Why We Do What We Do!

 Pervasive Developmental Disorder  Autism Spectrum Disorder

 According to the American Psychiatric Association (APA):  Severe qualitative impairment in: Reciprocal interaction (i.e., doesn’t have intuitive ability to socialize) Verbal and nonverbal communication  Restricted range of activities and interests

 Sleep and feeding problems  Difficult to comfort  Not interested in people  Fascination with sensory experiences  Doesn’t imitate parents or seek their reassurance/approval  Poor eye contact

 Communication delays (speech and gestures)  Delays in self-care skills (e.g., toilet training)  Unusual reactions to sensory experiences  Problems with play, learning, emotion management, and/or behavior  General developmental delay or other medical problems

 Most children with autism show signs in first 18 months  20%-40% have “regressive” or “late-onset” autism  develop normally for first year or two, then lose speech, become self-absorbed  By age 3, the two types are indistinguishable

 5 characteristics or dimensions of autism  Social  Communication  Cognitive  Interests  Sensory  Each has a range, or “spectrum,” of expression

Aloof, avoids social interaction Passive, tolerates social interaction “Active but odd” Classic autismAsperger’s “Active but odd”, expresses interest in social interaction (especially with adults) in idiosyncratic or immature ways

No spoken language Limited speech (may require prompts); echolalia Significant pragmatic difficulties Remarkable verbal fluency, but unable to recognize others’ lack of interest Classic autismAsperger’s

Profound learning problems; focused on sensory qualities of objects Unusual learning style w/ relatively advanced skills in engineering-type areas (e.g., jigsaw puzzles or technical drawing) Average to precocious academic abilities; may have poor organizational skills Classic autismAsperger’s

10% of children with autism develop specific “splinter skills” far beyond their overall level of development

Preoccupation with parts of objects; spinning wheels; flipping switches Focus on collecting/hoarding objects. Focus on acquiring and remembering facts about a specific topic Classic autismAsperger’s

Extreme sensitivity to smells, noises, bright lights, etc. Lack of visible response to some sensory experiences, including pain or cold Preoccupation with sensory experiences

 Relative strength/preference for processing visual information (as compared to auditory)  Heightened attention to detail, but difficulty understanding big picture (“deficit in central coherence)  Difficulty combining or integrating ideas

 Difficulty with attention (very distractible or difficulty shifting attention)  Communication problems  Social use of language (pragmatics)  Correct word usage (semantics)  Nonverbal communication  Abstract or nuanced language  Development of vocabulary and grammar (except in Asperger Syndrome/HFA)

 Difficulty with concepts of time  Tendency to be attached to routines  Very strong interests and impulses to engage in favored activities  Marked sensory preferences and aversions

 Core Materials  Instructional Strategies  Visual & Physical Structure  Individual & Classroom Schedules  Individual Communication Systems  Classroom Management  Required Record Keeping

 Select three characteristics of autism  How are each of those characteristics addressed by at least two of the following standards?  Instructional Strategies  Visual & Physical Structure  Individual & Classroom Schedules  Individual Communication Systems

 Students with autism Spectrum disorders (ASDs) tend to be disorganized or otherwise ineffective in their approach to many materials and activities  Therefore, they need external organizational support in order to be meaningfully engaged in learning

 Teacher or caregiver decides  What the learning activities will be  Where they will take place  How long they will last  What visual information to use  These decisions are based on individual the student’s needs  Not based on convenience or preferences

1. Teach the student with ASDs as many skills as possible, given his developmental level 2. Provide an environment that is as comprehensible as possible, so the student can understand the expectations and opportunities around him

 All settings, including  Home  Schools  Work sites  Therapy sessions  Recreational activities  Community settings

 For every new activity, there should be individualized visual information and physical organization of the environment that answer 5 questions for the learner:  Where should I be?  What work or activity will I do?  How much work will I do?/How long will it last?  How will I know that I am making progress and when I have finished?  What will I do next?

 Use schedules of activities that are  Visual  Accurate  Individualized  Flexible (need to be able to change them as circumstances change)  At earliest level, hand student objects indicating “what’s next”  Cup means snack time  Roll of toilet paper means bathroom time  At later levels, direct student to check his schedule

 Have a designated spot for student to sit or stand (chair, carpet square, etc.)  For students who wander or pace, define space with screens, large pieces of furniture, etc.  For more advanced learners, use assigned seats, daily schedules with room numbers, map of school w/routes

 Student should be able to see what he is supposed to do, and for how long  Always supplement spoken directions with visual or physical cues

 Keep materials organized with  Baskets  File folders  Clear containers  Velcro and tape  Clips

 If answer is based on “how much” or “how many” student gets done, the materials should be organized in way that makes it obvious  Block-sorting task is done when all the supplied blocks have been put through the holes  Written assignment is done when the work sheet is completed and put in the “finished” pocket of the file folder

 If answer is based on “how long,” have visual system to countdown time  Hour glass  Timer  Visual symbol system (e.g., teacher takes away one clothes pin every minute)

 Teach students to engage in an acceptable activity in a designated spot until it’s time for next activity  If student doesn’t pick up on this routine quickly, you may have to put an object or symbol at the physical end of each set of work materials to show him what to do next

 Structured Teaching and environmental supports facilitate understanding, learning, and adaptive functioning at all developmental levels

 Not optional  Must be collected weekly  IEP objectives updated each six weeks  Base updates on actual data  What is meant by 2CY?  Can be viewed by parent  Keep it simple  Choice: Review 360 entered weekly and completely, or Review IPD form

 In your group make a list of five reasons that data is important  Then list three reasons why teachers may be resistant to collecting data

 It is fast once you have registered all of your students  Graphs can be used to report progress or lack of progress to parents  When we start to nag about Regression/Recoupment data, you don’t have to send us anything!

 Teaching a communication system  Maintaining accurate data & documentation  Communicating with the parents/guardians

 In your groups  Make a list of your challenges as a teacher  Choose at least two challenges and suggest possible, reasonable solutions  Group discussion  What are your strengths as a special education teacher?  How do your strengths help your students make progress?

 Behavior vs. Personal Social Development – what should be the goal area?  Regression/Recoupment data vs. ESY Objectives