted Skills to Teach
Structure/Modifications
Following morning routine to put away materials
Interaction with peers
Checklist for morning routine activities
Choose friend for morning exercises
Whole Body Listening
Staying in designated space
How to ask for and take a break
Visual cue card – whole body listening
“Break” card
Tape marker of “office”
Whole Body Listening
Staying in designated space
How to ask for and take a break
Visual cue card – whole body listening
“Break” card
Teacher chooses students to call by drawing names (visual)
Space in area clearly marked
• What structure or
modifications might be
needed to support the
skills sally is working on
in each area based on her
profile?
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CASE STUDYTargeted Skills to Teach
Reinforcement
Following morning routine to put away materials
Interaction with peers
Social reinforcement from teacher
Social reinforcement from peers
Whole Body Listening
Staying in designated space
How to ask for and take a break
Earn points fora) In spaceb) Listeningc) Taking breakd) Coming back
Whole Body Listening
Staying in designated space
How to ask for and take a break
Earn points fora) In spaceb) Listeningc) Taking breakd) Coming back
• What reinforcement
strategies might be
needed to support the
skills sally is working on
in each area based on her
profile?
CASE STUDYTargeted Skills to Teach
Sensory/Strategies
Following morning routine to put away materials
Interaction with peers
Yoga game with peer to calm system
Whole Body Listening
Staying in designated space
How to ask for and take a break
Designated break area w/in room (quiet/visual barrier/structured activities designated by OT)
Whole Body Listening
Staying in designated space
How to ask for and take a break
Designated break area w/in room (quiet/visual barrier/structured activities designated by OT)
• What sensory strategies
might be needed to
support the skills sally
is working on in each
area based on her
profile?
CASE STUDYTargeted Skills to Teach
Communication/Social Skills
Following morning routine to put away materials
Interaction with peers
Ways to ask peer to play
Taking turns choosing yoga poses
Whole Body Listening
Staying in designated space
How to ask for and take a break
How to ask for and take a break
Whole Body Listening
Staying in designated space
How to ask for and take a break
How to ask for and take a break
• What social skills might
be needed to support the
skills sally is working on
in each area based on her
profile? How are the
social skills key to sally’s
educational needs?
CASE STUDYTargeted Skills to Teach
Data Collection
Following morning routine to put away materials
Interaction with peers
Data sheet on yoga game used
Whole Body Listening
Staying in designated space
How to ask for and take a break
Data sheet on breaks:-Activity-Length of break-Sensory state upon return
Whole Body Listening
Staying in designated space
How to ask for and take a break
Data sheet on breaks:-Activity-Length of break-Sensory state upon return
• Data collection is an integral part of any education plan and especially important in assisting staff in determining if instructional and support strategies are effectively addressing the educational needs of the student.
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CASE STUDYTargeted Skills to Teach
Generalization Plan
Following morning routine to put away materials
Interaction with peers
Yoga game at home and other times of school day
Whole Body Listening
Staying in designated space
How to ask for and take a break
Begin developing 5 point scale with effective activities that calm sensory system
Whole Body Listening
Staying in designated space
How to ask for and take a break
Begin developing 5 point scale with effective activities that calm sensory system
• Generalizing skills from
one environment to
another does not happen
naturally for students with
asperger syndrome. we
must support that learning
through specific
strategies.
RESOURCESwww.txautism.net
www. Do2learn.com
www.autismcircuit.net
THE MOST IMPORTANT INGREDIENT
“ THESE CHILDREN OFTEN SHOW A SURPRISING SENSITIVITY TO THE PERSONALITY OF THE TEACHER. HOWEVER DIFFICULT THEY ARE EVEN UNDER OPTIMAL CONDITIONS, THEY CAN BE GUIDED AND TAUGHT, BUT ONLY BY THOSE WHO GIVE THEM TRUE UNDERSTANDING AND GENUINE AFFECTION, PEOPLE WHO SHOW KINDNESS TOWARDS THEM, AND YES, HUMOR.”
-HANS ASPERGER, 1944
ASPERGER, H. (1991) [1944] “AUTISTIC PSYCHOPATHY IN CHILDHOOD” IN U. FRITH (ED) AUTISM AND ASPERGER SYNDROME. CAMBRIDGE: CAMBRIDGE UNIVERSITY PRESS, P. 48
CONTACT
Jenny MontalvoSpecial Education Autism Specialist