A Day in the Life… Supporting Students with Autism

Spectrum Disorders in the Classroom

March 19, 2010 Staci Law

Resource Teacher at North Elementary

Characteristics That Will Impact Performance in the Classroom

 Cognition

 Maturity

 Rote Memory

 Theory of Mind Deficits- other’s perspectives

 Executive Functioning- organization & planning

 Problem Solving

 Generalization

 Special Interests

Language and Social

 Lack of understanding non-verbal cues  Difficulty using language to initiate or maintain a

conversation  A tendency to interpret words or phrases

concretely  Difficulty considering someone else’s

perspective  Failure to understand “hidden curriculum” rules  Lack of awareness of what you say to a person

in a conversation will impact how that person interacts with you in the future

Sensory

Things to Consider  Tactile (touch)  Vestibular (balance)  Proprioceptive (body awareness)  Visual (sight)  Auditory (hearing)  Gustatory (taste)  Olfactory (smell)

Sensory

Creating an Optimal Atmosphere   Lighting

Experiment with different types of lighting; wear a hat or sunglasses; blinds; consider reflection of light (move seat); use colored overlays to eliminate glare; table lamps rather than florescent

  Sound Move away from possible sound source; wear headphones or earplugs; tennis balls on bottoms of chairs; change sound if possible; prepare the student for the sound (bells, alarms, etc); listen to soft music

  Smell Seat near open door or window; use unscented cleaning materials; limit amount of perfume or personal products

  Temperature Extra sweatshirt; seated away or near air conditioner and/or window; cold bottled water at desk

Voice Volume Lighting

Motor

 Fine Motor-handwriting, art class, dressing for PE

 Gross Motor-general appearance, clumsy, PE, last to be picked for sports teams

 Visual Motor-copying assignments from boards, sensing where chair is, etc

Behavior

Why do students experience a tantrum, rage, or meltdown?

  Failure to understand rules/routines   Desire for friendships with few skills to fulfill this wish   Disruption from pursuing special interests   Stress relating to coping with everyday challenges   Overwhelming sensory input   Inability to protect oneself from teasing/bullying

The Role of the Teacher

9 Ways to Support Students with Autism While Promoting Inclusive Schooling

  Recognize differences   See the individual student not the student’s label   Consider the gifts and strengths the student brings into the classroom   Preserve student dignity   Look for complexity in learners (How does the student learn?, What does the

student value?, How can I help the student find success?, What can I learn from the student?)

  Serve as an advocate and teach advocacy   Act as teacher and learner   Collaborate with general education teachers, special education teachers,

parents and administrators

The Role of the Teacher

  Listen

“Clearly, listening to students is not simply a matter of giving attention and providing opportunity; educators and others who support individuals with Autism must respond to the voices of these individuals even when they present information or ideas that challenge authority or criticize institutional structures.” Kluth, Paula You’re Going to Love This Kid! 2003

Brain Bicycle

Everyone has a 2 speed brain. My brain is like a 1 speed bike. It is really smart. It is hard for me to look at the world in a different way (this requires a 2 speed brain). I only see things at 1 speed, very fast. When I am asked to

look at the world in a different way, it’s like my whole mind flips upside down. I can switch speeds, but it hurts my mind, it’s weird, and it’s really hard (that’s called lateral thinking). You can help my 1 speed brain, but if

you push it too hard it becomes damaged.

Nervous Chart Things are too easy

Tell the teacher it is not at my level Hide or throw away the paper Hide my feelings- “Try to become invisible” Make up excuses (pass, I need more time to think)

Don’t want to share *considers likes and dislikes private information; bullies might make fun of my choices Write on my paper “I refuse”, “I can’t do this problem” Just sit there Don’t do anything Stare at my paper Move my fingers in a nervous way Drop my pencils Make things move, play with things

I just flat out don’t want to do it *Sometimes it is too hard, too much writing Just say NO! Make an excuse (The word WHY makes it harder.) Walk around to avoid work, sometimes it helps me think

Nervous Chart Solution

At school we have state standard and teacher standards. State standards are academic standards that Indiana has adopted to measure Ed’s progress at each grade level. Teacher standards are different ways my teachers measure Ed’s progress in 4th grade. Sometimes Ed’s teachers tell him to do things that Ed does not want to do. It might be too hard or Ed might have to write too much. Sometimes Ed’s teachers want him to show his likes and dislikes. When Ed refused to do his work, Ed’s teachers cannot measure his progress in 4th grade. When Ed’s teachers tell him to do something Ed will have two choices. 1. Ed will do the work at the assigned time. 2. Ed will do it at recess If Ed chooses not to do his work, Ed will lose his entire recess.

Every teacher has a signal card. Too easy-challenge folder Too hard-teacher will help Private thoughts-does not need to share with group

Creating a Comfortable Classroom

Physical Structure- How the classroom is set up and organized, and where materials and furniture are placed

Clear physical and visual boundaries

Minimized visual and auditory distractions

Develop basic teaching areas

Ways to structure the environment…

  Preferential Seating   Have a work area facing the wall   Provide a place for student’s belongings   Provide a place for finished work   Use an assignment notebook   Area marked to show where student’s work area is   Room dividers or study carrel to reduce distractions   Class schedule posted for easy and ready access   Shortest route to bathroom marked on school map   Safe place to go when feeling stressed and

overwhelmed

Structured Environment

Structured Environment

Learning Environments

Learning Environments

Individualized Work

Structured Work Task

Students need to know: 1.  What work?

2.  How much work? 3.  When is it finished? 4.  What happens next?

Schedules can give that information and will help with transitioning from one activity to another.

Transitions

  Many children with ASD have difficulty with transitions.

  They may have difficulty transitioning from one task or activity to another. Some students may display signs of “perseveration”, where they are unable to stop a task or activity until they are “finished”.

  Students with ASD can handle transitions better when they are forewarned of the changes.

  They may need to be forewarned when it is time to change from one activity to another or when there is going to be change in daily schedule.

Transition Tools

Modifying and Adapting Curriculum

Types of Modifications   Size   Time   Input   Output   Difficulty   Degree of Participation   Level of Support   Alternate Goals   Substitute Curriculum

Pratt, Cathy Understanding and Educating Students Across the Autism Spectrum Indiana Resource Center for Autism

Instructional Approaches

  Use areas of interest   Vary tasks and activities   How is unstructured time organized? (recess, free time,

transitions)   Rehearse work in advance   Establish rules, limits, and boundaries   Address all learning styles   Delivery of instruction (tone of voice, body language,

physical contact, proximity to student)   All visual supports are readily accessible   Visual schedules

Pratt, Cathy Understanding and Educating Students Across the Autism Spectrum Indiana Resource Center for Autism

Instructional Approaches Continued

  Physical activity between tasks   Provide safe area in classroom and resource area   Scheduled breaks   Consistent routines   Simplify response requirements   Allow time to process information   Vary pace of instruction   Positive interaction should outweigh negative interaction

4:1   Experience success daily

Pratt, Cathy Understanding and Educating Students Across the Autism Spectrum Indiana Resource Center for Autism

Choice-Making

 Limit the amount of choices (2-3)  Choice among different activities  Choice of people to be included  Choice of location  Choice of when an activity occurs  Choice among materials

Always keep in mind, “What is your objective of the lesson?”

Academic Tips

Reading   Weekly previews   Pre-reading and pre-teaching

vocabulary (visual and movement)

  Reading the questions first to set the purpose for reading

  Use highlighters; highlighting procedures

  STARS strategy   Graphic organizers   Who?, What?, When?, Where?

visuals   Reading A-Z

Writing   Color coded sentence strips   Provide word bank   Individualized word box   Color coded paragraphs   Graphic organizers   Color coded editing

(capitalization-green, end marks-red)

  Writing to a prompt (“Fake stories”)

  Use assistive technology (AlphaSmarts, PixWriter, Premier, PaperPort, etc)

Academic Support through Social Skills Curriculum

  Social Stories   Cartooning   Visual Schedules   Random Acts of Kindness   “We Did It!”-personal achievement board   Scavenger Hunts   Classroom Agendas/Schedules/Procedures   School-wide procedures   Reward system using real money   Social Behavior Mapping   Sequencing steps or procedures (Listening Procedures)   School-wide lifeskill and life goal philosophy (Treat People Right, Do

the Right Thing)   Monthly student led lifeskill convocations and student achievement

awards

Resources

Kluth, Paula “You’re Going to Love This Kid!” 2003

Diefendorf, Erin & Lofland, Kristie Austim Consultants

Hamilton-Boone- Madison Special Services Cooperative

Pratt, Cathy Understanding and Educating Students Across the Autism Spectrum Indiana Resource Center for Autism