1. + Reaching Students with Autism Through the Arts: Implications for Inclusive Classrooms Ryan Hourigan Ph. D. Ball State University

2. + Overview for Today 1. What is autism? 2. Communication Challenges 3. Cognition Challenges 4. Break 5. Emotional Challenges 6. Sensory Challenges 7. Socialization Strategies 8. Conclusion and Questions

3. + Brief Overview of Diagnosis “Autism is a complex developmental disability that typically appears during the first three years of life and affects a person’s ability to communicate and interact with others.” More often in boys than girls. Autism Society of America, 2013

4. + Characteristics of Autism Challenges with the following: Communication Restrictive or Repetitive Behaviors Socialization Joint Attention Body Gestures or Facial Expressions

5. + Autism is a Spectrum Disorder Each individual is different. Use of the word “spectrum”

6. + Autism Spectrum Disorder (ASD) Autism Pervasive Developmental Disorder (not otherwise specified) Rett Syndrome Childhood Disintegrative Disorder Asperger Syndrome American Psychological Association 2013

7. + Twice Exceptional Intellectually Gifted and ASD

8. + Person-first Language Dignity and personhood

9. + Communication and Children with Autism Autism is characterized by severe disturbances in communication skills.

10. + Communication Areas of concern for students with ASD Receptive Language Expressive Language Cognitive Functioning

11. + Receptive Language Receptive language refers to the ability of a student to receive and process/decode information. Receptive Language

12. + Cognition (as it relates to communication and autism) Receive through sensory receptors (i.e. ears, eyes, etc.) Understand and Process Information Commit to Long Term Memory Express Understanding

13. + Expressive Language Expressive language is defined as the ability to use symbols of language to express thoughts (Lewis & Doorlag, 2006)

14. + Eye Contact/Joint Attention Other related challenges: Joint Attention Eye Gaze Echolalia

15. + Implications for Arts Classrooms Simple, clear concrete directions Remember that if a student cannot expressive him or herself, that does not mean they are not absorbing information Universal Design for Learning (UDL) as a model Multiple means of expression/representation Multiple Modes of instruction Communication among team members/families (where appropriate)

16. + Overview Adaptations for Children with ASD In the Area of Communication (handout)

17. + Expressive Language PECS (Boardmaker)

18. + Cognitive Challenges and Children with Autism

19. + Cognition The ability of a student to receive, process, and commit information to memory (Davis, Gfeller, and Thaut, 1999)

20. + Cognitive Domain Receive through sensory receptors (i.e. ears, eyes, etc.) Understand and process information Commit to long term memory

21. + Other Cognitive Challenges for People with Autism Weak Central Coherence Focus on the local rather than the global aspects of an object of interest “Drill down” on a topic

22. + Theory of Mind Predicting Actions Figures of Speech Tone of Voice Facial Expression

23. + Joint Attention and Engagement Sharing in interest Extending engagement

24. + Adaptations for Children with ASD In the Area of Cognition

25. + Adaptations for Educators Self-assess your delivery of material Are there interruptions in the cognitive process? How is your pace? Affective Domain/Theory of Mind

26. + Executive Function Multi-step Directions Processing Delays Remembering Motor Planning

27. + Less verbal/more verbal Joshua will go with Ms. Jama (or a peer helper) into music room. Joshua will sit down at his keyboard and place his Ipad on the music stand.

28. + Reflective Question (with a partner) How could you improve the learning environment for students with autism in the area of cognition or communication? Be prepared to share one example.

29. + Behavioral and Emotional Challenges for Children with Autism

30. + Behaviors/Meltdowns/Outbursts Typical causes: Communication Anxiety Disruption in routine Regulating emotions

31. + Reflecting on an Incident (Questions to ask yourself) Is there an antecedent? Is the behavior due to impulse control or attention ? Routine change? Is the behavior interrupting learning?

32. + Implications for Arts Educators Establish a clear routine Anxiety with special events/routine Changes Anticipate or prime events Individual Behavior Plans

33. + Overview Adaptations for Children with ASD In the Area of Behavior and Emotional (handout)

34. + Personal Behavior Checklist Found my folder/book ✔ Sat in my seat ✔ Followed Directions ✖ Kept my hands to myself ✔ Inside VoiceX Participated in music ✔ Lined up at the end of class ✔ 5 Days of no “x”s = ??? 4 Days of no “x”s = ??? Etc.

35. + Positive Individualized Behavior Plan Level 4Level 3Level 2Level 1 Can have choice time with drums, computer, or music books Can have choice time with drums or music books Can have choice time with music books No choice time Move up: Move down:

36. + Reflective question (with your team) How could one or more of the behavior strategies assist you with classroom management and student learning in your classroom?

37. + Sensory Challenges for People with Autism

38. + Areas of Sensory Concern Tactile Sensitivity (touch) Visual Sensitivity Aural Sensitivity

39. + OTHER SENSORY ISSUES you may not have thought of… Vestibular Sensory Issues Balance and movement Proprioceptive Body position

40. + Sensory Integration Disorder Often occurs in many persons with Autism Seeking sensory input Hyper/hypo “Stimming” Apraxia/Motor Planning

41. + Adaptations for Children with ASD In the Area of Sensory Needs (handout)

42. + Sensory Considerations for Educators Lens (from the students’ perspective) Tolerance/Understa nding

43. + Lesson preparation considerations (learning environment) Loud/Unpredictable Sounds Movement Activities Bright Lights Textures

44. + Other accommodation challenges: New Environments Field Trips Concerts Museums

45. + Socialization of Children with ASD

46. + Socialization Challenges for People with Autism Theory of Mind (revisited) Joint Attention (revisited) Affective Development Peer Relationships

47. + Adaptations for Children with ASD: Socialization

48. + Strategies for Educators Eye Contact Appropriate Responses Joint Attention Engagement

49. + Other considerations Appropriate Atmosphere Reverse Inclusion Opportunities Pairing or “Buddying Up” Literal Explanation

50. + Reflective question How could you improve the social atmosphere in your classroom or school for a child with autism? Arts?

51. + Conclusion Resources (handout) Seek information-Team Approach The power of what you do! Questions??

52. + Arts Integration and Universal Design for Learning Learn more by visiting the following link: http://artsedge.kennedy- center.org/educators/how-to/arts- integration-beta/why-arts-integration- beta/why-connections-beta/universal- design-for-learning-beta.aspx (this link is in your handout)

53. 53 Arts Integration is… an APPROACH to TEACHING in which students construct and demonstrate UNDERSTANDING through an ART FORM. Students engage in a CREATIVE PROCESS which CONNECTS an art form and another subject area and meets EVOLVING OBJECTIVES in both. --T The John F. Kennedy Center for the Performing Arts 6 The John F. Kennedy Center for the Performing Arts

54. + Ryan Hourigan Ph. D. Ball State University rmhourigan@bsu.edu