matching characteristics to interventionsregistration.ocali.org/rms_event_sess_handout/6092... ·...

10/21/2013

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Matching Interventions to

Characteristics of Students

on the Autism Spectrum

Brooke Wright Brittany Murray & Julie Raccio

Objectives

Participants will:

• Identify underlying characteristics associated with Autism

Spectrum Disorders

• Understand that students’ behaviors may be

manifestations of these underlying characteristics.

• Appropriately match interventions to characteristics of

students with ASD

• Understand a variety of tools that can be used to help

students succeed

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Underlying Characteristics

Checklist (UCC)

Special Interest

Behaviors!

Skills

Illness

What you can see

What Lies Beneath…..

Underlying Characteristics

Language

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The Dartboard Analogy

• We don’t want to just

throw multiple

interventions at a

problem and hope

something sticks

1. Social

• Has difficulty recognizing

the feelings and thoughts

of others

• Uses poor eye contact or

fails to orient toward others

• Has difficulty maintaining

personal space, physically

intrudes on others

• Has difficulty making or

keeping friends

• Has difficulty joining an

activity

• Is naïve, easily taken

advantage of or bullied

• Has difficulty waiting

• Has difficulty

understanding non-verbal

communication

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2. Restricted Patterns of

Behavior, Interests and Activities

• Expresses strong need

for “sameness” – has

difficulty with change

• Has eccentric or intense

preoccupations –

absorbed in own unique

interests

• Has difficulty transitioning

from a preferred activity

• Has strong need for

closure or difficulty

stopping a task before it

is completed

• Displays difficulty

engaging in activities

other than intense special

interests.

3. Communication

• Has little or no speech

• Has difficulty expressing wants

and needs

• Has difficulty expressing

thoughts and feelings

• Communicates needs through

behaviors such as crying or

aggression

• Has difficulty asking for help

• Has difficulty following

instructions

• Asks repetitive questions

• Talks to self excessively

• Has difficulty with rules of

conversations

• Has difficulty starting, joining

and/or ending a conversation

• Fails to initiate or respond to

greetings

• Interprets words or

conversations literally – difficulty

understanding figurative

language

• Has difficulty understanding

language with multiple

meanings, humor, sarcasm or

synonyms

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4. Sensory Differences • Responds in an unusual

manner to: – Sounds

– Pain or temperature

– Taste (textures)

– Light or color (visual

stimulation)

– Smells

• Preoccupied with sensory

exploration of objects

• Makes noises such as

humming or singing

frequently

• Seeks activities that

provide touch or pressure

• Seeks activities that

provide movement

• Avoids activities that

provide touch or pressure

• Avoids activities that

provide movement

5. Cognitive Differences

• Displays weakness in

reading comprehension

but has strong word

recognition

• Has difficulty organizing

self in order to initiate or

complete an activity

• Displays very literal

understanding of

concepts

• Has difficulty

understanding the

connection between

behavior and resulting

consequences

• Has attention problems

• Demonstrates academic

skill deficits

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6. Motor Differences

• Has difficulty with

handwriting

• Has atypical or weak

grasp

• Has difficulty using

hands for fine-motor

tasks (e.g., fastening,

buttoning, zipping,

tying shoes, using

eating utensils

• Displays atypical

activity level (e.g.,

over-active /

hyperactive or under-

active / hypoactive)

• Has difficulty moving

through environment

(e.g., in and out of

buildings, using

stairs)

7. Emotional Vulnerability

• Is anxious or easily

stressed

• Becomes stressed when

presented with new task

or novel situation

• Exhibits rage reactions or

“meltdowns” in response

to apparently minor

events

• Has low frustration

tolerance

• Has difficulty tolerating

mistakes

• Has difficulty identifying,

quantifying, expressing

and/or controlling

emotions

• Has a limited

understanding of own and

others’ emotional

responses

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Structure of the Presentation

• Look at single interventions or clusters of

similar interventions that address the a

group of characteristics

• Look more in depth at each intervention

- Social Narratives

- Comic strips

- Social Autopsies

Has difficulty making or

keeping friends

Has a limited understanding of own and others’

emotional responses

Has difficulty recognizing the

feelings and thoughts of

others

Has difficulty joining an

activity

Has difficulty understanding the

connection between behavior

and resulting consequences

Communicates needs through behaviors such

as crying or aggression

Has difficulty understanding language with

multiple meanings, humor, sarcasm or

synonyms

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Social Narratives

Social narratives are visually represented

stories that describe social situations and

socially appropriate responses or behaviors to

help individuals with autism spectrum disorder

acquire and use appropriate social skills.

Exam

ple

Socia

l S

tory

From The New Social Story Book

Carol Gray, pg. 16

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Com

ic S

trip

s / C

art

oo

nin

g

Comic Strips / Cartooning

1. Drawing: This can be done by you or the student. Either way, artistic ability

is not required; stick figures work fine.

2. Guide with questions: The adult guides the student’s drawing or what

needs to be drawn by asking a series of questions:

•Where are you?

•Who else is there?

•What did you do?

•What did others do?

3. Insight: The adult shares his/her personal insights during the cartooning

process when the natural opportunity occurs.

4. Provide sequence or structure – adult provide boxes, structure of cartoon

5. Summarize the cartoon: discuss the comic strip in chronological order.

The student should as much as possible, with the adult clarifying as needed.

6. Identify new solutions: adult and student working together

(Myles, Trautman, & Schelvan, 2004, p. 28-29)

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http://www.makebeliefscomix.com/Comix/

Social Autopsies

Texas Autism Resource Guide for Effective Teaching

•Helps show cause and effect of the situation •Uses positive reinforcement •Teaches problem solving framework •Utilizes pictures or words

http://www.makebeliefscomix.com/Comix/

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Social Autopsies Examples

What happened?

I yelled at the teacher because he asked me to do a lot of math problems.

What was the social error or mistake?

Yelling at the teacher

Who was hurt by the error?

The Teacher. Maybe my peers.

What can be done to correct the error or the hurt?

Apologize? Explain that too many problems make me anxious.

What can be done differently the next time?

(Initially, this can be very difficult)

Stop, Think. Respond, “Can I please do half of the problems?” or “Can I do some of the problems now and some later?”

- Scripting

- Visual Cue Cards – Video

Modeling

Has difficulty joining an activity

Has difficulty starting, joining and/or ending

a conversation

Has difficulty expressing thoughts and feelings, wants

and needs

Has difficulty asking for help

Has difficulty with rules of

conversations

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Scripting / Cue Cards

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Visual Supports

Video Modeling / Role Playing

www.9thplanet.org

Joining-a-Conversation-9th-Planet-autism-social-skills-video.mp4

• www.modelmekids.com

http://www.9thplanet.org/


















http://www.modelmekids.com/

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The Hidden Curriculum

Is naïve, easily taken

advantage of or bullied

Has difficulty understanding

non-verbal communication

Has difficulty making or

keeping friends

Displays very literal

understanding of concepts


Myles, pg. 65

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By Brenda Smith Myles,

Melissa Trautman & Ronda Schalvin By Brenda Smith Myles

- Wait Card

- Turn Taking Visual

Has difficulty maintaining

personal space, physically intrudes

on others

Has difficulty recognizing the

feelings and thoughts of

others

Has difficulty waiting Has strong need for

closure or difficulty stopping a task before it

is completed

Has difficulty following

instructions

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Wait Card / Who’s turn is it?

Timers

Has difficulty waiting

Has strong need for closure or

difficulty stopping a task before it is

completed

Has difficulty transitioning

from a preferred activity Expresses strong

need for “sameness” – has

difficulty with change

Preoccupied with sensory exploration of

objects

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Timers

Time Timer App

Timer by App Cubby

- Visual Schedules

- Checklists

- Visual Cues



Becomes stressed when presented with

new task or novel situation

Expresses strong need for “sameness” –

has difficulty with change


instructions

Has difficulty organizing self

in order to initiate or


Has attention problems

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Visual Schedules

Written Schedules / Checklists

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Visual Cues and Directions

Checklists

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Work Systems



Becomes stressed when presented with new task or novel situation


instructions Has difficulty

organizing self in order to initiate or



Work Systems

Answer the 4 Questions

1. What is the work?

2. How much work?

3. When am I finished?

4. What comes next?

A system that allows students to do

one or more tasks without being

directed by an adult.

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More Work

Systems

- Individualized Motivators

- Token Systems

- Power Cards

Has difficulty tolerating mistakes

Has low frustration tolerance

Displays difficulty engaging in

activities other than intense special

interests.

Has eccentric or intense

preoccupations – absorbed in own unique interests


Has difficulty organizing

self in order to initiate or complete an

activity

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Individualized Motivators

• Lawnmowers

• Skittles

• Thomas the Train

• Recycling

• Succulent plants

• Angry Birds

• Engine oil

• Giggle Bellies

• Washing machines

• Cats

• Saltwater fish

• Harry Potter

• Gummy Bears

• Music

• Bugs Bunny

• Maps

• Pokémon

• Police

• Super Mario Bros.

• Weather

• Anime

• Presidents of the US

Using Individualized Motivators

for Academic Work

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Individualized Token System

Power Card

• Games should be fun for

everyone.

• If you win a game, you can:

Smile, give high fives, or say,

"Alright!"

• If you lose a game, you can:

Take a deep breath and say,

"Good job" to the opponent or

say, "Maybe next time."

• Play games the Survivor way

and your friends will have fun

playing games with you!

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Power Cards - Script

The contestants on Survivor love to play games! In fact, playing games on the

show is how they win rewards or win immunity. Sometimes the players and

teams win their games, but sometimes, they lose. When they win, they give

each other "high fives," smile or say, "Alright!" When they lose their game, the

Survivors might not be happy. They could take a deep breath and say, "Maybe

next time," or say "Good job" to their opponent. The contestants on Survivor

think everyone should have fun playing games. They also want you to

remember three things when playing games with other people:

• Games should be fun for everyone.

• If you win a game, you can: Smile, give high fives, or say, "Alright!"

• If you lose a game, you can: Take a deep breath and say, "Good job" to the

opponent or say, "Maybe next time."

• Play games the Survivor way and your friends will have fun playing games

with you!

- PECS

- Communication

Devices


activity

Communicates needs through behaviors such

as crying or aggression

Has difficulty expressing

thoughts and feelings, wants

and needs

Has difficulty asking for help

Has difficulty with rules of

conversations

Has little or no speech

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PECS, Communication Boards

and Books

AAC Devices and Apps

Prentke Romich:

Vantage Lite

BIGmack® and LITTLEmack®

Sonoflex Lite iPad App ProLoQuo2Go iPad or iPhone App

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Interventions for Repetitive

Questions or Excessive Self Talk • Schedule a time and/or

place

• Set a limit and provide a

visual cue

• Write the answer or

provide a picture

• Teach a replacement

phrase or behavior

• Provide options for other

topics

• Consider AAC devices

• Use a social narrative

Why?

• Might be calming or

reassuring

• Might be substituting a

familiar phrase for

unknown language

• Might have a desire to

communicate but not

know how to initiate

conversation

Sensory Strategies

Makes noises such as

humming or singing

frequently

Seeks activities that provide touch

or pressure

Seeks activities that provide movement

Preoccupied with sensory exploration of

objects

Responds in an unusual manner to

sounds, touch, light, or smells

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• Hearing protectors

• Headphones

• Soft music

• CD, radio or MP3 player

Responds in an unusual manner to:

Sounds

Responds in an unusual manner to:

Smells

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Seeking Touch or Pressure

• Heavy work

• Body Sox

• Steam Roller

• Hugs / deep pressure

• Chewy or crunchy snacks

• Chewy pencil topper or

necklace

Seeking Movement

• Swing, trampoline

• Exercise ball

• Climbing

• Wiggle seat (disc-o-sit)

• Rocking Chair

• Incorporate movement

into work

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Makes noises such as humming

or singing frequently

• Toobaloo or PVC pipe

• Tape recorder

• Visual rules

• Schedule a time and place

Preoccupied with Sensory

Exploration of Objects

• Provide a system for sensory motor breaks

• Schedule a time and place for sensory

exploration

• Use sensory as reinforcement

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Priming and Pre-Learning



Becomes stressed when presented with

new task or novel situation

Is anxious or easily stressed


instructions

Has difficulty organizing self in order to initiate or



activity

Demonstrates academic skill

deficits

Pre-Learning & Priming • Introduces students to information

or activities prior to their use

• Familiarizes a child with material

• Makes the activity predictable

• Reduces stress and anxiety;

increases the child’s success

• Typically occurs the day or the

morning before the activity

• Teacher may condense the activities

onto an index card that the child can

carry to class and refer to as needed.

• May use video or photographs

• Can occur in the classroom or at

home

• Most effective when it is built in as

a part of the student’s routine

• Should occur in an environment

that is relaxing

• Sessions should be short

• Priming is not teaching, correcting,

or testing

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Priming • Video Modeling

• Photographs

• Narrative

Fine Motor Supports

Has difficulty with

handwriting

Has atypical or weak grasp

Has difficulty using hands for fine-motor tasks

http://www.modelmekids.com/community-social-skills-autism.html

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Fine Motor Supports

• Hot Dots

• Coinulator

• Pencil grips

• Highlighter tape

• Recorder for homework

• Rubber stamps with inkpad

• Raised line paper/highlighted paper

Low Tech Tools for Struggling Writers

Hot Dots

Coinulator

Pencil grips

Highlighter tape

Recorder for homework

Raised line paper/highlighted paper

Rubber stamps with inkpad

More Fine Motor Supports

Loopeez The Claw

THE Pencil Grip Pencil Weights

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Fine Motor Practice

-Heavy Work

- Activity Breaks

- Seating Options

-Fidgets

Displays atypical activity level (e.g.,

over-active / hyperactive or under-active / hypoactive)

Has difficulty moving through

environment (e.g., in and out of buildings,

using stairs)

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Heavy Work & Activity Breaks

Seating Options and Fidgets

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- Visual Prompts

- Incredible 5-Point Scale

- Stress Thermometer

- Home Base

Has difficulty tolerating mistakes

Has low frustration tolerance

Exhibits rage reactions or

“meltdowns” in response to apparently

minor events

Has difficulty identifying, quantifying, expressing

and/or controlling emotions

Is anxious or easily

stressed

Problems?

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Vis

ua

l C

ue

s fo

r C

alm

ing

Str

ate

gie

s

Th

e Incre

dib

le 5

Poin

t S

cale

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Stress Thermometer

Home Base

An environmental

structure that allows

students with ASD to:

• Prepare for or review the

day's events

• Take a break from a

stressful situation

• Regain emotional control

to avoid a meltdown

• Recover after a meltdown

• Successfully cope with an

unpredictable world

• Is a consistent place

• Always individualized

• Reduces environmental

demands

• May be used as a proactive

strategy

• Place for schedule review and

priming

• May include sensory strategies

• Can be scheduled or used “as

needed”; initiated by adult or

student

• NOT the same as “time out”

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To

olb

ox U

se

d a

t H

om

e

Base

Key Points to Remember

• Recognize underlying characteristics as

manifested in each individual student

• Consider underlying characteristics when

developing and implementing interventions

• Identify interventions that can support

various underlying characteristics

• Create a tool kit of multiple interventions

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<http://9thplanet.org/index.html>.

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