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Why this topic?. Through the movie Rain Man, there are many misconceptions about
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1. Autism Spectrum Disorder in the Classroom Melissa B. Kimble
Spring 2008
2. Why this topic? Through the movie Rain Man, there are many misconceptions about “autism”.
Diagnosis of “autism” is on the raise in the United States.
Training is needed for educators on how to teach these special children.
3. Overview #1 Background information
Characteristics of children with ASD
Why inclusion of children with ASD?
4. Overview #2 Educational Strategies
Children with Autistic Disorder
TEACCH
PECS
Educational Strategies
Children with Asperger’s Syndrome
Useful resources
5. Autism Spectrum Disorder (ASD)
According to the Centers for Disease Control and Prevention (2007), “ASD’s are developmental disabilities that cause substantial impairments in social interaction and communication and the presence of unusual behaviors and interests (n.p.)
6. Three Common ASDs
7. Pervasive Developmental Disorder not otherwise specified (PDD NOS) have severe impairment but do not meet the criteria set for any other autistic diagnosis
diagnosis usually due to the age of onset or the combination of autistic features
8. Autistic Disorder always present before 3 years of age
speech and social interaction regression, usually around 18 months of age
have severe impairment in speech, communication, or social interaction
may be completely non-verbal and “in their own world”
9. Asperger’s Syndrome referred to as a higher-functioning milder form of autism
less language difficulties
problems with appropriate speech and communication development
social interaction difficulties
can have very high IQs, do well academically, have a superior memory, yet lack the skills to care for themselves
10. Who does if affect? According to the CDC’s Autism and Developmental Disabilities Monitoring (ADDM) Network in 2007, 1 in 150 8-year old children across the US.
does not discriminate ethnically, racially or economically
boys – four times more likely than girls
11. Causes, Cures and Treatments NO known cause
NO known cure
enzyme therapy and gluten free/casein free diets have shown positive results
medications for co-occurring disorders
12. Characteristics of ASDs broad range of communication, socialization and behaviors
different levels of functioning
no two children alike
13. Characteristics of Children with Autistic Disorder
completely non-verbal
minimum verbal with echolalia
lack of eye contact
repetitive routines
screaming
violent behaviors
defiant behaviors
obsessed with order
arm/hand flapping
rocking
no fear of danger
climbing on top of or hiding under items
refusal to stay in personal space
seems to live in a fantasy world
14. (Doyle, 2003) Characteristics of Children with Asperger’s Syndrome
no or few friends
difficulty in group settings
does not understand effect of their behavior on others
appears egocentric
uncaring or self-absorbed
interests seem restricted and repetitive
play appears scripted
limited understanding of make-believe
very bright, but socially inept
under-sensitive to pain
selective hearing
difficulty with unexpected changes in environment
does not respond with non-verbal cues
socially interacts better with adults
fine and/or gross motor difficulties
talks about the same topic
self-isolates
very sensitive to sensory stimuli
15. Why Inclusion of Children with ASD? Individuals with Disabilities Education Act
right to free appropriate public education
least restrictive environment
No Child Left Behind
2013-2014 all students must be “proficient” in math and reading
Socialization
form relationships
understand the feelings of others
16. Educational Strategies for Students with ASD no child learns the same
instructional methods need to be flexible
information and advice available to educators who want to be successful
17. Educational Strategies - Autistic Disorder may seem to be an overwhelming unattainable endeavor
lack of communication skills makes the educator’s job more difficult
important to not take the child’s actions or indifferences personally
18. Educational Strategies - Autistic Disorder Treatment and Education of Autistic and related Communication Handicapped Children (TEACCH)
physical environment
visual schedules
teaching methods
The Picture Exchange Communication System (PECS)
six phases
19. TEACCHPhysical Environment
Limit visual distractions
paint in muted colors
limit amount of visual clutter
cover shelves of classroom materials
store unneeded equipment or materials in another area
use natural lighting from windows
reduce fluorescent lighting
place student work areas on the wall or in the corner
Limit auditory distractions
use more carpet
have lowered ceilings
turn off or mute P.A. system
use acoustical tiles
use headphones with electronic equipment
20. TEEACHVisual Schedules help address the child’s difficulty with sequential memory and organization of time
assist children with language comprehension
provide structure to lessen their anxiety and possible related behaviors
help the child to maneuver throughout the day
provide opportunity for social engagement
add in decision making
gives sense of freedom while the teacher is still in control of overall situation
21. TEEACHVisual Schedules use a “first-then” card
use sectioned schedule to allow child to move items as needed
i.e. “to do”, “in progress”, “finished”
22. TEEACHTeaching Methods #1 Work Stations
helps students
stay on task
complete their work
provides an incentive for completing work
23. TEEACHTeaching Methods #2 Visual instructions
detailed to help student to complete a task in the proper order
school work and/or life skills
leads to independence
24. The Picture Exchange Communication System (PECS) developed by Andrew Bondy and Lori Frost to help children with autism acquire functional communication skills and initiate communication
Wallin (2004) informs that this system is “appropriate for individuals who do not use speech or who may speak with limited effectiveness”.
six phases in the system
must be taught in order
student can work on two phases at a time
25. PECS – Phase IBasic Exchange first identify the wants of the child that they would be willing to make a request for
use only one symbol at a time
use two adults
one to entice the child with object wanted
one to hand the child the picture needed for exchange
object is given in exchange for the picture
proper correspondence is needed
i.e. “Oh, you want a _______”
goal: spontaneous request by using a picture symbol
resist saying “What do you want?”
26. PECS – Phase IIDistance and Persistence child must be making spontaneous requests of a single adult
expansion of vocabulary of symbols
still only use one symbol at a time
goal: make requests from further distances, different rooms and variety of people
27. PECS – Phase IIIDiscrimination Training more symbols are given to use from
number can range for two to pages of symbols
discriminates between symbols, makes choices about wants and about activities
start off by asking “What do you want?” but fade use of phrase as student advances
goal: make appropriate choices in response to questions and other stimuli
28. PECS – Phase IVSentence Building child has achieved making requests for different items, to different people, in multiple settings
teach using sentence strips to make longer requests
an “I want’ picture in combination with another card in needed on the sentence strip in order to exchange for the item or activity
goal: create sentences using pictures on a sentence strip
29. PECS – Phase VExtension of Sentence Building builds on Phase IV
start adding in adjectives and other words to better describe items or activities
i.e. “I want ball.” to “I want blue ball.”
goal: to refine requests made by using more detailed wording of sentences
30. PECS – Phase VISpontaneous and Responsive Commenting use of pictures such as: “I see”, “I feel”, “I hear”, “I smell”
goal: for student to comment on aspects of their environment
31. Educational Strategies – Asperger’s Syndrome environment
schedules
instructional strategies
32. Asperger’s SyndromeEnvironment needs minimal visual and auditory distractions
established clear physical and visual boundaries
organized classroom
remove clutter
use labels
33. Asperger’s SyndromeSchedules can use daily, weekly, monthly and activity
allows them to know what is expected
when it will happen and the order
helps them stay on task
important not to deviate
any changes need to be made before giving to student
use a “to do” list
use “start”, “finish later” and/or “finish previous”
to help with stopping an activity before finished
34. Asperger’s SyndromeInstructional Strategies #1 highlight most important information
give the student flash cards
pre-teach with a take home summary sheet
use step-by-step list of instructions
allow alternate modes of completing work
less written output
lists instead of essays
use class notes from peer
portable keyboarding device
Audio- or videotaping to show understanding of concept
35. Asperger’s SyndromeInstructional Strategies #2 prepare students
give parents outline of upcoming curriculum
i.e. books, video over book
send home extra set of textbooks
have students read about topic to be discussed ahead of time at home
36. Asperger’s SyndromeInstructional Strategies #3 use graphic and visual organizers
table with major headings
outline to fill-in blanks during lecture
timeline of key chronological ideas
use mnemonic devices
have student practice visualization of key events
use rhythms or sayings
Please Excuse My Dear Aunt Sally
order of operations
37. Asperger’s SyndromeInstructional Strategies #4 increase time on task
use white board to track assignments
use work baskets
provide non verbal cues to refocus student
maximize attending during whole-class instruction
give student a list of words to listen for in the lecture
relate material to student’s preoccupations
provide a duplicate of material being read aloud
38. Asperger’s SyndromeInstructional Strategies #5 prepare for instructional and classroom transitions
provide specific beginning and ending points
use picture or written schedules Melissa’s Schedule
7:30-7:45 morning work
7:45-9:30 reading
9:30-9:45 restroom break
9:45-11:00 math
11:00-11:15 restroom break
11:15-11:45 lunch
11:45-12:15 recess
39. Useful Website #1 Autism: Models and Classroom Instruction: Intervention Models: The Picture Exchange Communication System (PECS)
http://www.emstac.org/registered/topics/autism/models/pecs.htm
The website discusses the TEEACH method and PEC system. It gives useful links to more detailed websites. The page also includes provides great definitions and answers to frequently asked questions.
This information can be beneficial to educators, parents, extended family members, daycare employees, community/youth leaders and anyone who has contact with a person with an ASDs.
40. Useful Website #2 Autism Spectrum Disorders Overview
http://www.cdc.gov/ncbddd/autism/overview.htm
This website gives summarized information about ASDs. It defines the disorder, tells who if affects, explains when it is detected and the causes.
This information can be beneficial to educators, parents, extended family members, daycare employees, community/youth leaders and anyone who has contact with a person with an ASDs.
41. Useful Website #3 Inclusion of Students with Autism Spectrum Disorders
http://www.newhorizons.org/spneeds/autism/daily.htm
The author gives an abbreviated history, then proceeds to explain the propose of inclusion.
This information can be beneficial to educators, parents, extended family members, daycare employees, community/youth leaders and anyone who has contact with a person with an ASDs.
42. Useful Website #4 Red Flags for Classroom Teachers: Identifying Students Who May Have Features of an Autism Spectrum Disorder
http://www.newhorizons.org/spneeds/autism/doyle_identifying.htm
This website offers characteristics to look for in students. It reiterates the importance of an early diagnosis. Although an educator should never try to diagnosis or label a child, it is still important to be proactive in getting children the help they need.
This information can be beneficial to educators, parents, extended family members, daycare employees, community/youth leaders and anyone who has contact with a person with an ASDs.
43. Useful Website #5 Teaching Children with Autism: Visual Support: PECs
http://www.polyxo.com/visualsupport/pecs.html
This website gives detailed information about the phases in the PEC system.
This information can be beneficial to educators, parents, extended family members, daycare employees, community/youth leaders and anyone who has contact with a person with an ASDs.
44. Useful Website #6 Structured Teaching: Strategies for Supporting Students with Autism?
http://www.specialed.us/autism/structure/str10.htm
This website defines structured teaching. It also explains each component in great detail and gives wonderful examples.
This information can be beneficial to educators, parents, extended family members and daycare employees.
45. Additional Websites http://www.unc.edu/~denson/6/autism.html
http://www.wcs.edu/bhs/parents/autism_newsletter.pdf
http://www.cec.sped.org/AM/Template.cfm?Section=Home&Template=/templates/CECHomePage.cfm
http://www.autismeducation.net/index.htm
http://www.teacch.com/
46. Useful Print Resources #1 Asperger Syndrome and Six Strategies for Success
Linn, A., & Myles, B.
This article defines Asperger’s Syndrome and provides six strategies to help address the student’s needs.
SODA (Stop, Observe, Deliberate, Act)
This information can be beneficial to educators, parents, extended family members, daycare employees, youth leaders and anyone who has contact with a person with an ASDs.
47. Useful Print Resources #2 Instructional Management Tips for Teachers of Students with Autism Spectrum Disorder (ASD)
Marks, Susan U., Shaw-Hegwer, Jennifer, Schrader, Carl, Longaker, Tricia, Peters, Iris, Powers, Fran, Levine, Mark
This article outlines some instructional management techniques for general education teachers of children with ASD (mainly Asperger’s). It provides detailed descriptions and applicable ideas.
Although others may benefit from reading, this article is best suited for educators.
48. Useful Print Resources #3 Provide Structure for Children With Learning and Behavior Problems
Swanson, Terri C.
This article provides some great examples of how to use the environment, schedules, activities, routines and choices to help children with ASD be successful.
Although others may benefit from reading, this article is best suited for educators.
49. Conclusion Children with ASDs have…
a broad range of characteristics and levels of functioning
the right to an appropriate public education
the ability to be successful with the correct support
50. References #1 Autism: Models and Classroom Instruction: Intervention Models: The Picture Exchange Communication System (PECS). EMSTAC. Retrieved February 20, 2008 from http://www.emstac.org/registered/topics/autism/models/pecs.htm
Autism Spectrum Disorders Overview. (2007, February 9). Centers for Disease Control and Prevention. Retrieved February 23, 2008 from http://www.cdc.gov/ncbddd/autism/overview.htm
Daily, Melissa. (2005). Inclusion of Students with Autism Spectrum Disorders. New Horizons for Learning. Retrieved February 20, 2008 from http://www.newhorizons.org/spneeds/autism/daily.htm
51. References #2 Doyle, Barbara T. (2003). Red Flags for Classroom Teachers: Identifying Students Who May Have Features of an Autism Spectrum Disorder. New Horizons for Learning. Retrieved February 20, 2008 from http://www.newhorizons.org/spneeds/autism/doyle_identifying.htm
Grossmann, M.D., Rami. (2008). PDD/Autism: A Clear Practical Approach for the Parents. Childbrain. Retrieved February 20, 2008 from http://www.childbrain.com/pdd.shtml
Linn, A., & Myles, B. (2004, Fall). Asperger Syndrome and Six Strategies for Success. Beyond Behavior. Retrieved February 19, 2008, from Education Research Complete Database.
52. References #3 Marks, Susan U., Shaw-Hegwer, Jennifer, Schrader, Carl, Longaker, Tricia, Peters, Iris, Powers, Fran, Levine, Mark. (2003, March/April). Instructional Management Tips for Teachers of Students with Autism Spectrum Disorder (ASD). TEACHING Exceptional Children. 35(4), 50-54. Retrieved February 17, 2008, from Education Research Complete datebase.
Swanson, Terri C. (2005, January). Provide Structure for Children With Learning and Behavior Problems. Intervention in School & Clinic. (40)3, 182-187. Retrieved February 19, 2008, from Education Research Complete database.
Wallin, Jason M. (2004). Teaching Children with Autism: Visual Support: PECs. Retrieved February 24, 2008, from http://www.polyxo.com/visualsupport/pecs.html
53. References #4 Written by Susan Stokes under contract with CESA 7 and funded by a discretionary grant from the Wisconsin Department of Public Instruction. (n.d.) Structured Teaching: Strategies for Supporting Students with Autism? CESA #7. Retrieved February 24, 2008 from http://www.specialed.us/autism/structure/str10.htm