STRATEGIES FOR INCLUDING STUDENTS WITH AUTISM

Objectives  Participants will gain knowledge about laws, background and best practice for inclusion of students with autism  Participants will gain knowledge of characteristics/differences specific to individuals with autism spectrum disorder (ASD)  Participants will identify specific challenges for individuals with ASD in the general education setting and gain knowledge of the supports designed to increase their success in the general education setting  Participants will learn and implement educational and classroom best practices for students with ASD within in the general educational setting.

Agenda Inclusion- Purpose and best practice ASD Overview Break Possible Challenges in the general education classroom Now what- Strategies to Help support ASD Lunch Social Stories Putting it all together Real World Experience Make and Take

INCLUSION- THEORY AND BEST PRACTICES

Inclusion & IDEIA  IDEIA has a strong preference for educating students with disabilities in regular classes with appropriate aids and services  The general classroom MUST be the FIRST place considered  With the student in mind, educators must consider how supplementary aids, services and other supports can be used to ensure that the student can be educated in the general education classroom to the maximum extent appropriate

Components of Successful Inclusion  Educators in new roles  Effective support systems  Multi-level instruction  Team approach  Home-School partnerships  Focus on what children can do

Benefits of Inclusion for Students with Disabilities  Access to the rich core curriculum  Opportunities to participate in the life of the school community  Increase in communication and social interaction opportunities  Access to age-appropriate modes of behavior and communication skills  Opportunities to build a network of friends

Universal Structures that Support Inclusion  Classroom Design  Multi-level Instruction  Assistive Technology  Routines (transitions/schedules)  Positive Behavioral Supports  Opportunities for Choice  Visual Supports  Peer Support  Support Team  Communication  Home-School Connection  Focus on what the child can do  FLEXIBILITY/PATIENCE

ASD OVERVIEW WHAT YOU NEED TO KNOW PRE-ASSESSMENT LET’S SEE WHAT YOU KNOW

What Do I Need To Know? While individuals on the Autism Spectrum have similar characteristics, no two individuals with Autism Spectrum Disorders (ASD) will appear the same.

The Autism Umbrella

Characteristics Autism Spectrum Disorders  Social deficits  Restricted patterns of behaviors, interests and activities  Communication deficits  Sensory differences  Cognitive differences  Motor differences  Emotional vulnerability  Known medical or other biological factors

More specific about each  PDD-NOS- The diagnostic category of pervasive developmental disorders (PDD) refers to a group of disorders characterized by delays in the development of socialization and communication skills.  Childhood Disintegrative Disorder (CDD)- also known as Heller's syndrome, is a condition in which children develop normally until ages 2 to 4, but then demonstrate a severe loss of social, communication and other skills.  Rett’s Disorder (RTT) – Rett syndrome is a neurodevelopmenal disorder that affects girls almost exclusively. It is characterized by normal early growth and development followed by a slowing of development, loss of purposeful use of the hands, distinctive hand movements, slowed brain and head growth, problems with walking, seizures, and intellectual disability.

High Functioning Autism  Children who are autistic by definition yet are able to communicate  May not have overly severe social impairments  IQ ratings are near normal, normal or even high

Asperger Syndrome  Normal language development  Very literal, speak beyond their maturity level, have difficulty with comprehension and abstract reasoning  Difficulty with social situations and unstructured time  Sensory difficulties  Motor functioning issues  Organization issues

Prevalence and Causes  1 in 110  Male to female ratio 4:1  Genetic  Brain structure  Environmental  Viral factots

WATCH?V=L2HIIVF5GJI

ASD AND CHALLENGES THAT OCCUR IN THE GENERAL EDUCATION CLASSROOM

Basic Challenges in the General Education Environment  Different academic levels  Transitions  Social issues  Communication issues (directions, interpretations)  Sensory needs  Self-Management

Characteristics That Impact Success in School- Cognition  Maturity  Rote memory  Problem solving skills  Generalization  Special interests

Characteristics That Impact Success in School- Communication and Social  Lack of communication system  Lack of interest in socialization  Echolalia present  Pronoun reversals  Perseveration/persistent questioning  Lack of understanding that non-verbal cues such as facial expressions, gestures, proximity and eye contact convey meaning and attitudes  Difficulty using language to initiate or maintain a conversation

Characteristics That Impact Success School- Communication and Social

- Language and Socialization Issues continues  A tendency to interpret words and phrases concretely  Difficulty with realizing that other people’s perspective in conversation must be considered  Failure to understand the unstated rules or set of rules that everyone knows, that have not been directly taught  Lack of awareness that what you say to a person in one conversation may impact how they interact with you in the future

Characteristics That Impact Success in School- Sensory Awareness  The ability (or inability) to utilize the sensory information in an environment. -Smell, taste, touch, visual input, auditory, vestibular (balance), proprioception (body awareness)  Student can not self-regulate sensory needs.

Characteristics That Impact on Success in School- Behavior  Not teaching expectations explicitly  Anxiety and stress  Depression  Distractibility and inattention  External and internal tantrums and meltdowns

NOW WHAT? STRATEGIES TO SUPPORT ASD IN THE GENERAL EDUCATION CLASSROOM

Now What?  Consider student strengths  Structure and communication, sensory and behavioral supports  Academic supports

How Do I Provide Success? ASK ME  Accepting-need to understand the characteristics of the individual  Structured- activities and environment  Kind and Supportive- staff, peers, family  Motivating- enjoyable tasks or working for a preferred activity  Enriching- love to learn

Consistency and Clear Communication of Expectations  Communication of expectations is key  Teacher expectations must be translated into rules and routines that students understand  Often rules are posted, but expectations are inferred and vary from task to task  Individuals with ASD have difficulty integrating the social, cognitive, and communication domains, so regulating for different expectations is difficult for them.

Sensory Strategies  Sensory diet-a planned and scheduled activity program designed to meet a child’s specific sensory needs  Incorporates naturally occurring opportunities for children to get the sensory stimulation they need  Add sample of sensory diet

Sensory Activities  Load/unload chairs  Deliver materials  Set up equipment  Carry backpack  Push library cart  Rake, shovel, dig  Pull wagon  Crush Cans  Sharpen pencils *be sure to consult with occupational therapist

Behavior and Reinforcement  Natural reinforcers  Social reinforcers  Activity reinforcers  Tangible reinforcers  Token reinforcers

Choosing Reinforcers  Make sure the reinforcer is valued. Preferred and tailored to the child  Remember, what is reinforcing to one child may not be to another  Interest Inventory and preference assessment

Strategies…  Add visual cues to verbal directions  Use motivators  Get attention before giving direction  Accept approximations of desired behavior and shape  Use behavioral momentum  Leisure skills instruction  Token systems  Self-monitoring  Use of a ‘break card

More Strategies…  Social Stories  First…, Then…  Schedules  Verbal warnings  Timer  Natural cues  Give choices (limited)  Restate in simpler language  Pair with a buddy to help in transitions

LET’S GET REALLY SPECIFIC!

Specific Situations Problem Difficulty completing assignments Strategy Reduce total amount of work BUT select tasks that are needed to accomplish objectives Use of visual timer to define work times Assign easier tasks first Consider colored overlay for improving reading speed

Break Down Task  It is difficult for our students with Asperger’s to plan long term projects  You need to help break down task into achievable segments with definite start and finish dates.

Specific Situations Problem Short attention span Can’t regulate behavior Strategy Use of study carrel Sit close to teacher Adjust the time allotted for learning, completing assignments, testing, etc. Use routines/post schedule Differential reinforcement “chill out” space Provide choices

Specific Situations Problem Fine motor problems The lunchroom is “sensory overload” Strategy Allow use of computer Grade mechanics and content separately Assistive technology “Lunch Bunch” or “Circle of Friends” Scheduling Seating

Specific Situations Problem Not motivated Dealing with anxiety Strategy Use special interest or talent Token strip/contract *hint: be wary of response-cost! Self-monitoring Alternate preferred and non-preferred activities Provide breaks Pelf-calming statements “Chill out” space

Specific Situations Problem Navigating day/class Dealing with bullies Strategy Schedule posted in each class (visual) Peer mentor Self-advocacy skills (ex. ask for help, etc.) “Circle of Friends” Peer conferencing and support

Specific Situations Problem Difficulty regulating emotions Blurting out Strategy Reflective listening Chill out space (tickets) Talk tickets Journal for questions/comments

Specific Situations Problem Organization Following directions Strategy Color code subjects with folders Backpack checklist Diagram in desk Double check directions/post on board Oral directions to written directions w/pics

Token Systems Increase Compliance & Appropriate Behavior

Break Cards

First Then

Lunch  Back from lunch-  02V_8MvxCmQ

SOCIAL STORIES

SOCIAL STORY-- Perspective Sentences Perspective sentences describe the thoughts, feelings or mood of OTHER people. They talk about what is motivating other people to do what they do. You normally would not write about what your child is thinking or feeling because you don’t really know—unless of course, your child tells you. Examples: My teacher knows a lot about math. Some kids try to work hard so they can get a sticker. Lots of children like candy. These sentences give the story ‘heart’ and describe the emotional and cognitive part of a social situation. Add social story directions

SOCIAL STORY--Descriptive Sentences These are truthful, opinion-free, assumption-free statements of the facts. Descriptive sentences talk about: -Where it occurs -Who is involved -What they are doing -Why they are doing it i.e. Sometimes my mommy reads to me. Sometimes it snows in the winter. We usually go to Grandma’s house for Thanksgiving. Descriptive sentences form the backbone of your story. They are the sentences you’ll use the most. 5353

SOCIAL STORY-- Directive Sentences Directive Sentences identify a suggested response or a choice of responses to a situation. With a directive sentence you are gently directing the child’s behavior. These sentences are always stated positively—instead of “I will not hit,” you can say: “I will try to keep my hands in my pockets.” “I will try to sit in my chair.” “I could ask for a hug.” Directive sentences often begin with “I can try,” “I will work on” and “One thing I can do is…” You need to be careful here because if you say “I will..” you may make the child think he has to respond in a certain way—that there’s no other option or room for error. These kids can be very literal so you need to include some flexibility in your statements. Directive sentences often follow descriptive sentences—you’re sharing information about what is expected.

SOCIAL STORY-- Affirmative Sentences Affirmative sentences enhance meaning of surrounding sentences. They often stress an important point or refer to a rule or law. They reflect values or opinions of people in general, NOT specific people. You can use them to reassure a child: i.e. The toilet makes a loud noise when it flushes. This is okay. Most kids slide down the slide on their bottoms. This is a safe thing to do. In general, your story should have mostly descriptive, perspective and affirmative sentences and maybe 1 or 2 directives. The most common mistake is using too many directive sentences.

Basic Social Story Ratio 0-1 (Partial or Complete) Directive sentences=Basic Story 2-5 (Partial or Complete) Descriptive, Perspective, and/or affirmative sentences Ratio applies to the story as a whole. The story could begin with 7 descriptive sentences and close with 2 directive sentences.

5757

Social Stories—I DO! Blurting out in class When my teacher talks I need to be quiet and listen I should raise my hand and wait for the teacher to call on me to talk Sometimes the teacher may call on someone else If I call out the other kids can’t hear the teacher The teacher is happy when I wait my turn The teacher is happy when I raise my hand Good for me!!!!

We DO! We can write a story together. Let’s try one now!

You DO! Your turn! Use the information you have learned from examples, types of sentences and recommended ratio of sentences to create a social story for the behavior or scenario assigned to your group. Write the story on the paper. You may include illustrations (visuals).

Social Story reminders The first story should describe a skill or situation that is typically successful or problem-free. At least half of the stories developed for a child should bring attention to positive achievements. (purpose to acknowledge achievement)

WHY DOES MY TEACHER TELL ME WHAT TO DO? A SOCIAL STORY!

Sometimes my teacher needs to correct me when I am at school so she can help me learn something new.

My teacher is trying hard to teach me things that will help me grow up and make good choices. She wants what is best for me!

It can upset me sometimes when she is not happy with me or my choices but I need to remember that she cares about me and is trying to help.

When my teacher tells me something, I need to smile and say “o.k.”

If I do this my teacher will stay happy and we will have a great day together at school!!

Social Story Video

Putting It All Together

Planning meeting sheet

Real World Stories and Successes

Make and Take- Visual Supports