The ASD Puzzle Autism Spectrum Disorders Strategies for the Music Classroom

Carole Pearce Nelson Elementary School Music Therapist –Board Certified (MT-BC) Masters in Music Education

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OBJECTIVES This training will address:

General Characteristics about A.S.D.

Knowing Your Students Music Room Considerations Lesson-Planning Knowing Your Musical Elements – Sensory Adaptations “The Melt-down” – Behavior Strategies Assessment Performance Groups Resources

Pervasive Developmental Disorder ( Autism Spectrum Disorder)

DSM-IV Rett’s Disorder Childhood Disintegrative Disorder (Heller’s Syndrome) Autistic Disorder Pervasive Developmental Disorder – Not Otherwise Specified Asperger’s Disorder

Features of Autism Spectrum Disorder Differences in socialization Repetitive behaviors, interests and activities Autism Differences in communication

Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS)  Does not meet all of the criteria for diagnosis  Often considered a milder form of autism  Doctors often are more likely to give diagnosis of PDD than autism to very young children

Comparison of Autism and Asperger’s Disorder

 Autism  Generally below normal IQ     General diagnosis before age 3 Delay in language onset About 50% are non verbal Limited grammar and vocabulary  Asperger’s Disorder  Generally normal IQ    General diagnosis not until age 3 or after Language onset time normal All are verbal  Average grammar and vocabulary

Comparison of Autism and Asperger’s Disorder

 Autism  Deficits in reciprocal social interactions    1/3 have seizures (primarily adolescents) Sensory problems Obsessive interests  Asperger’s Disorder  Deficits in reciprocal social interactions    Seizures commensurate with general population Sensory problems More occurrence of “high-level” obsessive interests

Accommodations Information

Communication Strategies

Augmentative communication device/visuals – Students should bring these to class!

It is their voice!

Big Mac Communication book Tech Talk AAC Device

PREVENTING BEHAVIOR PROBLEMS

 Find out what the classroom teacher is using  Have the classroom teacher include a slot for music  Give the icon, if earned, prior to leaving class

Individual Behavior Chart

•Use objects/icons that interest students •It could be a stamp, a sticker, or a picture •Remember, not all students like stickers or consider stickers important to work for

Music Room Considerations

 Safety First – Physical Layout  Labeling the room  Rules and Boundaries

Room Organization

What do you see?

      Vocabulary is at student eye level The chairs are “quiet” Everything has an assigned area Add a photo to the chair where the student is assigned Add a visual schedule Add visual class rules

Room organization to promote independence Keep small items in bins with picture labels Label where classroom tools are kept

Picture labels could be added to shelves for instrument and book organization to promote independence

Visual Boundaries

Painter’s tape and furniture provide boundary lines between areas of room

Designated work space

Visuals to assist with rules and boundries

Universal “No” Sign Simplify rules; use picture supports Label what should not be touched Individual seats labeled

Rules

Lesson Planning

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The Routine

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Visuals

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Transitions

Create a Predictable and Visual Routine

Classroom Schedule Individual Picture Schedules

Checklists or reminder cards that are posted in the work area

Classroom Music Example Using Picture Symbols Rationale:

 This provides the student with autism the opportunity to understand and anticipate schedule transitions.

Classroom Music Example Using Picture Symbols

 Arrange picture symbols on your chalkboard or dry-erase board in any order (e.g., an icon for warm-up, others for songs and activities for the day).

 Have the student with autism choose the order in which these activities will occur.

Classroom Music Example Using Picture Symbols

 As each activity is completed, take the icon down and put in a “Complete” box or envelope.

 Allow all the students in the class, not just the student with autism, to take turns choosing the icons.

IT’S ALL ABOUT… …being sensitive to your students’ reactions to music elements!!!!!!

ELEMENTS OF MUSIC FOR SENSORY ADAPTATION THE MOST IMPORTANT THINGS TO KEEP IN MIND!!!!!!

 What one brain perceives as sounding pleasing, another brain may perceive as sounding irritating.  Fear results in fight or flight. A brain that is over stimulated will fight the external sounds or tune them out. It is our job to make the music “connect” to the student.  The elements of music are often the perfect tools to reduce fear, engage a student and eventually help the student adapt. Learning cannot take place until this occurs.

ADAPTING TEMPO

 Think of the student’s current energy level.

 Start there and gradually work towards the desired energy level (accelerando or ritardando – very effective)  Slow – can induce calmness, can be used to see how long a student can stay focused.

 Fast - can animate the system, effective for improving motor skills (fine-motor skills such as instrument playing, gross-motor skills such as movement activities).

The Greeting Song

“Hey Hello”

ADAPTING RHYTHM

Begin with…  Pulse – beat, meter, patterns of strong and weak beats. The simplicity of this is very appealing to students. Transition to…  Patterns – rhythmic patterns keep the brain alert once it has processed the pulse. Chants are effective for students who are non-verbal because they break down language into patterned syllables.

Advance to…  Perseveration (Repetition) – an ostinato, a repeated pattern; can be a driving force to make the brain pay attention and finally give in and adapt to the new stimulus, try adding another layer for texture

Quick Reaction Games

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“Beat Circles”

Dalcroze-Based Activity Help to keep attention Spontaneous, Improvisational Good for transitions Good for variety of levels in one group Developmentally Sequenced Teacher Led or Student Led Many variations and adaptations for curriculum

TONE COLOR CONSIDERATIONS

 What sounds pleasing to one person may be irritating or problematic for another.

 Certain tone colors or frequencies may elicit behavior problems. Document.  Students who have difficulty discriminating between sounds often have the same problem in speech.

Instruments

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“The Best Band”

Safety First Think of physical limitations, fine-motor skills and eye-hand coordination.

Consult classroom teacher, ESE teacher, Physical Therapist or Occupational Therapist for adaptations.

Primary Instrumental Activities – start/stop, steady beat, fermata, tempo changes, form Intermediate Instrumental Activities – note values, meter, rhythm patterns, complex tempo changes, form

INSTRUMENTS FOR SENSORY ADAPATION

      Keyboard Instruments String Instruments Percussion Instruments Wind Instruments Vocalization Recorded Music See Handout “Instruments for Sensory Adaptation”

EFFECTIVE USE OF FORM

    The structure of music is appealing to students because it is orderly and predictable like a routine.

Musical form aids in the development of attention span: Music – evolves, peaks, resolves.

Task – created, organized, completed Attention for some students may be minutes, for others, only seconds. Document and ask for assistance in setting realistic goals for length of attention.

Think of form in varying lengths: one measure… then…one phrase…then…one verse… then…one piece. Plan according to your student’s present level and gradually increase.

Movement Activities

   Primary: “Teddies to Turtles” Animal and transportation themes are effective.

Proprioception: awareness of body motion/parts   Opposites (basic and music elements) Intermediate: “Meter Circles” Isolate basics of a music element and gradually progress to more difficult concepts within the element.

Count how many repetitions it takes for the whole class to get it right.

More on Movement

      Use at the right time in the lesson Start at their energy level and gradually go in the direction you want To help control and calm down To help motivate Good order: In seat…then….standing in place….then….locomotor

Use as a reinforcement for good behavior!

ADAPTING MELODY

 Before speech, there were basic, instinctive human calls which contained inflection. They did not involve cognitive processing.

 Melodic contours which are step-wise create a sense of anticipation, waiting for a sense of resolution.

 Melodic contours that are erratic with leaps create a sense of restlessness.

 Melody connects vocal sounds into self-expression then into word meanings.

ADAPTING HARMONY

“Yankee Doodle”  For some students, music with a thick harmony is over stimulating.  Live Music: Gradually reduce or increase the texture.

 Recorded Music: It is the color or mood of the harmony that has the most effect on a student. Take this into consideration when planning. Listen especially for sudden changes in harmony and stop music before that point.

ADAPTING DYNAMICS

    Since dynamics indicate a state of emotion, predict how your students will react to recorded music especially.

Students with poor muscle control will demonstrate extreme dynamics or erratic changes when playing instruments. Be ready!

Activities involving crescendo and decrescendo can help to address this lack of motor control. Dynamic changes also help students to attend and stay engaged.

“The Melt-Down!” Behavior Strategies

THE BIG IDEA…..

“Behavior is Communication!”

Choice Board Example

First / Then Card

Transition Strategies

 Use a visual schedule with an all done envelope

Use a Time Timer

 Pre-warn students of ending activities and any change in routine

Use a traditional timer

 Create a predictable routine (ex. Opening song/activity, closing song/activity)

Social/Behavioral Strategies

 Power Cards  Rules  Social Stories

What is a Power Card?

 “…the power card strategy is a visual aid that incorporates the child’s special interest in teaching appropriate social interactions including routines, behavior expectations, the meaning of language and the hidden curriculum” Elisa Gagnon “Power Cards”

Social Story

ADDITIONAL IDEAS ON BEHAVIOR AND INSTRUCTION Characteristic of ASD Instead of ........

Try ............

Difficulty initiating, participating in Letting the students choose groups and sustaining peer relationships Pre-assign groups prior to stating the demands of group work (monitoring interactions) Pre-teach lessons Assign jobs or parts Lack of sharing their own interests and reciprocating with sharing interests of others Unstructured cooperative groups Offer a speaker pass to define reciprocal classroom participation some students with AS may need forewarning to develop their response prior to being called upon (scripted participation)

Sensory ideas that can be used within a natural environment

 Wearing head phones or ear plugs  Quiet squeeze or fidget toys  Using construction toys that snap or push together  Pushing crates, chairs, carts or other heavy, large objects  Move and sit disc

MORE ABOUT BEHAVIOR AND INSTRUCTION

Develops routines and rituals Give time frames for tasks.

Fast-paced transitions from one music task to another Gauge work with time and ability (how many questions does the student really need to answer to demonstrate knowledge of the content) Use visual timers, songs, or countdowns to cue transitions.

Keep a student folder

ASSESSMENT

• • • • • Consider the IEP!! You have the right to see it and know what is expected from each student!

Talk to the ESE teachers! Use the Accommodations Form for testing situations.

Ask an aid or teacher for help when administering written or computer tests.

Be open-minded about how students demonstrate knowledge during activities in the music room.

• • Subtle movements of hands, feet, head, knees, even blinking!

Humming certain parts of a phrase on pitch, usually resolution pitches.

Performers with Autism

Some Ideas for Assisting Performers with Autism

Rehearsal Strategies (Band/Orchestra/Choir):

 Simplify your rehearsal language from the podium  Practice rehearsal routines (e.g., where to sit, where to keep music, etc.) outside of class  Ask for assistance from ESE or Classroom teachers

More Rehearsal Strategies

 Provide music in other forms (e.g., recordings, smart music, etc.)  Simplify parts (e.g., provide a reduced instrument part written by the instructor)  Visit concert venues prior to performance and practice performance routines

Peer Assistance

 Have students help with equipment issues, music organization, and expectations  Have peer work with the student privately

BIG IDEAS TO MEMORIZE!!

 Flight or Fight!!!! BEHAVIOR IS COMMUNICATION!

 Meet them musically at their energy level!!

 DOCUMENT behaviors associated with certain situations or musical stimuli!!

 Address therapeutic needs as a way to access music learning goals!

 MUSIC is one of the most effective tools in changing behavior and encouraging learning!

Resources to Consider

 Hourigan, Ryan M. “Teaching Music to Performers with Special Needs.” Teaching Music 15, no. 6 (2008): 26–29.

 Iseminger, Scott H. “Keys to Success with 16, no. 6

Resources

CARD-USF  http://card-usf.fmhi.usf.edu/ Autism Society of America  http://www.autism society.org

Autism Society of Florida  http://www.autismfl.com/ NIMH Information page on autism  http://www.nimh.nih.gov/he althinformation/autismmenu.

cfm Autism Help.info

 http://www.autismhelp.info/mai n.htm

CDC Autism Information Center  http://www.cdc.gov/ncbddd/dd/ ddautism.htm

First Words Project FSU  http://firstwords.fsu.edu/ • Indiana Resource Center for Autism articles to download http://firstwords.fsu.edu/  http://www.iidc.indiana.edu/irca /ftrainpapers.html

Resources

John Wobus Autism Resources site  http://www.vaporia.com/autism/ OASIS Online Asperger Syndrome Information & Support  http://www.udel.edu/bkirby/asper ger/ Tony Attwood  http://www.tonyattwood.com.au/  Autism Internet Modules http://www.autisminternetmodules.org/ MAAP Services for the Autism and Asperger Syndrome  http://www.maapservices.org/ Autism Asperger Publishing Company  http://www.asperger.net/ Future Horizons  http://www.futurehorizons autism.com/ Florida Inclusion Network  www.floridainclusionnetwork.com

Jessica Kingsley Publishers  http://[email protected]

Resources

 Berger, D. (2002). Music therapy, sensory integration and the autistic child . United Kingdom: Jessica Kingsley Publishing.

 Ryan Hourigan and Amy Hourigan. Teaching Music to Children with Autism: Understandings and Perspectives Educators Journal September 2009 96: 40-45, doi:10.1177/0027432109341370 Music  Margie La Bella, MT-BC, MA. “Music Therapy and Education”, www.musictherapytunes.com

Questions