A utism Spectrum Disorders in the Classroom

1. Autism Spectrum Disorders in the Classroom by: Amy Strange 2010

2. Instructional Application Project: Objectives http://s21.photobucket.com/home/devonfunk Identify the following:

3. Instructional Application: Context The context of my instructional application project is a general education classroom. I will be looking at students with Autism Spectrum Disorders (ASD) in this setting. http://s206.photobucket.com/home/philnamy1

4. Instructional Application: Problem Theproblemthat I will explore in my instructional application project is the frequent recommendation for, and placement of ASD students in a setting that is not the least restrictive environment (LRE). By exploring research on how to effectively teach students with ASD, I hope to find support for teaching these students in a general education classroom. http://s156.photobucket.com/home/monama95

5. Instructional Application: Problem • In order to develop a solution to the problem that I have outlined, I will examine research regarding the following:

6. Instructional Application: Reserach Effective teaching methodologies include the following (Hart & Whalon, 2008; Stephens, 2005; Vaughn et al., 2007): • Co - Teaching • Two teachers work together to teach a class • Universal Design • Teachers create instruction from the start that will accommodate all learners • Differential Instruction • Instruction is modified to meet the needs of all learners • Allows students to choose the way they want to demonstrate their learning • Responsiveness to Intervention • Students receive scientific research-based instruction before they have the opportunity to fall behind • Then if the intervention is ineffective, the student receives additional support • Reciprocal Teaching • The student and teacher take turns facilitating discussion • Increases participation and thus assimilation of content The following methods will be discussed in more detail next: • Grouping Strategies • Direct Instruction • Cognitive Strategy Instruction

7. Instructional Application: Reserach One teaching methodologythat is effective for students with ASD is grouping strategies (Vaughn et al., 2007). This includes the following: • Whole Class Learning Groups • Small Groups • Same Ability Groups • Mixed Ability Groups • Cooperative Learning Groups • Class wide Peer Tutoring • Peer Assistance / “Peer Buddies” • Peer Tutoring • Same Ability Pairing • Mixed Ability Pairing • Cross Age Pairing http://s148.photobucket.com/home/SingAlongwithMe_2007

8. Instructional Application: Research Another effective teaching methodology is Direct Instruction (Burke, Hagan & Grossen, 2002; Simmons & Kameenui, 1996). These principles include: • Instruction is organized around big ideas, key concepts, and principles • Students need to learn conspicuous strategies • A set of steps are followed to solve problems • Teachers provide mediated scaffolding • They provide individualized guidance and assistance during new or difficult tasks to ensure the student is successful • Teachers use strategic integration • They take into account existing knowledge and building on that • Teachers use judicious review • They provide sufficient review over time to help integrate skills http://s189.photobucket.com/home/1diamondgirl

9. Instructional Application: Research An additional effective teaching methodologyis Cognitive Strategy Instruction ( “Cognitive Strategy,” n.d.; Ellis et al., 1991). This includes: • Verbal rehearsal • The student memorizes the strategy • Controlled practice • The student practices the strategy while receiving feedback from the teacher • Grade appropriate practice • The student applies the strategy to content in the class while receiving feedback from the teacher • Post – test • Generalization • Pretest • Introduce new material if the student doesn’t know it • The teacher introduces / describes the new strategy • The teacher models how to use the new strategy http://s182.photobucket.com/home/bubzandmumz

10. Instructional Application: Research Corbett & Abdullah (2005) identified 4 processes that mediate learning in students with ASD. Understanding these processes will help facilitate the students success. • Attentional Process • attention to and perception of information • Retentional Process • Process, retain, and store information • Production Process • Accurately reproduces /rehearses modeled behavior • Motivational Process • Learning that occurs in the presence of reinforcement http://s185.photobucket.com/home/Valrie24

11. Instructional Application: Research A student with Autism must demonstrate the skills in the following instructional hierarchyin order to be successful in the classroom (Fienup & Doepke, 2008).

12. Instructional Application: Research The following instructional approaches should be used to increase learning time in the classroom (Vaughn, Gerten & Chard, 2000; Wilson & Wesson, 1986): • Allocate more time to instruction • Be a good classroom manager • Minimize transitions • Reduce free time • Keep instructional pace brisk • Present clear and simple instructions • Make instruction explicit and visible • Reduce independent work • Be an active teacher • Moderate the level of task difficulty http://s195.photobucket.com/home/cassidy0326

13. Instructional Application: Research • Teach using meaningful activities • Use areas of interest to introduce new material • Obtain and maintain the students motivation • Use pre-learning strategies before a lesson • Activate background knowledge • Use demonstration and modeling • Conduct a listener-friendly lecture • Ask questions to assess understanding • Teach for Visual Thinkers • Utilize hands on teaching to make abstract concepts more concrete According to Grandin (2006), the National Association of Educators (2006) and Vaughn et al. (2007), the following are effective instructional strategies that can be used to teach new content to students with ASD: http://s159.photobucket.com/home/sydnneil

14. Instructional Application: Research Hart and Whalon (2008) identified instructional strategiesthat can be used when presenting material to students with ASD.

15. Instructional Application: Research These instructional strategies include the following (Hart and Whalon, 2008): • Provide Directions in Multiple Forms • Pair verbal instructions along with written or pictorial instructions • Use Task Variation: • Alternate between preferred and non-preferred activities • Use Task Selection: • When possible, let the student choose the task • Use Mnemonic Devises: • Enhance memory and recall of information • Use Priming: • Prepare the student by letting them know the appropriate behavior expected of them before the situation occurs http://s161.photobucket.com/home/npersonette

16. The Instructional Space: Establish and maintain consistent routines in the classroom Structure the physical space in a classroom in a logical and consistent manner Take into account possible distractions in the classroom when selecting a seat for the student with ASD Environmental distractions Choose an appropriate peer model to sit next to Instructional Application: Research According to the National Association of Educators (2006) and Vaughn et al. (2007), below are strategies for how the classroom should be organized for students with ASD. http://s96.photobucket.com/home/Chevy2FL

17. Instructional Application: Research Chan & O’reilly (2008), Hart & Whalon (2008) and Myles et al., (2005) suggest that ASD students benefit from using visual supports during classroom instruction.

18. Instructional Application: Research These visual supports include the following (Hart &Whalon, 2008; Chan & O’reilly, 2008; Myles et al., 2005): • Activity Schedules: To do lists show the student what they are expected to do • Token Systems: A system where the student earns access to a reinforcer contingent on on – task / desired behavior • Graphic Organizers: Concrete representations of key ideas through the use of a diagram • Task Analysis: Breaks down complex tasks into small manageable parts • Social Stories: A visual that depicts the appropriate behavior, setting for that behavior, and who is involved. Role play of the target behavior is practiced. • Scripts: A visual that can be used to practice appropriate behavior • Cartooning: A comic strip format that explains a social / behavioral situation http://s175.photobucket.com/home/kristama

19. Instructional Application: Research An additional visual instructional strategyfor students with ASD is the use of video modeling (Biederman & Freedman, 2007; Corbett & Abdullah, 2005). Video Modeling • Why is Television / Video Review Effective? • There is a restricted field of focus • Students with ASD prefer visual stimuli over auditory stimuli • Avoidance of face-to-face interaction • There is repetitive presentation of models and situations • ASD students have greater receptivity and motivation for watching videos http://s843.photobucket.com/home/tricobi1

20. Instructional Application: Research Before we review the various accommodations and modifications for students with ASD, the difference between these two terms will be outlined below (“Cognitive Strategy,” n.d.). • Accommodations: • A change that helps the student overcome or work around the disability • Modifications: • Change in what is being taught to or what is expected from the student http://s192.photobucket.com/home/sfryer09

21. Instructional Application: Research Classroom accommodations and modifications for students with ASD include the following (“Cognitive Strategy,” n.d.; “Supports, Modifications,” n.d.): • Accommodations / Modifications: • Supplementary aides and services • Adapt instruction • Adapt scheduling • Adapt setting • Adapt materials • Adapt text • Adapt the students response http://s170.photobucket.com/home/niicole_lindsey

22. Instructional Application: Research Examples of these classroom accommodations and modifications include (“Cognitive Strategy,” n.d.; Myles et al., 2005; Vaughn et al., 2007): • Supplementary Aides • Adaptive equipment • Assistive technology • Instructional Adaptations • Change what is taught • Change how the student learns • Reduce the difficulty of the task • Provide a model for expectations • Vary input • Vary output • Vary type of learning • Vary level of learning • Scheduling Adaptations • Allow the student more time • Break up the assignment into a few sections • Environmental / Setting Adaptations • Alter lesson format • Alter teaching style • Change grouping format • Material Adaptations • Audio taped lectures • Copy of notes • Text Adaptations • Alter input • Simplify textbook • Highlight key concepts • Review main ideas • Response Adaptations (Testing, grading) • Change type of assessment • Change structure of assessment • Change level of response • Allow verbal responses • Alter grading system

23. Instructional Application: Plan of Action Now that the research has been completed, a plan of action can be established to help ensure that students with ASD receive effective instruction in the least restrictive environment; that least restrictive environment being a general education classroom. http://s54.photobucket.com/home/Kelbobsav

24. Instructional Application: Plan of Action Based on the research that was conducted, the following tools can be utilized to effectively teach students with ASD in a general education classroom: Effective teaching methodologies Effective instructional strategies Accommodations and modifications As a result of the conclusions above, part of my plan of action is designed to hypothesize why these tools are not being utilized in a general education classroom for students with ASD and what can be done to change that. http://s40.photobucket.com/home/shealy83

25. Instructional Application: Plan of Action The following Plan of Action is recommended for general education teachers to facilitate inclusion of students with ASD in their classroom: (Vaughn et al., 2007)

26. Instructional Application: Plan of Action Examination of these 5 steps is below (Vaughn et al., 2007): • Provide education and training to school staff to ensure they have the skills necessary to teach students with ASD in their general education classrooms. • They need to know about these effective instructional tools in order to use them. • Ensure that there is ongoing professional development. • There should be continuous training and support for the staff just like there is for the students. • Ensure that there are adequate personnel resources available for the general education teacher. • The teacher shouldn’t feel overwhelmed. • Ensure that there are adequate and appropriate materials to support the inclusive students. • The teacher needs to have access to materials that will make the inclusive student successful. • Ensure that collaboration is occurring between specialists, parents, and outside providers who work with the student with ASD. • Collaboration on current skills, deficits, and IEP goals is key http://s166.photobucket.com/home/amandadthomson

27. Instructional Application: Plan of Action • In summary, in order for students with ASD to be included in, and then subsequently successful in a general education classroom, the following needs to be in place: Collaboration between professionals The inclusive teacher needs to have adequate support and resources The inclusive teacher needs to be appropriately trained The inclusive teacher needs to use effective teaching methodologies The inclusive teacher needs to use effective instructional strategies The inclusive teacher needs to use accommodations and modifications

28. THE END Thank you for your time.

29. References: • Biederman, G. B., & Freedman, B. (2007). Modeling skills, signs and lettering for children with down syndrome, autism and other severe developmental delays by video instruction in classroom setting. Journal of Early and Intensive Behavior Intervention, 4(4), 736-743. • Burke, M., Hagan, S., & Grossen, B. (2002). What curricular designs and strategies accommodate diverse learners? Teaching Exceptional Children, 34(4), 34-38. • Chan, J. M., & O’Reilly, M. F. (2008). A social stories intervention package for students with autism in inclusive classroom settings. Journal of Applied Behavior Analysis, 41(3), 405-409. • Cognitive strategy instruction: Teaching strategy. Retrieved from the University of Nebraska – Lincoln website: http://www.unl.edu/csi/teachingstrategy.shtml • Corbett, B. A., & Abdullah, M. (2005). Video modeling: why does it work for children with autism? Journal of Early and Intensive Behavior Intervention, 2(1), 2-8. • Ellis, E.S., Deshler, D.D., Lenz, B.K., Schumaker, J.B., & Clark, F.L. (1991). An instructional model for teaching learning strategies. Focus on Exceptional Children, 23(6), 1-24. • Fienup, D. M., & Doepke, K. (2008). Evaluation of a changing criterion intervention to increase fluent responding with an elementary age student with autism. International Journal of Behavioral Consultation and Therapy, 4(3), 297-303. • Grandin, T. (2006). Perspectives on education from a person on the autism spectrum. Educational Horizons, 4(4), 229-234.

30. References: • Hart, J. E., & Whalon, K. J. (2008). 20 ways to promote academic engagement and communication of students with autism spectrum disorder in inclusive settings. Intervention in School and Clinic, 44(2), 116-210. • Myles, B. S., Hagen, K., Holverstott, J., Hubbard, A., Adreon, & D., Trautman, M. (2005). Life Journey through autism: an educator's guide to asperger syndrome. Organization for Autism Research, 98. • National Educational Association (2006). The ASD puzzle. Washington, DC:  Author. autismpuzzle.pdf • Simmons, D. C., & Kameenui, E.J. (1996). A focus on curriculum design: when children fail. Focus on Exceptional Children, 28(7), 1-16. • Stephens, C. E. (2005). Overcoming challenges and identifying a consensus about autism intervention programming. The International Journal of Special Education, 20(1), 35-49. • Supports, Modifications, and Accommodations for Students. Retrieved from the National Dissemination Center for Children with Disabilities: http://www.nichcy.org/educatechildren/supports/Pages/default.aspx • Vaughn, S., Bos, C. S., & Schumm, J. S. (2007). Teaching students who are exceptional, diverse, and at risk In the general education classroom. Boston, MA: Pearson Education, Inc. • Vaughn, S., Gerten, R., & Chard, D. (2000). The underlying message in LD intervention research: Findings from research syntheses. Exceptional Children, 67(1), 99-114. • Wison, R, & Wesson, C. (1986). Making every minute count: Academic learning time in LD classrooms. Learning Disabilities Focus, 2(1), 13-19.