a utism spectrum disorders in the classroom

by: Amy Strange 2010

Autism Spectrum Disorders in the Classroom

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Context Problem

Research

Plan of Action

Instructional Application Project: Objectives

Identify the following:

• The context of my instructional application project is a general education classroom.

•I will be looking at students with Autism Spectrum Disorders (ASD) in this setting.

Instructional Application: Context

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• The problem that I will explore in my instructional application project is the frequent recommendation for, and placement of ASD students in a setting that is not the least restrictive environment (LRE).

• By exploring research on how to effectively teach students with ASD, I hope to find support for teaching these students in a general education classroom.

Instructional Application: Problem

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#1• Effective teaching

methodologies for students with ASD

#2• Effective instructional

strategies for students with ASD

#3• Modifications /

accommodations in the classroom

Instructional Application: Problem

• In order to develop a solution to the problem that I have outlined, I will examine research regarding the following:

Instructional Application: Reserach

1. Co - Teaching Two teachers work together to teach a

class

2. Universal Design Teachers create instruction from the

start that will accommodate all learners

3. Differential Instruction Instruction is modified to meet the

needs of all learners Allows students to choose the way they

want to demonstrate their learning

4. Responsiveness to Intervention Students receive scientific research-

based instruction before they have the opportunity to fall behind

Then if the intervention is ineffective, the student receives additional support

Effective teaching methodologies include the following (Hart & Whalon, 2008; Stephens, 2005; Vaughn et al., 2007):

5. Reciprocal Teaching The student and teacher take

turns facilitating discussion Increases participation and thus

assimilation of content

The following methods will be discussed in more detail next:

6. Grouping Strategies7. Direct Instruction8. Cognitive Strategy

Instruction

Instructional Application: Reserach

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1. Whole Class Learning Groups2. Small Groups

Same Ability Groups Mixed Ability Groups

3. Cooperative Learning Groups4. Class wide Peer Tutoring5. Peer Assistance / “Peer Buddies”6. Peer Tutoring

Same Ability Pairing Mixed Ability Pairing Cross Age Pairing

One teaching methodology that is effective for students with ASD is grouping strategies (Vaughn et al., 2007). This includes the following:

Instructional Application: Research

1. Instruction is organized around big ideas, key concepts, and principles2. Students need to learn conspicuous strategies

A set of steps are followed to solve problems 3. Teachers provide mediated scaffolding

They provide individualized guidance and assistance during new or difficult tasks to ensure the student is successful

4. Teachers use strategic integration They take into account existing knowledge and building on that

5. Teachers use judicious review They provide sufficient review over time to help integrate skills

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Another effective teaching methodology is Direct Instruction (Burke, Hagan & Grossen, 2002; Simmons & Kameenui, 1996). These principles include:


4. Verbal rehearsal• The student memorizes the

strategy5. Controlled practice

• The student practices the strategy while receiving feedback from the teacher

6. Grade appropriate practice• The student applies the strategy

to content in the class while receiving feedback from the teacher

7. Post – test 8. Generalization

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An additional effective teaching methodology is Cognitive Strategy Instruction ( “Cognitive Strategy,” n.d.; Ellis et al., 1991). This includes:

1. Pretest• Introduce new material if the

student doesn’t know it2. The teacher introduces /

describes the new strategy3. The teacher models how to

use the new strategy


1. Attentional Process attention to and perception of

information

2. Retentional Process Process, retain, and store information

3. Production Process Accurately reproduces /rehearses

modeled behavior

4. Motivational Process Learning that occurs in the presence of

reinforcementhttp://s185.photobucket.com/home/Valrie24

Corbett & Abdullah (2005) identified 4 processes that mediate learning in students with ASD. Understanding these processes will help facilitate the students success.

Instructional Application: ResearchA student with Autism must demonstrate the skills in the following instructional hierarchy in order to be successful in the classroom (Fienup & Doepke, 2008).

Acquisition of a new skill

Fluency with the new skill

Maintenance of all previously learned skills

Generalization of all previously learned skill to new contexts

Adaptation


1. Allocate more time to instruction2. Be a good classroom manager3. Minimize transitions 4. Reduce free time5. Keep instructional pace brisk6. Present clear and simple instructions7. Make instruction explicit and visible8. Reduce independent work9. Be an active teacher10. Moderate the level of task difficulty

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The following instructional approaches should be used to increase learning time in the classroom (Vaughn, Gerten & Chard, 2000; Wilson & Wesson, 1986):


1. Teach using meaningful activities2. Use areas of interest to introduce new

material3. Obtain and maintain the students

motivation4. Use pre-learning strategies before a lesson

Activate background knowledge5. Use demonstration and modeling 6. Conduct a listener-friendly lecture7. Ask questions to assess understanding8. Teach for Visual Thinkers

Utilize hands on teaching to make abstract concepts more concrete

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According to Grandin (2006), the National Association of Educators (2006) and Vaughn et al. (2007), the following are effective instructional strategies that can be used to teach new content to students with ASD:

Instructional Application: ResearchHart and Whalon (2008) identified instructional strategies that can be used when presenting material to students with ASD.

Instructional Strategies

1. Provide Directions in

Multiple Forms

2. Use Task Variation

3. Use Task Selection

4. Use Mnemonic

Devises

5. Use Priming


1. Provide Directions in Multiple Forms Pair verbal instructions along with written or

pictorial instructions 2. Use Task Variation:

Alternate between preferred and non-preferred activities

3. Use Task Selection: When possible, let the student choose the

task 4. Use Mnemonic Devises:

Enhance memory and recall of information 5. Use Priming:

Prepare the student by letting them know the appropriate behavior expected of them before the situation occurs

These instructional strategies include the following (Hart and Whalon, 2008):

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The Instructional Space:1. Establish and maintain consistent

routines in the classroom2. Structure the physical space in a

classroom in a logical and consistent manner

3. Take into account possible distractions in the classroom when selecting a seat for the student with ASD

Environmental distractions Choose an appropriate peer model

to sit next to

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According to the National Association of Educators (2006) and Vaughn et al. (2007), below are strategies for how the classroom should be organized for students with ASD.

Instructional Application: ResearchChan & O’reilly (2008), Hart & Whalon (2008) and Myles et al., (2005) suggest that ASD students benefit from using visual supports during classroom instruction.

Visual Support

s

1. Use Activity

Schedules

2. Use Token Systems

3. Use Graphic

Organizers

4. Use Task Analysis 5. Use Social

Stories6. Use Scripts

7. Use Cartooning


1. Activity Schedules: To do lists show the student what they are expected to do 2. Token Systems: A system where the student earns access to a reinforcer

contingent on on – task / desired behavior 3. Graphic Organizers: Concrete representations of key ideas through the use of

a diagram4. Task Analysis: Breaks down complex tasks into small manageable parts 5. Social Stories: A visual that depicts the appropriate behavior, setting for that

behavior, and who is involved. Role play of the target behavior is practiced. 6. Scripts: A visual that can be used to practice appropriate behavior7. Cartooning: A comic strip format that explains a social / behavioral situation

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These visual supports include the following (Hart &Whalon, 2008; Chan & O’reilly, 2008; Myles et al., 2005):


Video Modeling Why is Television / Video Review

Effective?1. There is a restricted field of focus2. Students with ASD prefer visual

stimuli over auditory stimuli3. Avoidance of face-to-face interaction4. There is repetitive presentation of

models and situations5. ASD students have greater

receptivity and motivation for watching videos

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An additional visual instructional strategy for students with ASD is the use of video modeling (Biederman & Freedman, 2007; Corbett & Abdullah, 2005).


1. Accommodations: A change that helps the

student overcome or work around the disability

2. Modifications: Change in what is

being taught to or what is expected from the student

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Before we review the various accommodations and modifications for students with ASD, the difference between these two terms will be outlined below (“Cognitive Strategy,” n.d.).


1. Accommodations / Modifications:

Supplementary aides and services Adapt instruction Adapt scheduling Adapt setting Adapt materials Adapt text Adapt the students response

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Classroom accommodations and modifications for students with ASD include the following (“Cognitive Strategy,” n.d.; “Supports, Modifications,” n.d.):


1. Supplementary Aides Adaptive equipment Assistive technology

2. Instructional Adaptations Change what is taught Change how the student learns Reduce the difficulty of the task Provide a model for expectations Vary input Vary output Vary type of learning Vary level of learning

3. Scheduling Adaptations Allow the student more time Break up the assignment into a

few sections4. Environmental / Setting Adaptations

Alter lesson format

Examples of these classroom accommodations and modifications include (“Cognitive Strategy,” n.d.; Myles et al., 2005; Vaughn et al., 2007):

Alter teaching style Change grouping format

5. Material Adaptations Audio taped lectures Copy of notes

6. Text Adaptations Alter input Simplify textbook Highlight key concepts Review main ideas

7. Response Adaptations (Testing, grading)

Change type of assessment Change structure of assessment Change level of response Allow verbal responses Alter grading system

Instructional Application: Plan of Action

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Now that the research has been completed, a plan of action can be established to help ensure that students with ASD receive effective instruction in the least restrictive environment; that least restrictive environment being a general education classroom.


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Based on the research that was conducted, the following tools can be utilized to effectively teach students with ASD in a general education classroom:

1. Effective teaching methodologies2. Effective instructional strategies3. Accommodations and modifications

As a result of the conclusions above, part of my plan of action is designed to hypothesize why these tools are not being utilized in a general education classroom for students with ASD and what can be done to change that.


(Vaughn et al., 2007)

The following Plan of Action is recommended for general education teachers to facilitate inclusion of students with ASD

in their classroom: 1. Provide education and

training to school staff to ensure they have the skills necessary to teach students with ASD in their

general education classrooms

2. Ensure that there is ongoing

professional development

3. Ensure that there are adequate personnel resources available for the general education

teacher

4. Ensure that there are adequate and

appropriate materials to support the

inclusive students

5. Ensure that collaboration is occurring

between specialists, parents, and outside

providers who work with the student with ASD


1. Provide education and training to school staff to ensure they have the skills necessary to teach students with ASD in their general education classrooms.

They need to know about these effective instructional tools in order to use them.

2. Ensure that there is ongoing professional development. There should be continuous training and support for the

staff just like there is for the students. 3. Ensure that there are adequate personnel resources

available for the general education teacher. The teacher shouldn’t feel overwhelmed.

4. Ensure that there are adequate and appropriate materials to support the inclusive students.

The teacher needs to have access to materials that will make the inclusive student successful.

5. Ensure that collaboration is occurring between specialists, parents, and outside providers who work with the student with ASD.

Collaboration on current skills, deficits, and IEP goals is key

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Examination of these 5 steps is below (Vaughn et al., 2007):


• In summary, in order for students with ASD to be included in, and then subsequently successful in a general education classroom, the following needs to be in place:

1. Collaboration between professionals2. The inclusive teacher needs to have adequate support and

resources3. The inclusive teacher needs to be appropriately trained4. The inclusive teacher needs to use effective teaching

methodologies5. The inclusive teacher needs to use effective instructional

strategies 6. The inclusive teacher needs to use accommodations and

modifications

Thank you for your time.

THE END

References: Biederman, G. B., & Freedman, B. (2007). Modeling skills, signs and lettering for

children with down syndrome, autism and other severe developmental delays by video instruction in classroom setting. Journal of Early and Intensive Behavior Intervention, 4(4), 736-743.

Burke, M., Hagan, S., & Grossen, B. (2002). What curricular designs and strategies accommodate diverse learners? Teaching Exceptional Children, 34(4), 34-38.

Chan, J. M., & O’Reilly, M. F. (2008). A social stories intervention package for students with autism in inclusive classroom settings. Journal of Applied Behavior Analysis, 41(3), 405-409.

Cognitive strategy instruction: Teaching strategy. Retrieved from the University of Nebraska – Lincoln website: http://www.unl.edu/csi/teachingstrategy.shtml

Corbett, B. A., & Abdullah, M. (2005). Video modeling: why does it work for children with autism? Journal of Early and Intensive Behavior Intervention, 2(1), 2-8.

Ellis, E.S., Deshler, D.D., Lenz, B.K., Schumaker, J.B., & Clark, F.L. (1991). An instructional model for teaching learning strategies. Focus on Exceptional Children, 23(6), 1-24.

Fienup, D. M., & Doepke, K. (2008). Evaluation of a changing criterion intervention to increase fluent responding with an elementary age student with autism. International Journal of Behavioral Consultation and Therapy, 4(3), 297-303.

Grandin, T. (2006). Perspectives on education from a person on the autism spectrum. Educational Horizons, 4(4), 229-234.

http://www.unl.edu/csi/teachingstrategy.shtml

References: Hart, J. E., & Whalon, K. J. (2008). 20 ways to promote academic engagement and

communication of students with autism spectrum disorder in inclusive settings. Intervention in School and Clinic, 44(2), 116-210.

Myles, B. S., Hagen, K., Holverstott, J., Hubbard, A., Adreon, & D., Trautman, M. (2005). Life Journey through autism: an educator's guide to asperger syndrome. Organization for Autism Research, 98.

National Educational Association (2006). The ASD puzzle. Washington, DC: Author. autismpuzzle.pdf

Simmons, D. C., & Kameenui, E.J. (1996). A focus on curriculum design: when children fail. Focus on Exceptional Children, 28(7), 1-16.

Stephens, C. E. (2005). Overcoming challenges and identifying a consensus about autism intervention programming. The International Journal of Special Education, 20(1), 35-49.

Supports, Modifications, and Accommodations for Students. Retrieved from the National Dissemination Center for Children with Disabilities: http://www.nichcy.org/educatechildren/supports/Pages/default.aspx

Vaughn, S., Bos, C. S., & Schumm, J. S. (2007). Teaching students who are exceptional, diverse, and at risk In the general education classroom. Boston, MA: Pearson Education, Inc.

Vaughn, S., Gerten, R., & Chard, D. (2000). The underlying message in LD intervention research: Findings from research syntheses. Exceptional Children, 67(1), 99-114.

Wison, R, & Wesson, C. (1986). Making every minute count: Academic learning time in LD classrooms. Learning Disabilities Focus, 2(1), 13-19.

http://www.nichcy.org/educatechildren/supports/Pages/default.aspx

a utism spectrum disorders in the classroom

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