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Where do you get it?Teaching with effective instructional strategies, social and communication skills to students with Autism Spectrum Disorder (ASD)ByLinda Greenman, Speech/Language PathologistHeather Glenn-Yuzbick, L.P.C., Special Education CounselorLISD 2009

AgendaIntroductionsAU 101History of partnershipSemantics/PragmaticsBullyingSocial Skills Peer Interactions VideoStrategies for accommodating ASD studentsTools of the Trade

Autism 101

Characteristics of Student with Autism Spectrum Disorder (ASD)

Impairments in social understanding & social skills

Sensory issues (personal space, sounds/noises, movement, tactile, taste, smell, light, temperature)

Often interact more successfully with adults or younger children than same-aged peers

Difficulty establishing and maintaining friendships with peers

Autism 101Difficulty understanding and using body language (i.e., eye gaze, gestures, and facial expression)

Expressive skills often mask comprehension problems

May parrot back information without comprehending the content

Often fail to seek clarification

Interpret language literally

Autism 101Difficulty in understanding and discussing feelings

Often show limited interested in others

Strong preference for sameness

Excessive time & energy devoted to special interests

Attention challengesAutism 101Poor organizational skillsDifficulty regulating their emotionsPoor handwritingImpaired gross-motor skills

incidence Current research estimates that 1 in every 91 children in the US, ages 3-17, has an autism spectrum disorder. This is an increase in previous estimates of 1 in every 150 children. This was conducted by Department of Health and Human Services National Survey of Childrens Health, using data from the Centers for Disease Control and Prevention (CDC).

History of the partnershipWhy not combine services to meet similar goals?What are the benefits of working in groups vs. individual therapy?Which students may benefit the most from integrated therapy? Consider group dynamics (i.e., length of session, size of group, IEP needs, various personality types)By integrating services and becoming more aware of students needs, we are able to consult and provide assistance to our school community, which also includes parents.

Please stand, place your right hand over your heart, and join us in the Pledge to Purell.

SEMANTICS AND PRAGMATICS

SEMANTICS

Relates to understanding the meaning of words, phrases and sentences, using words appropriately when we speak. For example, the word acquire might be understood as a choirAbstract words like curious or words that relate to feelings and emotions such as embarrassed or anxious are often misunderstood.Idioms, saying and slang expressions, are often taken literally or interpreted oddly. For example, He hit the sack would be interpreted literally as a person hitting a sack. Elmo view cow cartoonsemantics It may be difficult for these students to identify a key point or topic in a sentence and they may change the subject, thinking that they are on the same subject. One example from a girl aged eleven.

SEMANTICSQuestion: Could you get the book off the shelf and give it to me? Reply: the Gulf Stream warms the coast-line. becomes

With further questioning her obscure connection was the Continental Shelf and the Gulf Stream. Her response was related to her deep interest in marine biology and ocean currents.Elmo View student checklist p. 13

Pragmatic SKILLS Knowing that you have to answer when a question has been asked

Being able to participate in a conversation by taking turns with the other speaker

The ability to notice and respond to the non-verbal aspects of language (reacting appropriately to the other persons body language and mood, as well as their words) Awareness that you have to introduce a topic of conversation in order for the listener to fully understand

Knowing which words or what sort of sentence-type to use when initiating a conversation or responding to something someone has said

PRAGMATICS SKILLSThe ability to maintain a topic (or change a topic appropriately, or interrupt politely

The ability to maintain appropriate eye-contact (not too much staring, and not too much looking away) during a conversation

The ability to distinguish how to talk and behave towards different communication partners (formal with some, informal with others)

Typically, they dont recognize or empathize with others feelings or understand the concept of personal space

Bullying

99% of students with ASD are bulliedStudents are more likely to be bullied if aloneBullying happens in 6 seconds or lessEveryone who is nice isnt always a friendIgnoring is not an option it will get them hurt!

SOCIAL SKILLS

Social skills definition: Ability to communicate, persuade, and interact with other members of the society, without undue conflict or disharmony.

Social intuition is the lifeline that saves most of us on a daily basis from an array of potentially disastrous social situations. It also helps us navigate situations that could be physically or mentally harmful.

SOCIAL SKILLS Most of us can instantaneously and seamlessly survey the unwritten rules of every environment and every person they encounter to make decisions about how to proceed successfully within a given context. This unconscious social navigator is one of the keys to have good social skills.

Because good social skills generally emerge in typical children with little effort and minimal coaching from parents and teachers, we take it for granted that all smart people should be able to acquire these naturally.

Social deficits Those of us who work closely with persons with social deficits recognize that their inability to develop social skills and interpret social nuances of those around them brings deep and lifelong challenges that impact their lives in a multitude of ways, including socially, emotionally, behaviorally, recreationally, and vocationally.

Social rules As parents and educators, it is important for us to realize how many different sets of rules exist in different environments and with different people.

To enter a public place, there are many sets of rules a person is expected to followFor example, entering a place of businessStanding in line at the counter Ordering food/drinkHow to behave in public restrooms, parties/dancesHow to behave in various sections of the store (ex: lounge section, magazine section, childrens section)While these rules are almost automatic responses for most of us

it is not the case with some of our students. For them, this can be a lot of information to remember! Breaking one of these rules can make a person a social outcast or be shunned or bullied by peers.

I didnt sign up for this! Its tempting as an educator to think, I signed up to teach science, not social skills! In a minute well talk about what is termed, The Hidden Curriculum, and how important it is for students to work on their social skills in multiple environments throughout their day. The 10 Unwritten Rules of Social Relationships Temple Grandin and Sean BarronRules are Not Absolute. They are situation-based and People-based.Not Everything is equally important in the grand scheme of things.Everyone in the world makes mistakes. It doesnt have to ruin your day.Honesty is different than diplomacy.Being polite is appropriate in any situation.

10 Unwritten Rules (cont)Not everyone who is nice to me is my friend.People act differently in public than they do in private.Know when youre turning people off.Fitting In is often tied to looking and sounding like you fit in.People are responsible for their own behaviors.

Peer interaction videoPoints of Interest

Personal spaceSounds/noisesLiteral language interpretationDifficulty understanding/discussing feelingsLimited interest in othersExcessive time/energy devoted to special interestsAttention challengesDifficulty regulating emotionsExamples of specific strategies used in session

Specific strategies for accommodating students with asd in general education settingsCreating a positive, responsive classroom environment where learning is maximized and challenging behaviors are minimized

Council for Exceptional Children

Many students find it difficult to learn incidentally

lesson preparationThink about key ideas and then structure the lesson to minimize ambiguity

Highlight Most Important Concepts Establish Alternate Modes for Completing Assignments (examples)Break down assignments into clear and manageable piecesClearly specify your expectations for what the completed assignment should entail

Prepare the studentMany students with ASD will find it easier to participate in classroom routines and activities when they have had the opportunity to prepareWork with parents to help prepare the student. Give the parents an outline of upcoming curriculum topics, books and/or suggestions which may be reviewed at homePrepare the student for upcoming themes and subject areasPreteach new concepts and/or activitiesMaximize comprehension and content retentionStudents with ASD tend to be visual learners

Provide an outline before the lesson so that the student is able to record additional subideas under each of the major headings. Outlines are also useful for test preparation, or may be used as a guide for writing assignments.

Use Graphic and Visual Organizers to depict relationships for key ideas

Mnemonic Devices provides systematic and concrete steps (each letter stands for a step in the strategy)Increase participation and attentionStudents with ASD may find it challenging to pay attention to classroom instruction, particularly when the content is not related to their particular area of interest.Because many students with ASD can demonstrate high levels of intelligence, you may misinterpret their lack of attention as intentional defiance. These students may exhibit intentionally defiant behavior when faced with tasks that they do not find particularly interesting.

Increase participation and attentionINCREASE TIME on TASK

Try to minimize adult interactions during the times that the student is off task.Minimize teacher verbal prompts to stay on task.Set up alternative cueing systems for bringing students back to the taskPlan ahead to avoid unnecessary power struggles that further increase time away from task.Increase participation and attentionMaximize Attending During Whole-Class Instruction

Embed additional activities within the lesson to increase the students interest and motivation for listening to the class lectureMinimize extraneous distractionsRelate the material to the students pre-occupationsProvide the student with visual material that allows him/her to follow along when the teacher is speakingPREPare for instructional and classroom transitionsStudents with ASD experience difficulties with transitioning from one activity to the next. This can be highly confusing because their characteristic rigid thinking may make it difficult to put away something that is not complete to the level that they feel is appropriate.

Provide specific and concrete beginning and end points, even with activities that may continue over several days or class periods

Prepare the student for daily or weekly activitiesSetting the stageProvide concrete and specific information and expectationsPrepare the student ahead of timeUse visual representations to the maximum extent possibleAccept alternatives for completing classroom assignments and demonstrating what has been learnedSocial skills

Teaching Social skills (a.k.a. The Hidden curriculum)90% of all communication is non-verbal. Other important components to consider include:Body LanguageSometimes a persons body language is different than the words they used. Typically, we use body language to communicate what are feeling. This can be confusing to these students.

Important to provide feedback on what is being communicated through body language. Ex: statements such as You look sad with your head and eyes down. Or, Did you notice how that comment made Tommy feel? He walked away from you pretty fast/got tears in his eyes/clenched his fist.

Interpersonal space

Social skills strategiesAge-Appropriate BehaviorsProvide opportunities for peer interaction to model age appropriate behaviors. Caution: set the student up for success by providing access to peers that tend to be more sensitive to personality differences)

Social skills strategiesExplain classroom rules/expectations such as:what students should be doing when the bell ringsphysical layout of the building-provide map for concrete directions

the administrative structure; safe people

the daily schedule-posted in classroom, in daily planner, or on desk for a constant visual reminder to alleviate anxiety

Social skills strategiesGreetings and Good-byes

Model and encourage use of appropriate greetings, good-byes, appropriate commentsExpect a response; provide wait timePractice turn taking when speaking Teach that smiles are important! Practice using & accepting complimentsTeach rescue phrases (ex. Im not sure, Let me see.)

Social skills strategies

Teach HumorChildren who are skilled in humor may be more successful socially

Build Joke Time into schedule; brief periods of time where students may share humorous stories or jokes

Discuss how humor may be used to cope with stress, discomfort, and pain

Comic StripsReinforces the art of humor. Cartoons assist in developing social understanding in many ways, including the visual component. Discuss why a particular cartoon is funnySee Elmo view comic clipTools of the trade

Social stories, role playing, video taping, video clipsSocial stories provide support and instruction by describing social cues and appropriate responses to social behavior and teaching new skills

Once these are written, the student can use them repeatedly to assist in reinforcing a socially appropriate response to a given situation

Role playing, video taping, video clips make abstract concepts concrete (i.e., emotions, friendships)

A 5 is against the law Using a 5 point scale, students develop an understanding of each level (5=most intense behaviors; may be considered dangerous down to 1=pleasant; socially acceptable behaviors)

As another visual support staff may simply point to the level that the student is approaching in hopes of providing a cue to begin utilizing coping strategies

VOLUME CONTROL WHEELA visual cue to remind students of appropriate volume of speaking (ex. Library voice=inside voice/outside voice)

FEELINGS FACES CHARTIdentifying emotions leads to recognizing triggers to anxiety/escalation

PEER BUDDY for modeling socially appropriate behaviors

CUE CARDS for visual reminders

positive impact can not be stressed enough!

Spend some time getting to know your student and learning to appreciate their uniqueness.

Good rule of thumb Identify the students strengths, then:verbally acknowledge strengths to students, as well as in front of others find ways to provide encouragement and support to the student

Students who feel their teacher cares about them will typically perform better in class!Pearls of wisdom

Keep it small and simple

Meet the student where they are

Remind yourself: it is a process

Be in check with yourself

Pick your battles

On challenging days remind yourself its not about you ~ dont take it personally

Respond dont react

Less is morewhen it comes to verbal

CHILDREN ARE APT TO LIVE UP TOWHAT YOU

BELIEVE

OF THEM-Lady Bird Johnson

References

Bowen, Caroline. Semantic and Pragmatic Difficulties and Semantic Pragmatic Disorder. Speech-language-therapy.com/spld.htm.2001. Web. 10 Oct. 2009.

Buron, Kari D. A 5 Is Against the Law. Shawnee Mission: Autism Asperger Company, 2007.

Marks, Susan, Iris Peters, Fran Peters, Mark Levine, Tricia Longaker, Carl Schrader, and Jennifer Shaw-Hegwer. Instructional Management Tips for Teachers of Students with Autism Spectrum Disorder (ASD). TEACHING Exceptional Children 4th ser. 35 (2003): 50-55.

Smith-Myles, Brenda, Diane Adreon, and Dena Gitlitz. Simple Strategies That Work. Shawnee Mission: Autism Asperger Company, 2006.

Smith-Myles, Brenda, Melissa L. Trautman, and Ronda L. Schelvan. The Hidden Curriculum. Shawnee Mission: Autism Asperger Company, 4004.Linguasystems, 1998. Thats LIFE! Social Language.