1. Connecting to Students with Autism Spectrum Disorders Melissa Alexander, PhD Susan Schwager, EdD

2. Outline: During this session we will… Describe difficulties with both expressive and receptive communication Identify strategies to help improve communication within in the gymnasium

3. Autism Spectrum Disorders Purpose of this presentation, will use ASD to refer to children with autism, Asperger’s Syndrome, and PDD-NOS –Many similarities, though they are different disorders! –Great variation of abilities with each characteristics running on a spectrum

4. Expressive Communication What is it and what can we do?

5. Definition Expressive The ability to communicate one’s thoughts Often think of verbal communication but also includes: –body language –facial gestures –augmentative devices such as a computer. Many individuals with autism are non-verbal, have limited speech, or echolalia –Not a problem for people with Asperger’s Syndrome

6. Helping with Expressive Communication Learn and use their communication techniques Not just for the classroom! Incorporate their techniques Recognize potential frustration

7. Feel the Frustration Person with Envelope Rest of the group Communicate the phrase in the envelope **Only use the 4 words given and don’t show your group the phrase** Guess the phrase without looking at any information in the envelope

8. Receptive Communication What is it and what can we do?

9. Receptive Communication A person’s ability to understand what others are trying to communicate to him or her Includes –Interpretation of body language and facial expressions –Processing spoken conversations –Recognizing sarcasm, use or metaphors, and humor Often problematic for people with ASD

10. Using Visuals to Improve Communication Many people with ASD are visual learners Visuals can… –Enhance student/teacher communication: “pick a hand”, PECS, communication boardsPECS,communication boards –Provide the routine: task cards and cue cardstask cards cue cards –Teach skills: video modeling and demonstration

11. Back

15. DONEACTIVTYTIME Dance Party: Dance to music5 minutes Warm-Up: Red Warm-up Day10 minutes Mrs. Smith explains fitness stations 5 minutes Station 1: Crunches3minutes Station 2: Ball Toss to partner3 minutes Station 3: Lunges3 minutes Station 4: Wall squats3 minutes

17. Back

18. LISTEN

19. STRETCHING

20. Sign Language Many children use to communicate Can also reinforce your verbal statement Many websites available with videos –aslpro.com Have a cheat sheet Encourage the whole class to use

21. BATHROOM 1.Make “T” (thumb between index finger and middle finger) 2.Twist wrist back and forth SIT 1.For both hands, put index and middle fingers together. Have the right hand up and the left hand palm down. 2. Move right hand on top of left hand STAND 1.Right hand makes “V” (V shape with index and middle finger) and left hand is palm up. 2.Move right hand so fingers point down on left palm

22. Modifying Your Speech to Improve Clarity Give specific information Use short phrases Use consistent language Avoid abstract concepts Avoid long lists of information Avoid nonverbal communication/body language* Avoid use of slang expressions* Avoid using pronouns*

23. Sum it up! What the teacher wants: Find a partner and get a ball from the bin. Then find a place in the gym where you and your partner can toss the ball back and forth practice stepping with opposition. What the teacher says: Grab a buddy and a ball. Find a spot on the gym floor to toss the ball back and forth and practice stepping with the opposite foot.

24. Sum it! What the teacher could say… Help the teacher out… come up with a replacement phrase What the teacher wants: Find a partner and get a ball from the bin. Then find a place in the gym where you and your partner can toss the ball back and forth practice stepping with opposition.

25. “Stealing Second” is not a crime What are some common phrases you use that could be misinterpreted? Some we came up with –Run down field –Play through the whistle –Run home –Make a basket –Cut it out –Pick up the pace

26. “Stealing Second” is not a crime Rephrase for a literal interpretation Run down fieldRun towards the goal, or dribble towards the net Play through the whistle Keep playing until you hear the whistle Run homeRun to the home plate Make a basketThrow the ball into the basket Cut it outStop _________. Pick up the paceSpecifically describe the behavior

27. Conclusion Communication is essential for learning to occur Though communication difficulties may exists for children with ASD there are strategies that may help –Use their strategies –Incorporate visual –Modify language

28. Thank-you! Questions?

29. COMING SOON: Meeting the Physical Education Needs of Children with Autism Spectrum Disorders Topics Discussed: 1. Characteristics of children with ASD 2. Instructional Strategies 3. Integrating Social Skill Development 4. Behavior Management Strategies 5. Curriculum Models and Implications for students with ASD 6. Working with Others