November 2012IDEA Partnership1 Autism Spectrum Disorders An Overview of Supports and Interventions Fundamentals for Educators and their Partners.

Slides:



Advertisements
Similar presentations
MACCRAY Special Education Work-Based Learning Program Helping Students Climb the Ladder of Career Success By: Elyse Hagen, LD/DCD Special Education Teacher.
Advertisements

Role of Occupational Therapy with Children and Youth in School-Based Practice.
Communication Strategies and Technology Solutions for Students with ASD Lyn Phoenix Assistive Technology Coordinator S.T.A.R.S. Program Amy Percassi,
Assistive Technology Definitions and the Law. Assistive Technology Devices Services Consideration.
AUTISM GUIDANCE DOCUMENT AND HOT TOPICS FOR ADMINISTRATORS JoDonna Burdoff Autism Outreach Coordinator WVDE/OSP.
Specific Language Impairment in the Regular Classroom
School-wide Positive Behavioral Interventions and Supports & Students with Autism Jointly developed by the above organizations with funding from the U.S.
Autism How does it relate to educators?. What is Autism? A neurological disorder A spectrum disorder including varying degrees Difficulties in social.
Omaha Public Schools Behavior Consultation Team Program Supporting Children with Challenging Behaviors Kylee Starmer – Behavior Consultant Omaha Public.
Regional Autism Advisory Council of Southwest Ohio (RAAC-SWO) RAAC Training Committee 2011 The Basics of Autism Spectrum Disorders Training Series.
Understanding Autism Spectrum Disorder Presented by: Shawnee Mission School District Autism Specialists.
Copyright © 2007 Allyn & Bacon Chapter 12 Autistic Spectrum Disorder This multimedia product and its contents are protected under copyright law. The following.
Autism Spectrum Disorders (ASD) Characteristics April 2014IDEA Partnership1.
Community of Practice on Autism Spectrum Disorders Shawn Henry Jill Hudson.
© 2009 The McGraw-Hill Companies, Inc. Students with Autism Spectrum Disorders Chapter 11.
The Illinois Autism Training and Technical Assistance Project Kathy Gould, Project Director IATTAP Lombard State Office 1590.
Children with Autism Spectrum Disorders Chapter 8.
Celebrating Effective Partnerships The Early Intervention Autism Spectrum Disorder Project in Action.
HENRICO COUNTY AND AUTISM CENTER FOR EXCELLENCE PARTNERSHIP.
Goose Creek CISD Special Education Districtwide Staff Development Conference February 15, 2013.
Autism By Rossana Chimenian 3/11/13 EDSP 440: Instructional Methods for Students With Disabilities Professor: John Alberty.
Determining Interventions
Christopher Johnston Asperger’s Syndrome. Definition Asperger’s Syndrome (AS) is a developmental disability that is defined by impairments in social relationships,
Understanding Students with Autism Spectrum Disorders ESE 380 March 24/26, 2009.
AUTISM SPECTRUM DISORDERS (ASD) A range of pervasive developmental disorders, with onset in childhood, that adversely affect a pupil's functioning and.
The Basics of Autism Spectrum Disorders Training Series Regional Autism Advisory Council of Southwest Ohio (RAAC-SWO) RAAC Training Committee 2011.
Autism By: Hilary Pickinpaugh
Assessment for ASD Eligibility Determination April 2014IDEA Partnership1.
Building Buddies with a Bee Bop MEETING THE NEEDS OF THE YOUNG CHILD WITH AUTISM THROUGH MUSIC.
Schoolwide Social Emotional Learning November 2012IDEA Partnership1.
Assessment for ASD Programming November 2012IDEA Partnership1.
Successful Transitions: Infusing Visual Structure Kari Adkins The Classroom Connection.
Department of Elementary and Secondary Education Overview of our activities re: students with autism.
Chapter 7 Autism Spectrum Disorders
Let’s build upon our introduction to visual supports. During this lesson we will review why it important to organize the environment and build systematic.
Common Instructional Practices for Students on the Autism Spectrum Lorien Quirk, M.Ed., BCBA Behaviorist Program Manager Mt. Diablo Unified School District,
SPECIAL EDUCATION 101 FEBRUARY 5, 2014 SARAH TRUSTY AND AMANDA DAVIDSON.
1 The Paraprofessional In The Classroom: The Paraprofessional In The Classroom: A Partner in the Achievement of All Students.
Fostering Independence: A Team Approach. Maximum independence High Support.
A Child with an Autism Spectrum Disorder ECEA Disability Category, Definition and Eligibility Criteria CDE Eligibility Training Slides March 2013.
Functional Behavioral Assessment: Relevance for ASD November 2012IDEA Partnership1.
Special Educational Needs and Disability in our school
Entering Procedures 1. Greet a presenter (or two!) with a handshake or high five. 2. Find a comfortable place to sit. 3. Enjoy each other’s company! 4.
Autism Spectrum Disorders. I.D.E.A. Definition of Autism Spectrum Disorders A developmental disability significantly affecting verbal and nonverbal communication.
Autism Eligibility Criteria Changes
Autism Spectrum Disorder and Collaboration in the Classroom.
Asperger’s Syndrome & the Classroom ASPERGER’S VIDEO LARRY SCOTT Ken-Ton School District
Autism Spectrum Disorder JEAPARDY GAME JEAPARDY GAME Can you put the pieces together ?
A Brief History of Autism  Identified and named in 1943 by Dr. Leo Kanner, a psychologist who described a group of 11 children “whose condition differs.
ELEMENTARY TEACHING ASSISTANT TRAINING Supports for Students with ASD.
An Introduction to Teaching Music to Children with Special Needs Ryan Hourigan Ph. D. Ball State University.
Instructional Support Team (IST) By Kelli Reisinger Unit 13 Presentation.
The IEP: Drafting the IEP (Steps 1, 2, 3, and 4) Southwest Ohio Special Education Regional Resource Center Tuesday, November 7, 2006.
Working with The Individual Student Module Seven.
IDEA 1990 P.L Impact of IDEA 1990 EAHCA 1975 is renamed New categories are added Transition Services are required Related Services are redefined.
The Structured Classroom Series Classroom Scheduling & Student Schedules Mini-Session.
6. Parent/family training and support provided by qualified personnel with experience in Autism Spectrum Disorders (ASD) that, for example - A. provides.
Children need people who not only care, but truly understand them …
Presented by Amy Chagoya, Sarah Gibson, Boksoon Melvin and Anavelia Ponce.
Concepts and strategies must be taught to children explicitly by using visuals, especially the child with Autism Spectrum Disorder.
AUTISM SUPPORT TRAINING
Special Education in the Gen Ed Classroom
Loudoun Autism Summit October 19, YearNumber , , ,136 3.
Julie Mullis Clinical Lead Specialist Speech & Language Therapist (ASD) Cardiff & Vale UHB Flying Start Conference 15/1/16.
Autism Spectrum Disorder Jennifer Hine Erin Pennington Sara Hornback.
Services for Individuals with Autism Spectrum Disorder – Minnesota’s New Benefit Age and Disabilities Odyssey Conference June 17, 2013.
Digital Teaching Resource
Presented by ALEX THOME
Loretta Garcia TAP Coordinator TAP Hotline
Presentation transcript:

November 2012IDEA Partnership1 Autism Spectrum Disorders An Overview of Supports and Interventions Fundamentals for Educators and their Partners

Development Team The following organizations participated in the development of this presentation: American Association of School Administrators (AASA) American Occupational Therapists Association (AOTA) Autism Society Autism Society of Wisconsin Autism Training Center, Marshall University Council of Administrators of Special Education (CASE) Easter Seals Festiva Educativa Geneva Centre Illinois Autism Training and Technical Assistance Center Kansas Instructional Support Center Long Island Families Together November 2012IDEA Partnership2

Development Team (cont.) Minnesota Department of Education National Associations of Pupil Service Administrators (NAPSA) National Association of School Psychologists (NASP) Network of Autism Training and Technical Assistance Programs National Education Association (NEA) National Professional Development Center Ohio Center for Autism and Low Incidence (OCALI) Southwest Autism Research and Resource Center Technical Assistance Coordination Center (TACC) Vocational Evaluation and Career Assessment Professionals Association (VECAP) 3 IDEA Partnership November 2012

IDEA Partnership 4 "Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child's educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. 34 CFR Section (c)(1)(i-iii) ASD Definition IDEA 04

Behavior is Communication The IEP Team must consider, in the case of a child whose behavior impedes the child’s learning or that of others, the use of positive behavior interventions and supports, and other strategies, to address that behavior. 34 CFR Section November 2012 IDEA Partnership 5

This Overview Includes a Brief Discussion of: Classroom routines Visual instructions, rules, and schedules Sensory and emotional regulation supports Transition supports Structured environment November 2012 IDEA Partnership 6

November 2012 IDEA Partnership 7 Establish routines for all tasks in the classroom  Write them down  Videotape them  Take still pictures of the routines Classroom Routines

Routines That Need to Be Directly Taught How to ask for help When and what to throw away and where How to obtain school supplies when the student forgets to bring them How and when to hand in work How to pass out papers How to organize materials so that they are accessible in desk, locker, backpack, cubby How to make up missed work How to line up for lunch, recess, music, etc … How to walk down the hall with other students November 2012 IDEA Partnership 8

PENCIL SHARPENING ROUTINE 1.Wait until students are quietly working independently or in small groups or until there is a break between classes or activities. 2.Bring your pencil to the pencil sharpener. If you have two pencils to be sharpened, bring them both. 3.Without talking to your neighbor, sharpen each pencil. 4.Quietly return to your desk. If you do not have a working pencil and need one immediately, always request permission to sharpen your pencil. The Picture Communication Symbols ©1981–2009 by Mayer-Johnson LLC. All Rights Reserved Worldwide. Used with permission. Boardmaker® is a trademark of Mayer-Johnson LLC. Henry (2005)

Visual Instructions, Rules, and Schedules Ensure that information you want the student to know is presented using at least one of the following methods, according to the appropriate communication level of the child:  Written words  Pictures  Photographs  Line drawings  Icons 10 IDEA Partnership November 2012

The Picture Communication Symbols ©1981–2009 by Mayer-Johnson LLC. All Rights Reserved Worldwide. Used with permission. Boardmaker® is a trademark of Mayer-Johnson LLC. Henry (2005)

The Picture Communication Symbols ©1981–2009 by Mayer-Johnson LLC. All Rights Reserved Worldwide. Used with permission. Boardmaker® is a trademark of Mayer-Johnson LLC. Henry (2005) Chou, 2009

Sensory and Emotional Regulation Supports Decrease stress Change level of alertness Increases engagement Influences all aspects on life 13 IDEA Partnership November 2012

The Picture Communication Symbols ©1981–2009 by Mayer-Johnson LLC. All Rights Reserved Worldwide. Used with permission. Boardmaker® is a trademark of Mayer-Johnson LLC. Henry, 2005

Buron, K. D. (2006). When my worries get too big. Shawnee Mission, KS: AAPC. Used with permission.

Buron, K. D. (2008). Check in poster. Shawnee Mission, KS: AAPC. Used with permission.

Transition Supports Communicate what will occur next Decrease anxiety Decrease transition time Increase ability to shift Increase engagement 17 IDEA Partnership November 2012

Sample Transition Supports Provide transition reminder  1, 2, 3, 4, 5 countdown  Use a visual timer Allows the student to see time passing visually Teaches the concept of time Time Timer LLC (2008). Time timer. Cincinnati, OH: Author.

The Picture Communication Symbols ©1981–2009 by Mayer-Johnson LLC. All Rights Reserved Worldwide. Used with permission. Boardmaker® is a trademark of Mayer-Johnson LLC.

Structured Environment Increases independence Decreases anxiety Aids in transition 20 IDEA Partnership November 2012

The Picture Communication Symbols ©1981–2009 by Mayer-Johnson LLC. All Rights Reserved Worldwide. Used with permission. Boardmaker® is a trademark of Mayer-Johnson LLC.

In Summary Communication supports are necessary for all individuals on the autism spectrum. Behavior is communication—what is the person communicating through their behavior? Learning for individuals on the autism spectrum is enhanced through visuals, structure and routines throughout their day and across all environments. Sensory and emotional regulation supports enable the individual to to available for learning. November 2012 IDEA Partnership 25

November 2012 IDEA Partnership 26 Reflections! Questions? Discussion.