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Our Personal Perceptions. Our impact on Students with Autism Spectrum Disorder. &. Things to think about…. …And to reflect upon. Why have a philosophy for how we think about behavior?. How we think about the behavior determines how we feel about it.

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Our personal perceptions
Our Personal Perceptions

Our impact on Students with Autism Spectrum Disorder

&


Our personal perceptions

Things to think about…

…And to reflect upon.


Why have a philosophy for how we think about behavior
Why have a philosophy for how we think about behavior?

  • How we think about the behavior determines how we feel about it.

  • How we feel about it determines how we respond to it (what we do).

  • Our thinking is compromised when faced with stressful situations.

  • A well thought out and understood philosophy can prevent reactive and ineffective responses.


Think of a person you work with
Think of a person you work with.

  • On your worksheet, answer questions 1 – 4.

  • You will be thinking about this person as this session progresses.


Personal perceptions
Personal Perceptions

  • What are my beliefs about students with ASD and their skills?

    How do my beliefs and perceptions impact my interactions, teaching, and expectations?


Gentle teaching a philosophy for working with aggressive students based on relationship building

Gentle TeachingA Philosophy for Working with Aggressive Students based on Relationship building


Some of the ways asd effects a person s behavior
Some of the ways ASD effects a person’s behavior?

  • Inflexible thinking

  • Thinking may not appear “logical”

  • Little thinking happens when stressed

  • Low tolerance for frustration

  • Little attention to the reactions of others


Our personal perceptions

All educational transactions with these students should be with your affect turned off. Use logic.Hans Asperger


Our personal perceptions

Your PERCEPTIONS impact with your affect turned off. Use logic.:

How you TREAT

behavior (kids) and

subsequently what,

and how you TEACH

(kids)…


How we talk about behavior can determine how we think about it
How we talk about behavior can determine how we think about it

  • Oppositional

  • Bad

  • Manipulative

  • Selfish

  • Aggressive


Think about the disorder and its impact on the person s functioning
Think about the disorder and its impact on the person’s functioning

  • Rigid

  • Inflexible

  • Anxious

  • Desperate

  • Clueless



What does the frontal lobe do
What does the frontal lobe do? functioning

  • Staying calm when frustrated

  • Anticipates problems

  • Generates alternative solutions

  • Takes another person’s perspective

  • Sees the “big picture”

  • Interprets the behavior of others



Our personal perceptions

Everytime we express our anger, we give our students a lesson in anger management.From…AVolcano in My Tummy by Whitthouse and Pudney


Gentle teaching is a philosophy involving how we think about challenging behavior
GENTLE TEACHING IS A PHILOSOPHY INVOLVING HOW WE THINK ABOUT lesson in anger management.CHALLENGING BEHAVIOR.


Gentle teaching strategies
Gentle Teaching Strategies lesson in anger management.

  • Adults take the lead in establishing relationships. Relationships become a goal.

  • Balance our interactions so that we are interacting socially more often than making demands.

  • Do not personalize student behavior

  • Beware of your face, voice tone, and body language (send messages of calm and respect)


Our personal perceptions

The Goal of Gentle Teaching: lesson in anger management.to establish mutually valuing relationships between students and teacher.To increase the amount of time spent in positive interaction.


Our personal perceptions

Your final goal: lesson in anger management.A full belly laugh!Create addictionsto peopleIncrease amount of time spent in positive participation


What is teacher posture
What is Teacher Posture? lesson in anger management.

Our personal set of attitudes, values and beliefs that define and direct our judgment and actions that we apply to any given circumstance.

Our nonverbal messages


Why do they do that
Why Do they Do that? lesson in anger management.

  • Dangerous, excessive and impulsive behaviors are the product of the individual’s inability to:

    • interpret their environment

    • modulate their anxiety and arousal level

    • communicate their wants and needs effectively

DO YOU BELIEVE THESE STATEMENTS

APPLY TO THE STUDENT YOU LISTED?


Common obstacles for students related to having limited social skills
Common Obstacles for Students Related to Having Limited Social Skills

  • Poor skills for developing positive social relationships

  • The students have often found little success or value in relationships with teachers

  • If the physical presence of an adult signals only demand, the student will not seek you out, there is no motivation to work with you.

DO YOU BELIEVE THESE STATEMENTS

APPLY TO THE STUDENT YOU LISTED?


Lacking emotional regulation skills means
Lacking Emotional Regulation Skills Means: Social Skills

  • Unable to separate one’s emotional response from the thinking one must perform to solve the problem

  • Unable to calm oneself in order to think more clearly

  • Experience and practice can help (think airport)

DO YOU BELIEVE THESE STATEMENTS APPLY TO

THE STUDENT YOU LISTED?


Some skills needed to respond to life s challenges adaptively directly related to autism
Some skills needed to respond to life’s challenges adaptively directly related to autism

  • Handle transitions

  • Problem solving skills

  • Managing emotional responses

  • Understanding expectations

  • Flexible thinking

  • Social skills

  • Getting attention

  • Understanding other’s perspectives

  • Appreciating how one’s behavior impacts others

  • Read nonverbal language


Teaching lagging social skills
Teaching “lagging social skills” adaptively directly related to autism

  • Avoid reacting to negative behavior

  • Seek out the message in the behavior

  • Setting up the environment for success

  • Take the lead in relationship building

DO YOU BELIEVE THESE STATEMENTS

APPLY TO TEACHING THE STUDENT YOU LISTED?


Students with asd
Students with ASD… adaptively directly related to autism

Need the teachers with the very best teaching skills.

Social skills instruction requires good teaching strategies just like any other skill we teach.


Reframing activity building relationships and creating supportive environments
Reframing Activity adaptively directly related to autismBuilding Relationships and Creating Supportive Environments

How we think about a problem determines how we feel about it


What to teach
What to Teach? adaptively directly related to autism

  • Do they run? Teach where to run to.

  • Do they love music? Use the love of music to motivate learning (avoid the “reward” or “earn” cycle)

  • Does he hit to say hi? Teach greetings and Practice


What to teach1
What to Teach? adaptively directly related to autism

  • Focus teaching student skills that they can actually use.

    Teaching social skills is not just reducing negative behavior but rather building skills that the student views as useful.

    Do the skills match the student’s identified needs?


What to teach2
What to teach? adaptively directly related to autism

  • Absent skills - no clue (often requires 1:1)

  • Emerging skills - developing, sometimes present (Focus here – could be practiced in group)

  • Independent skills - Can consistently do on own; initiates (group practice and independent work


Back to the worksheet
BACK TO THE WORKSHEET adaptively directly related to autism

Please answer questions 5 - 9.


Discussion
Discussion adaptively directly related to autism

  • What is the importance of understanding whether a skills is absent, emerging or independent?

  • How do the terms “shaping” and “task analysis” relate to this issue?

  • A lack of social skills = a learning disability. Yes?


Hans asperger s word on relationship
Hans Asperger’s word on relationship adaptively directly related to autism

“These children 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.”


Our personal perceptions

Questions? adaptively directly related to autism