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Practical Strategies for Working with Students with Asperger Syndrome and High-Functioning Autism

Practical Strategies for Working with Students with Asperger Syndrome and High-Functioning Autism. PEERS Group. Group Members. Nancy Ruhe Ellen Williams Ann Kenny Karen Walker Beth Stoller Kelly Spangler Bev Bertwell Kelly Snyder Don Manz Nancy Wehrkamp

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Practical Strategies for Working with Students with Asperger Syndrome and High-Functioning Autism

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  1. Practical Strategies for Working with Students with Asperger Syndrome and High-Functioning Autism PEERS Group

  2. Group Members Nancy Ruhe Ellen Williams Ann Kenny Karen Walker Beth Stoller Kelly Spangler Bev Bertwell Kelly Snyder Don Manz Nancy Wehrkamp Pat Stevenson Rita Schmidt Staci Sonnenberg Tracy Gunderman Susan Crosslan

  3. Purpose • Gain an understanding of Autism and Asperger Syndrome. • Develop an increased sensitivity to needs of students with Autism and Asperger Syndrome. • Learn strategies that will support students with Autism and Asperger.

  4. PEVS Students with Autism Spectrum Disorders Variety of Settings • Preschool • Full Time Autism Classroom • Support from Autism Classroom • Support from Special Education Classroom • Home Instruction

  5. Kathy Morris • Audio seminar. • Teacher and program supervisor for students with special needs. • Parent of two autistic sons.

  6. May have any combination of behaviors in varying degrees. Difficulty expressing needs Repeating words or phrases Characteristics of Autism

  7. Characteristics of Autism May have any combination of behaviors in varying degrees. • Preference to be alone. • Frequent tantrums. • Not wanting to cuddle or be cuddled.

  8. Characteristics of Autism May have any combination of behaviors in varying degrees. • Little or no eye contact • No real fears of danger

  9. Characteristics of Autism May have any combination of behaviors in varying degrees • Non-responsive to verbal cues • Obsessive • Resistance to change attachment to objects

  10. “Lens of Interpretation” Student action: Inattentive Teacher thinks: Daydreaming What is actually happening: Does not understand what to do and/or where to start Student action: Ask same question over and over Teacher thinks: Is using attention getting behavior What is actually happening: Difficulty understanding and is confused

  11. “Lens of Interpretation” Student action: Speaks out in class Teacher thinks: Is using attention getting behavior What is actually happening: Feels threatened by teasing or other discomfort Student action: Does not bring homework to school even though it is done Teacher thinks: He/She is irresponsible What is actually happening: Does not know where to put the homework

  12. Daily Schedules For the Autism Spectrum Disorder

  13. Why use a schedule? 1. To help with sequential memory and organization of time. 2. Help the child understand what is expected of them. 3. Lessen the anxiety level of the child, thus reducing behaviors. 4. Assist the student in transitioning independently between activities and environments. 5. Are based on a first-then strategy, as in first you do ___, then you do ____. 6. Can increase a student’s motivation to complete less desired activities by strategically alternating more preferred with less preferred activities.

  14. Types of Schedules Schedules may be made with: 1. Objects 2. Photographs 3. Picture symbols 4. Written list of tasks.

  15. Examplesof Schedulesused at PEVS

  16. Picture Symbol Schedule

  17. Written List of Tasks

  18. Allow for a change in schedule. Have a predictable way that will let the student know that there is a change in the normal schedule. One way might be to have the words “Sometimes the schedule changes” at the bottom of a written schedule.

  19. Parenting Students with Autism Spectrum Disorders

  20. Wings If I could Wings I would give you wings Little wings To lift you way up in the air Wings in the wink of an eye And you could find the rainbow’s end Soon your little wings will be ‘Cause wings would get you there. Big enough to fly If I could If I could I would give you wings I would give you wings To carry you out of the storm To lighten your heart through the years They’d take you higher than the wind They’d flutter soft around you then And you’d be save and warm. And dry up all your tears.

  21. Parent Panel

  22. IVDL Equipment Oakwood team viewed from Paulding Members participate at Oakwood

  23. Final Presentation Nancy Wehrkamp presents Audience at Oakwood

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