Looking at ASD Differently

1. Looking at ASD Differently

2. Looking at ASD Differently Using the ASD WITH the student rather than against the student

3. Goals for Students with ASD • Socialization Skills • Independent Skills

4. Looking at ASD Differently • Respect for what has happened in the past… • While implementing what must happen in the future!

5. How To Use The ASD with the Student and Not Against Them? • Pairing/Making Associations • Visual Continuity • Verbal Fascinations • Preferred Activities • Sensory Preoccupations • Ordering/Re-ordering • Transition Issues Utilize the Inclinations they are Predisposed to their Advantage

6. Pairing/Making Associations • ABA: Science of applying behavioral principles to changing behavior…. • ABC: Learning Paradigm • Pairing / Making Associations: Foundation of ABA / ABC minus the psychobabble.. 

7. Making Associations – Right or Wrong

8. Pairing/Making Associations • Determine the behavior • Pair a material or place with the behavior • Practice the pairing until the association is made • Once the association is made reduce the size of the material or the opportunity to have access to the place where the behavior can occur

9. Examples of Pairing • Tehran – Loud Noises • Terrance – Spitting • Break Card

10. Pairing/Making Associations • Behavior • Material or Area • Practice – Breakdown occurs here • Modify

11. Break Card BREAK

12. Pairing/Making AssociationsUsability – Customize to Create Utilization • Chris – Break Card – Loved Football PASS PASS

13. PairingTerrance - Spitting • Search for Desirable Surface • Determine the Desirable Surface • Flood the Environment • Practice the Association • Association is Made • Modify

14. Sets the Stage… For What is Coming Next

15. Life, Animated Quote “He has no sense of “supposed tos” because he can’t read all those looks, expressions of favor or disfavor, the ripple in the crowd, borne within each passing moment that builds into life. That means he doesn’t know what you’re supposed to do in the library – as opposed to a playground – or what movies most eight-year olds are watching… Owen is driven, shaped, and guided by what bubbles up, often quite mysteriously, from within. There are plenty of self-directed urges in everyone. It’s just that our impulse instantly slams against our lightening-fast assessment of context. The atmospheric zone created by that collision is Behavior”.

16. Visual Structure • Facial Hair – Jerrod • Gym Shirt – Adam

17. ADAM YOU DO HAVE GYM TODAY YOU WILL HAVE TO WEAR THE GYM SHIRT

18. Appropriately Supported - Individualized Visual Strategies • The visual strategies should bridge the barriers that are preventing the student with ASD from functioning independently within the general education setting • The visual strategies should be utilized in every setting the student is expected to transition from P.E. to assemblies

19. Using the Visual Environment to Create Opportunities – Awakenings - TEACCH • Creating Patterns that connect for a person with ASD • Organization of an environment leads to independence • Independence leads to less behavior • Visual Organization strategies prevent the staff from making assumptions about what the students need or want

20. Visual Strategies Development 1. Left/Right Orientation 2. Top/Bottom Orientation 3. Color Coded Schedule to Visually Orient to Environment 4. Pencil/Paper Skills to Visually Orient to Environment 5. Preferred Activities to Associate Student with Schedule

21. Visual Strategy Development Visual Schedule Utilizing Student’s Strengths Utilize Students Predisposition to Develop Visual Strategies Impose Visual Structure on Environment Need for Order/Predictability Visual Sequence of Expectations Color Coding /Preferred Activities to Attach to the schedule Visual Sequencing Promotes Student Interaction with Schedule Schedule must be Mobile using Clipboards or Folders Impose Changes in Routines through Visual Schedule Creates Student Independence within any Environment Independence Prevents Behavior in Students

22. Jack - Morning Routines – Fonts Didn’t Work

23. Which Part Important - Color Coding, Sequence of Activities, Order Font Name • Font Name – Order of Font on Computer • Ariel Unicode MS • Agency FB • Algerian • Arial • Arial Black • Arial Narrow • Arial Rounded MT Bold • Baskerville Old Face • Bauhaus 93

24. Jack - Morning Routines – Fonts Did Work Wake Up Bathroom Shower Dry Yourself Shave Put on Underwear Put on Socks Put on Shirt Put on Pants

25. DifferentFontsColoredCoded to Promote Interaction with Schedule – Not Enough Strategy - Not Bad – Didn’t Work Don’t Abandon Strategy – Modify Until Works Experimental Approach – Problem Solving Focus What is Important About the Fonts - Order

26. Universal No Strategy on a Telephone – Can’t Pretend to Talk on Phone at that Time Strategy - Not Bad – Didn’t Work Don’t Abandon Strategy – Enhance It See Person Talking on Phone

27. Not If… Where and When

28. Visual Structure Visual Strategies • Max – Staff Identification Badge • Jacob – Going Home

29. Staff Identification Badge • Misunderstanding • Response to Behavior • Purpose and Intent (FUNCTION)

32. Functions of Visual Strategies • Use as a clock • Use for organization • Use for transition • Use for redirection • Use to manage crisis or a change in routine • Use to create visual rules about situation • Structure for new or complex environments • Clothing for different activities • Organization of complex task • Use for revisualization (Beyond Fat 06)

33. There is more to Visual Strategies and Supports than just a Visual Schedule Think Beyond the Visual Schedule

34. Visual Structure Visual Strategies

35. Whenever a Student with ASD is Struggling…Stop Talking… Think Visual Strategies and Supports

37. The Solution Is… In The Problem

38. Addressing Hygiene Issues… Using High Interest Area

39. Student Going to Do It… Staff Must Find Where and When the Student Can Do It

40. Verbal Fascinations • What it looks like: Students who are ‘high verbal’….. • Typical response: Frustration or Discipline • Enlightened response:

41. Verbal Fascinations • Weather Station – Anthony • WRIF - Stump the Staff - Dan

42. Verbal Fascinations • Weather Station – Anthony • WRIF - Stump the Staff - Dan

43. Verbal Fascinations Duck Pond Rain Man • Mismatches in Communication • Non-Interactive • Find the Connection with the Person and Make it Work Toward the Goal

44. Verbal FascinationsThree Options • Manage through the use of visual strategies • Find a home for it • Manage Behaviors

45. Verbal FascinationsFind a Home for the Fascination • Ben – American Girl Doll • Robert – Roger Rabbit

46. Verbal FascinationsManage Behaviors • Robert – Police Academy 6 • Michael – Playbook • Toby – Sponge Bob

47. Verbal FascinationsManage Behavior • Michael – Playbook – Going to the Dance • The Play: Picking Up Your Date • The Play: Hanging Out at the Dance • The Play: Asking Someone to Dance • The Play: Physical Contact • The Play: After the Dance

48. Self Management SystemsElementary - Toby • 5th Grade Student with Asperger Syndrome • Work Completion Issues • Difficulty with Voice Tone • Perceived Verbal Aggression Toward Staff • Perceived Verbal Aggression Toward Students • Limited Support from Staff • Minimal Interactions with Peers

50. Sponge Bob, Squidward, and Plankton