pieces of the puzzle dr. stacey jones bock, associate professor illinois state university kathy...
TRANSCRIPT
Pieces of the Puzzle
Dr. Stacey Jones Bock, Associate Professor
Illinois State University
Kathy Gould
Director, Illinois Autism/PDD Training and Technical Assistance Project
Special Education Directors’ ConferenceJuly 31, 2008Peoria Illinois
Best Practices/Evidence Based Practices
Ten Guiding Principles for Students with ASD
Ten Considerations for Asperger Syndrome
Best PracticesBest Practices
To date, there is no one intervention that is effective with all children with ASD
Best Practices: Best Practices: Common ElementsCommon Elements
Core Skills
Highly supportive teaching environments
Predictability and routine
Functional approach to problem behaviors
Transition
Family involvement
Best PracticesBest Practices
Strong programs address a variety of domains
Behavior
Communication
Socialization
Academics
Types of InterventionsTypes of Interventions
Interpersonal Relationship Interventions
Skill-Based Interventions and Treatments
Cognitive Interventions
Physiological/Biological/Neurological Interventions and Treatments
Other Interventions, Treatments, and Related Agents
Richard L. Simpson: Evidence-based practices and students with autism spectrum disorders Focus on Autism and other Developmental Disorders 9/22/05 20 3
Evidence-based PracticesEvidence-based Practices
Applied Behavior Analysis (ABA)
Discrete Trial Instruction (DTI)
Pivotal Response Training (PRT)
Learning Experiences: An Alternative Program for Preschoolers and parents (LEAP)
Promising PracticesPromising Practices
Play therapy
Assistive Technology
AAC
Incidental Teaching
JARS
PECS
TEACCH
CBM
Social-decision Making
Social Stories
Pharmacology
Sensory Integration
Practices with Limited SupportPractices with Limited Support
Gentle Teaching Option Method (Son-Rise
Program) Floor Time Animal Therapy Relationship
Development Intervention (RDI)
Fast ForWard Van Dijk Curricular
Approach
Cartooning Cognitive Scripts Power Cards Auditory Integration
Training (AIT) Megavitamin Therapy Scotopic Sensitivity
Syndrome (SSS): Irlen Lenses
Gluten-Casein Intolerance
NATIONAL STANDARDS NATIONAL STANDARDS PROJECTPROJECT
National Panel conducting a comprehensive review of outcome literature to select methods and practices identified as effective
Produce a set of standards for effective, research-validated education and behavioral intervention for children with Autism Spectrum Disorders (ASD)
After completing its scientific validation process and establishing ratified national standards, standards will be distributed in a technical manual through broad web-based distribution
To request a copy of the soon to be published report contact www.nationalautismcenter.org
Dr. Stacey BockAutism Spectrum Institute
Illinois State University
To be “communication”, any system must be:
1 An effective means of communication
PORTABLE: whatever the system is, it travels with the child - NEVER used as a reward system.
UNIVERSAL: able to be understood and used by most people the student might encounter.
Each student must be evaluated and observed extensively to determine the best possible match of communication systems.
A mismatch will lead to frustration
and anger, and ultimately, a lack of
ability for the student to make himself
understood.
Visual strategies are useful for many people with ASD- not all, but many.
Use visual strategies2
Providing visual information at all
times may be very useful for people
with autism, and can enable independent
functioning.
Use visual cues to reinforce any information you need to
convey.Pictures
Symbols
Drawings
Words
Sign-language
Gestures
Combinations
A daily schedule
Can be only pictures, only words, or a combination of the two.
3
Can be faded, but should be available if the student experiences levels of stress increasing the level of support needed.
Determine communicative function of behavior
Be a detective! Watch for patterns in behavior, antecedents and results.
4
Seek input from EVERYONE who works with the student.
Functional Behavior Analysis, done properly, will help staff begin to understand what the student is really saying.
If student is making noise (clicking, tapping pencil), try providing the same sensory input in a more appropriate way.
Shape, don’t eliminate, self-stimulatory behavior5
Recognize when the student is exhibiting a need for sensory stimulation.
Allow student to hold something (if needed) during structured large group activities.
Teach student to recognize and request sensory stimulation.
Allow student to choose a safe area in the room which they find calming.
Some activities that will provide sensory stimulation…..
Chewing, which is helpful in organizing the brain
Alphabet letters, words and numbers are calming
Smells can help to alert or calm
Incorporate music and motor movements into instruction as much as possible.
Get a rocking chair, exercise bicycle and mini-trampoline for the classroom!
Provide instruction in the typical environment whenever possible- if the skill is learned where it will be used, the work is cut in half!
Plan for generalization6
When it cannot be learned where it will be used, provide as many elements of the typical environment as possible (lighting, noise, physical layout, etc.), and transition training.
Put on your detective hat again!
Identify reinforcers7
Observe, observe, observe
Identify things which seem to calm the student:movement patternsresponse to auditory stimulivisual preference
And………
Creates a sense of control
Frequent choice-making8
Allows the student to choose activities which enhance feelings of safety
Strengthen the student’s motivation to increase communication skills!
Many people with autism are easily overwhelmed with sensory information.
Don’t talk too much!9
Since we believe many people with autism are highly visual in nature, the verbal input may actually decrease their ability to process the visual input.
Reduce “ancillary” words….
“Just the facts, ma’am!’
Try reducing directions to just the key informational words- who, what, when, where, why, etc.
Just as children change, their responses change. Weather, physical state, emotional state- all play a part.
Evaluate, Evaluate, Evaluate10
Observe and record responses to every strategy attempted to determine best practice for this student.
Always have a backup plan (or two or three!) in your bag of tricks!
Document results of your evaluation- you will not be the only person to use the information!
Ten Considerations for Ten Considerations for
Students with Asperger SyndromeStudents with Asperger Syndrome
Illinois Autism/PDD Training and Technical Assistance Illinois Autism/PDD Training and Technical Assistance ProjectProject
Structure Seat ArrangementStructure Seat Arrangement
Students with Asperger Syndromeare easy targets for Bullies
1
Illinois Autism/PDD Training and Technical Assistance Illinois Autism/PDD Training and Technical Assistance ProjectProject
Good Seating ChoicesGood Seating Choices
Next to a “model” student
Near the teacher
A quieter area of the class
Illinois Autism/PDD Training and Technical Assistance Illinois Autism/PDD Training and Technical Assistance
ProjectProject
Group WorkGroup Work
The characteristics of students with AS can make group work challenging and sometimes horrible experiences.
2
Illinois Autism/PDD Training and Technical Assistance Illinois Autism/PDD Training and Technical Assistance
ProjectProject
Some Ideas about Group WorkSome Ideas about Group Work
Avoid self-selection
Teach all students how to function in a group
Suggest tasks or roles
Make your Classroom a Make your Classroom a Caring CommunityCaring Community
3
Model and praise respect and caring
Zero tolerance for unkind remarks or actions
Illinois Autism/PDD Training and Technical Assistance Illinois Autism/PDD Training and Technical Assistance ProjectProject
Use Visual SupportsUse Visual Supports 4
Illinois Autism/PDD Training and Technical Assistance Illinois Autism/PDD Training and Technical Assistance ProjectProject
Sequences
Calendars
Schedule
Class jobs
Space
Illinois Autism/PDD Training and Technical Assistance Illinois Autism/PDD Training and Technical Assistance
ProjectProject
Use Organizational SupportsUse Organizational Supports4
Illinois Autism/PDD Training and Technical Assistance Illinois Autism/PDD Training and Technical Assistance ProjectProject
Illinois Autism/PDD Training and Technical Assistance Illinois Autism/PDD Training and Technical Assistance ProjectProject
Graphic organizers
Break assignments down into steps
Examples of expectations
Outlines and guided notes
Organized notebooks
Morning ChecklistCheck Activity
Put away backpack
Make lunch selection
Turn in Homework
Pick reward from menu
Homework ChecklistI filled out my agenda book for all my classes
Lang ArtsMathScience
I have my assignments for all my classes
Lang ArtsMathScience
I have all the textbooks I need for my homework
Lang ArtsMathScience
I have the supplies I need for my homework
CalculatorNotebook
I have checked out with Ms. Jones
Time ________
Prepare forPrepare for ChangeChange5
Clearly stated and posted class rules
Private conversation
Signal
Be an interpreter
Reduce Stress Reduce Stress Related ActivitiesRelated Activities
Many students with AS can become easily overwhelmed
6
Ear plugs or headphones
Alternative activity for difficult events
A designated support person/place
Coping Cards
Take 2 deep breaths with your eyes closed
Press your hands togetherand count to 10 slowly
Feeling Anxious
All people feel anxious now and then.It is acceptable to feel anxious. Our bodies, thoughts and actions can tell us when we are feeling anxious. Anxiety may look different for different people. For some, they may feel it in their stomach. When I feel overwhelmed with noise in class or am sensitive to other’s touch, that might tell me that I am feeling anxious. I can use the relaxation techniques on my coping cards.
Bixler, 2006
Incredible 5-Point Scale
rating description setting
5 Screaming Emergency only
4 Outside Voice Ball game
3 Talking voice Classroom
2 Soft voice Library
1 No talking When someone is talking to me
Buron, K.D., & Cutis, M. (2003) The Incredible 5-Point Scale
““SAVE” the studentSAVE” the student
Students with AS do not haveinternal social understanding
7
Label the comment
Matter – of – fact explanation
Use a peer “social translator”
Promote Positive Promote Positive Peer InteractionPeer Interaction
8
Direct toward structured activities
Avoid unstructured activities
Identify arenas where the student can contribute
Capitalize on Special Capitalize on Special InterestsInterests
9
Teach The Hidden CurriculumTeach The Hidden Curriculum
Myles, Trautman, Schelvan, 2004
10
Conversation Rules
Who you are with determines what you should talk about
When making conversation, avoid constantly telling others how good you are at something. This usually makes others avoid being around you.
Keep approximately an arms distance away from the person you are talking with
Rules for Class Discussion
No insults
Make on-topic remarks
Focus on speaker
Quiet mouth
Think about topic
Kind Words Rude Words
Great job!
Great idea
Nice job
Awesome
Yeah
So what
You’re stupid
That was dumb
That Stinks
Duh!
Words that Mean the Same
PE Gym
Break Snack time
Complete Finished
Recess Outside
Just Good Teaching with a Bonus!
Best practices for students with ASD
Benefit other students as well