11

Aspergers & PDDAspergers & PDDMeeting The Meeting The

ChallegesChallegesIn Faith Formation In Faith Formation

ClassesClassesJoanne Capuano Sgambati, Joanne Capuano Sgambati, Ph.D.,BCBA Clinical/School Ph.D.,BCBA Clinical/School

PsychologistPsychologistThe Genesis School for AutismThe Genesis School for Autism

20122012DRJOPSYCH@AOL.COMDRJOPSYCH@AOL.COM

22

33

Autistic Spectrum Autistic Spectrum DisorderDisorder

Pervasive Developmental Disorder Pervasive Developmental Disorder Characterized by severe and Characterized by severe and

pervasive impairment in several pervasive impairment in several areas of development:areas of development:• SocialSocial interactions interactions• CommunicationCommunication skills skills • Presence of stereotyped Presence of stereotyped behaviorbehavior, ,

interests, and activities.interests, and activities.

44

What is ASD?What is ASD?1.1. Social InteractionSocial Interaction

– Failure to develop peer relationshipsFailure to develop peer relationships– Impairment in use of non-verbal behaviors (e.g., Impairment in use of non-verbal behaviors (e.g.,

gestures, eye contact)gestures, eye contact)– Lack of seeking to share enjoymentLack of seeking to share enjoyment– Impaired make-believe playImpaired make-believe play

2. Communication2. Communication– Delay or lack of spoken languageDelay or lack of spoken language– If have language, deficient conversational skillsIf have language, deficient conversational skills– Repetitive use of languageRepetitive use of language

3. Restricted repetitive & stereotypic behavior 3. Restricted repetitive & stereotypic behavior patternspatterns

Routines / ritualsRoutines / rituals Repetitive motor mannerismsRepetitive motor mannerisms

55

Sensory IssuesSensory Issues• Touch, sight, hearing, smell, taste, body Touch, sight, hearing, smell, taste, body

awareness.awareness.• May be tactile defensiveMay be tactile defensive• May dislike loud noises, singing, sounds of May dislike loud noises, singing, sounds of

talking.talking.• May be awkward or clumsy when moving May be awkward or clumsy when moving

about.about.• May dislike crowds or lines.May dislike crowds or lines.• May want to touch, look, or smell odd May want to touch, look, or smell odd

thingsthings

66

Auditory Processing Auditory Processing ProblemsProblems

• Distorted comprehensionDistorted comprehension

• May need directions repeated or May need directions repeated or writtenwritten

• Hypersensitive or painful hearingHypersensitive or painful hearing

• Child may shut down or exhibit flight Child may shut down or exhibit flight or fight response to certain sounds or or fight response to certain sounds or certain voices.certain voices.

77

Social-emotional Social-emotional CharacteristicsCharacteristics

• High anxiety around othersHigh anxiety around others

• Low frustration toleranceLow frustration tolerance

• Excessive fearsExcessive fears

• Limited social interactionsLimited social interactions

• PanicPanic

• Anger or rageAnger or rage

88

Behavioral CharacteristicsBehavioral Characteristics

• Short attention spanShort attention span

• ImpulsiveImpulsive

• DistractibleDistractible

• HyperactiveHyperactive

• Obsessions and CompulsionsObsessions and Compulsions

• InflexibleInflexible

• MeltdownsMeltdowns

• Stereotypy and/or self stimulatory behaviorStereotypy and/or self stimulatory behavior

99

Think about behaviorsThink about behaviors

• Is it an Is it an ““I can’tI can’t”” (skill deficit – child (skill deficit – child needs to learn the skill)needs to learn the skill)

• Is it an Is it an ““I won’tI won’t”” (child has the skill (child has the skill in his/her repitor but motivation is in his/her repitor but motivation is needed)needed)

1010

SkillsSkills

Eye contact

being flexible

dealing with winning/losing

proximitystaying on topic sharing

initiatingplay

starting aconversation

interrupting

greetings

dealing withanger modesty

Sitting quietlycompromisingOffering help

accepting criticism asking for

help

1111

10 things every child with 10 things every child with Autism wishes you knewAutism wishes you knew• I am a child firstI am a child first

• My sensory My sensory perceptions are perceptions are distorteddistorted

• Distinguish between Distinguish between what I can’t do and what I can’t do and what I won’t dowhat I won’t do

• I am a concrete I am a concrete thinkerthinker

• Be patient with my Be patient with my limited vocabularylimited vocabulary

• Language is difficult Language is difficult for me so I am for me so I am visually orientedvisually oriented

• Focus and build on Focus and build on what I can dowhat I can do

• Help me with social Help me with social interactionsinteractions

• Identify what triggers Identify what triggers my meltdownsmy meltdowns

• Love me Love me unconditionallyunconditionally

1212

10 things every student 10 things every student with Autism wishes you with Autism wishes you knewknew• Behavior is Behavior is

communicationcommunication

• Never assume Never assume anythinganything

• Look for sensory Look for sensory issues firstissues first

• Provide breaks Provide breaks before I need onebefore I need one

• Tell me what you Tell me what you want me to dowant me to do

• Have reasonable Have reasonable expectationsexpectations

• Help me transitionHelp me transition

• Don’t make a bad Don’t make a bad situation worsesituation worse

• Criticize gentlyCriticize gently

• Offer real choicesOffer real choices****Ellen Notbohm

1313

What parents want from their What parents want from their ChurchChurch• A Church that accepts their child the way A Church that accepts their child the way

God created him/her.God created him/her.• A congregation that can tolerate their A congregation that can tolerate their

child’s inappropriate behavior, if it occurs.child’s inappropriate behavior, if it occurs.• A congregation who welcomes and gives A congregation who welcomes and gives

support.support.• A place their child can learn about their A place their child can learn about their

religion as best they can and be part of religion as best they can and be part of their religious community.their religious community.

• Patience, patience, patiencePatience, patience, patience

1414

What our religion tells usWhat our religion tells us

• All creation is “good” and in the All creation is “good” and in the likeness of God.likeness of God.

• Love one anotherLove one another

• Welcome everyoneWelcome everyone

• Help the less fortunateHelp the less fortunate

• Treat others as you wish to be treatedTreat others as you wish to be treated

• Spread the Good NewsSpread the Good News

1515

What “Inclusion” means - What “Inclusion” means - LRELRE

1616

1717

Strategies for successful faith Strategies for successful faith formation in individuals with ASDformation in individuals with ASD• Prepare students for Prepare students for

transitionstransitions

• Have a routine and Have a routine and scheduleschedule

• Use repetitionUse repetition

• Use developementally Use developementally and ability appropriate and ability appropriate instructioninstruction

• Use visual supports Use visual supports (written or pictures)(written or pictures)

• Reduce Reduce clutter/distractionsclutter/distractions

• Use handheld pictures Use handheld pictures and activity cardsand activity cards

• Use learning centersUse learning centers

• Use peer mentorsUse peer mentors

• Start late and end early Start late and end early to avoid crowded hallsto avoid crowded halls

• Involve clergy,staff, Involve clergy,staff, and parish leadersand parish leaders

• Emphasize symbols Emphasize symbols and ritualsand rituals

• Provide parent supportsProvide parent supports

1818

Strategies before very first Strategies before very first classclass• Welcome the childrenWelcome the children

• Meet with parentsMeet with parents

• Learn all you can about your student Learn all you can about your student (strengths and weaknesses)(strengths and weaknesses)

• Be well prepared (Know material, organize, Be well prepared (Know material, organize, have supplies, etc). You want to minimize have supplies, etc). You want to minimize down time and plan for smooth transitions.down time and plan for smooth transitions.

• Provide structure - Have a routine, use Provide structure - Have a routine, use visuals, keep class short (less than 1 hour) visuals, keep class short (less than 1 hour)

1919

Strategies During ClassStrategies During Class• Create a positive environmentCreate a positive environment

• Develop rapportDevelop rapport

• Repetition in creative waysRepetition in creative ways

• Multi-sensory lessonsMulti-sensory lessons

• Use music/video/games Use music/video/games

• Provide choicesProvide choices

• Connect material to interestsConnect material to interests

• Encourage peer interactionEncourage peer interaction

2020

Think about your languageThink about your language• Use concrete languageUse concrete language

• Phrase comments in the positivePhrase comments in the positive

• Catch the “being good” and praise them Catch the “being good” and praise them

• Use behavior specific praiseUse behavior specific praise

• Give 5 affirmations for every 1 Give 5 affirmations for every 1 correctioncorrection

• Offer a choiceOffer a choice

• Don’t ask if its not a choiceDon’t ask if its not a choice

• Name behavior you do wantName behavior you do want

2121

Attend to transitionsAttend to transitions

• Anticipate change (warnings and Anticipate change (warnings and signals)signals)

• Give advanced notice (2 more Give advanced notice (2 more minutes)minutes)

• Transition signal (ring a bell)Transition signal (ring a bell)

• Follow a challenging transition with a Follow a challenging transition with a rewarding activity (snack or rewarding activity (snack or playground)playground)

2222

Sensory ideasSensory ideas• Be vigilant for possible sensory Be vigilant for possible sensory

triggers (crowds, lights, noise, temp, triggers (crowds, lights, noise, temp, etc)etc)

• Allow for “processing time”Allow for “processing time”

• Wait before repeating yourselfWait before repeating yourself

• Allow child to have a “fidget”Allow child to have a “fidget”

• Create opportunities for movementCreate opportunities for movement

• allow breaksallow breaks

• Think about enviornmental changes Think about enviornmental changes that could helpthat could help

2323

SchedulesSchedules

• Arrival TimesArrival Times

• Consistent TimesConsistent Times

• Sequencing and Length of ActivitiesSequencing and Length of Activities

• Planned Clean-up/Transitioning RoutinePlanned Clean-up/Transitioning Routine

• Productive Learning Times EarlyProductive Learning Times Early

• Explaining ChangesExplaining Changes

2424

For whom is a schedule For whom is a schedule useful?useful?

• Children who have difficulties with Children who have difficulties with transitionstransitions

• Children who need predictability and Children who need predictability and structurestructure

• Children who need visual cues Children who need visual cues

2525

2626

2727

2424

Sample scheduleSample schedule

••Opening prayerOpening prayer

••Circle time groupCircle time group

••God & Jesus storiesGod & Jesus stories

••Packet time - individualPacket time - individual

••Group activityGroup activity

••Video or musicVideo or music

••Closing prayerClosing prayer

2828

Environmental Environmental ConsiderationsConsiderations• Where the child is seated in the classroomWhere the child is seated in the classroom• Instructional areas for individual and small Instructional areas for individual and small

group lessonsgroup lessons• Classroom scheduleClassroom schedule• Individual student schedule (picture, Individual student schedule (picture,

words etc..)words etc..)• Material accessibilityMaterial accessibility• Reduce distractionsReduce distractions• Schedules of staff responsibilitySchedules of staff responsibility

2929

OrganizationalOrganizational

• ScheduleSchedule

• TransitionsTransitions

• Staffing PatternsStaffing Patterns

• Classrooms RulesClassrooms Rules

3030

TransitionsTransitions

• RoutineRoutine

• Clearly OutlinedClearly Outlined

• Cues/PromptsCues/Prompts

• Practice Wait TimePractice Wait Time

3131

Classroom Rules/RoutinesClassroom Rules/Routines

• FewFew

• ConciseConcise

• PositivePositive

• PostedPosted

• Provide Consequences (+ & -)Provide Consequences (+ & -)

• Apply ConsistentlyApply Consistently

• Review FrequentlyReview Frequently

3232

3333

Curriculum AdaptationsCurriculum Adaptations

Ensuring an individually appropriate curriculum Ensuring an individually appropriate curriculum • Does the child have the skills to successfully Does the child have the skills to successfully

complete the activity or task? Can the child complete the activity or task? Can the child follow directions?follow directions?

• Provide material on a skill level that is Provide material on a skill level that is appropriate for the childappropriate for the child

• Reduce or change initial expectations, gradually Reduce or change initial expectations, gradually increasing expectationsincreasing expectations

• Implement more frequent activity breaksImplement more frequent activity breaks• Provide positive and appropriate reinforcement Provide positive and appropriate reinforcement

for appropriate behaviorfor appropriate behavior

3434

Curriculum Adaptations Curriculum Adaptations

• Provide distraction free areas for children who Provide distraction free areas for children who need “quiet time”need “quiet time”

• Vary teaching methods and activitiesVary teaching methods and activities• Provide adult support when neededProvide adult support when needed• Develop materials so that the child can be Develop materials so that the child can be

independentindependent• Get additional information or training if you are Get additional information or training if you are

unsure about how to address the challenging unsure about how to address the challenging behaviorbehavior

3535

Roles & Responsibilities- for Roles & Responsibilities- for the Teacher the Teacher • 1. Structured classroom with rules and 1. Structured classroom with rules and

routines. Provide a distraction free room.routines. Provide a distraction free room.

• 2. Motivational system in place for good 2. Motivational system in place for good behavior (e.g., sticker charts, treasure behavior (e.g., sticker charts, treasure chest).chest).

• 3. Good ongoing communication with staff 3. Good ongoing communication with staff and parents (daily “report cards”).and parents (daily “report cards”).

• 4. Correction for inappropriate behavior and 4. Correction for inappropriate behavior and behavior specific praise.behavior specific praise.

3636

Roles & Responsibilities- for Roles & Responsibilities- for the Teacher the Teacher • 5. Willingness to work closely with others 5. Willingness to work closely with others

as a team. Possibly a 1:1.as a team. Possibly a 1:1.• 6. Open to new ideas and feedback.6. Open to new ideas and feedback.• 7. Has plan time so that meetings or 7. Has plan time so that meetings or

phone calls can occur.phone calls can occur.• 8. Considers student a part of the 8. Considers student a part of the

classroom and treat him/her as such.classroom and treat him/her as such.• Modify the curriculum as neededModify the curriculum as needed

3737

Teaching tipsTeaching tips• Parent interviews and questionnaire for info.Parent interviews and questionnaire for info.• IEP and BIP (ask for a copy)IEP and BIP (ask for a copy)• Meet and observe each child prior to class Meet and observe each child prior to class

(classroom best place, then home, then office).(classroom best place, then home, then office).• Behavior specific praiseBehavior specific praise• Tell them what they Tell them what they should do should do not what they not what they

should not do.should not do.• Talk to them - not about them or in front of them.Talk to them - not about them or in front of them.• Learn and use familiar communication devices, Learn and use familiar communication devices,

token boards, or PECS.token boards, or PECS.• Modify work and tasksModify work and tasks• Use visuals, dittos, social stories, songs, and Use visuals, dittos, social stories, songs, and

crafts.crafts.

3838

Teaching tips continued…Teaching tips continued…• Structure, predictability, and routines.Structure, predictability, and routines.• Clear and simple directions. Be concrete.Clear and simple directions. Be concrete.• Hands on activities, audio tapes, movies, Hands on activities, audio tapes, movies,

computer, and videos of past ceremonies/Mass computer, and videos of past ceremonies/Mass etc.etc.

• Use visual calendar and schedules.Use visual calendar and schedules.• Social Stories and digital photo books.Social Stories and digital photo books.• Video modelingVideo modeling• CommunicateCommunicate• Pre-teach, practice, key ring cardsPre-teach, practice, key ring cards• Frequent breaksFrequent breaks• ““What are you working for?”What are you working for?”

3939

Using PromptsUsing Prompts

• Prompts are the “bridge” to learning. Prompts are the “bridge” to learning. • When done correctly they will assist When done correctly they will assist

the child in responding correctly.the child in responding correctly.• Try to use minimal prompts and fade Try to use minimal prompts and fade

as quickly as possibleas quickly as possible• Verbal – Visual (picture, written, Verbal – Visual (picture, written,

gesture, or sign) – Physical (facilitated gesture, or sign) – Physical (facilitated touch or hand over hand guidance touch or hand over hand guidance from behind)from behind)

4040

Social StoriesSocial Stories

• Social stories are short stories that may Social stories are short stories that may incorporate pictures and rules of how to behave incorporate pictures and rules of how to behave in different social situations.in different social situations.

• The wording is simple and positive and helps the The wording is simple and positive and helps the child know what to expect and what is expected child know what to expect and what is expected of him or her.of him or her.

• The child can help in creating the social storyThe child can help in creating the social story• The stories can be kept in a binder and taken The stories can be kept in a binder and taken

home to be read with parents.home to be read with parents.• The teacher and parent can rehearse the stories The teacher and parent can rehearse the stories

with the child.with the child.

4141

I talk to God when I prayWhen I pray, I can say…..“I love you God.”“Thank you God for ________.”“You are great God!”“God, I am sorry for _______.”Or“God please help_______.”

There are many ways to pray and talk to God! Try a new way each day!

4242

4343

We Celebrate ReconciliationFirst we all gather in The Sienna Center.We look and listen while the Priest tells us about God and how God loves us and forgives our sins. We all sing a song together.Each child goes up to the Priest to tell him that he or she is “Sorry” for any sins. A sin is something that a person chooses to do, even if they know it is wrong.When it is my turn, I will go up to the Priest too! I will sit with him and he will talk to me. We can say “Hello” and make the sign of the cross together. I will listen to the Priest talk. Then I will tell him my sins. I will say…..“I am sorry that I _____________________ and I promise to try not to do it again.”The priest will give me a penance (prayers to say). Then we will pray the Act of Contrition together. The Priest will say special words of absolution and that means that I am forgiven! I say “Thank you” and go back to my seat with my class.

I did a good job and I am all forgiven!

4444

4545

4646

4747

ReinforcementReinforcement• Anything that increases or maintains Anything that increases or maintains

the behavior.the behavior.

• What is reinforcing to one child may What is reinforcing to one child may not be to another.not be to another.

• Reinforcers need to be assessed, Reinforcers need to be assessed, regularly. Assess by watching the regularly. Assess by watching the child, asking the child, introducing a child, asking the child, introducing a variety of things to the child, or more variety of things to the child, or more formal assessment tools.formal assessment tools.

4848

Categories of ReinforcementCategories of Reinforcement

• Verbal Statements/PraiseVerbal Statements/Praise

• Tangible ItemsTangible Items

• ActivitiesActivities

• Social ContactSocial Contact

• Edible ItemsEdible Items

• Advanced Motivational SystemsAdvanced Motivational Systems

4949

Advanced Motivational Advanced Motivational SystemsSystems

• Token BoardsToken Boards

• Sophisticated token Sophisticated token economies/menuseconomies/menus

• Behavior contractsBehavior contracts

• Self monitoring systemsSelf monitoring systems

5050

Token BoardToken Board

Quiet Working

CARDS

5151

5252

Sample Token BoardSample Token Board

5353

5454

Matt’s Self-Monitoring Matt’s Self-Monitoring FormForm

5 min. 5 min. I will sit nicely. I will sit nicely. 5 min. 5 min. I will keep my hands I will keep my hands

down. down. 5 min. 5 min. I will not hit anyone. I will not hit anyone. 5 min. 5 min. 5 min. 5 min. If I follow my rules, I get: If I follow my rules, I get: 5 min. 5 min. _____________________ _____________________

5555

Self Evaluation FormSelf Evaluation Form1.I followed directions.2. I answered questions.3. I spoke nice to others.

Circle Yes or NoPrayer YES NOStory time YES NODitto YES NOPack-up YES NO

Do I earn my trip to vending machine? YES NO

5656

Behavior ContractBehavior Contract

I ___________, agree to my behavior contract.

“I must behave appropriately during religion class. This means I can not throw things or make silly sounds. If I behave appropriately during religion class, then I will get to play my Video games when I go home.”

Child’s Signature____________________________Adult’s Signature______________________Date_____________

5757

Laura’s First Holy Communion

5858

Laura 18Jacki 14

5959