Transcript Moving on

Moving on:
from a focus on challenging
behaviour to a focus on maximising
achievement for students with ASDs
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www.beatricebenne.com
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Bonjour et bienvenue
J'espère que vous trouverez cette
présentation intéressante et que vous
apprenez quelque chose d'utile
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The Paradigm Shift
Who is challenging who?
On that prior slide the challenge for many
students with ASDs in the classroom is illustrated.
When the teacher is talking so fast (or illogically)
that they are hard to understand and the noise in
the room compounds that difficulty.
Did you find my behaviour challenging or did you
think it was great that I could write a sentence in
French?
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Present observed paradigm
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•
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Teacher instructs students to do a task
Most students start task
Teacher repeats instructions
All students except student with ASD now on
task
• Teacher thinks the student with ASD is either
work refusing or incapable of doing the work
• What is the student with ASD thinking?
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What are they thinking?
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Is the child being naughty?
• Yes, children on the spectrum, just like all
other children can be naughty....
• However, when they are exhibiting
‘challenging behaviour’ it is important to work
out if they are being naughty or not without
prejudice and to realise that their view and
the NT view may not be the same
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Teacher ideas: challenging behaviour
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Work refusal
Inappropriate tone/use of language
Inappropriate physical interactions with peers
Doing ‘own’ things instead of class work
The more verbal the child the more
challenging these things are viewed as
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Teacher ideas:
Types of challenging behaviour
Class work / activities
• Student won’t do the work
• Student won’t ask for help
when they can’t do the
work
• Student won’t join in group
or class activities
• Student will join in but only
if they can control the group
or class
Communication & Interaction
• Student is too loud/quiet
• Student hurts others in class
• Student hurts others in
playground
• Student is impolite
• Student doesn’t respond to
adult questions
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Changing expectations through
building understanding
• Thinking differently does not make anyone
stupid (NT or ASD)
• Thinking differently does lead to being
different and understanding the world
differently
• Difference is valuable – do you understand
how to write a computer programme to
calculate safe doses of drugs?
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Years after this I figured it out – the
teacher wasn’t being stupid...
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NT Teachers
understanding students with ASD
People with ASD do think differently, they are
highly logical
Being logical they usually interpret the world
logically, thus if you say something they think
you MEAN WHAT YOU SAY. Most NTs say this
is a literal understanding of language.
Being logical they often only do things that are
worth doing. When you say they have to do
something they know this is rarely the case.
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Lack of shared meanings
• Does this indicate a lack of intelligence?
On whose part?
• I would say neither but I would say that if a
teacher knows a student is on the spectrum
and chooses not to modify their language it
shows a lack of understanding of what being
on the spectrum means.
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Examples of how to
develop shared meanings
• Explicitly explain phrases you commonly use, e.g.
When I say you should be ready to work, I mean
you must sit at your desk, have your pencil
ready.... (use visuals to support complex
instructions like this)
• Mean what you say. If you say the students have
5 minutes to do a task, mean that!
• Say what you mean. If the work is not good
enough, say so and say why. If the work is a great
effort, say that. Do not say both....
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(Natalia & Gabriel, 2006)
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People with ASDs understand and interact
with the world differently than neurotypical
people. Don’t forget how they interact with
the world is normal for them.
thinking, speaking, doing and being differently
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Seeing potential
and not potential problems
• Having an ASD does not mean the student is
disabled and/or violent & aggressive
• The student may or may not be violent &/or
aggressive at times, and they may or may not
have an intellectual disability/mental health
difficulty/learning difficulty etc
• However, having an ASD does mean the
student is a learner and has potential
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Examples of the potential of people
with ASDs
Temple Grandin, professor and cattle industry
expert. Temple did not speak as a young child
– being non-verbal when you start school does
not mean you will never be able to
communicate (whether orally or another way)
Satoshi Tajiri, the creator of Pokémon. As a
child fixated by bugs and by computer games,
Satoshi linked these two ideas to create
Pokemon and become a highly successful part
of the Nintendo corporation.
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That’s all good but....
• Tara hits people all the time...
• Tahu does no work in class, but just sits there
drawing cartoons for hours
My answer is why? Does Tara know any other
way of interacting with people? Are others
being mean and provoking her? Can you use
Tahu’s love of cartoons to introduce new
learning?
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Writing
Potential
NT teachers think:
Problematic
People with ASDs think:
• NT teachers think young
• There is rarely news about
students need to write
which to write or talk about
news every day to develop
so what exactly are they
their writing skills
meant to write or talk about?
• NT teachers think
• If I can write why do I need to
handwriting practice is
do it over and over? If I can’t
useful
why do I need to be shown
that I can’t over and over?
• Writing skills indicate
intelligence (not all teachers • Teachers are very unclear
think this)
about what they want.
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www.toothpastefordinner.com
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Teacher responses to my question; why
should students with ASD write news?
• Because they have to. Really?!
• Because that’s what our school does every
morning. And that makes it a good idea?!
• So that they learn to write more and develop
more skills. And no other task would do this?!
• That is one of the ways we teach lots of
concepts – time, past events, sequencing etc.
Cool – could we vary the task so you use
other ways too?
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Removing the problem and finding
the potential
Teacher
• Be clear about why the
students need to develop their
writing or other
communication skills
• Provide a visual checklist for
the student with ASD for their
writing or communication
• Ensure the writing (or
presentation) tasks reflect
these reasons and are working
towards the students goals
Student with ASD
• Understand that improving
writing (or presentation)
will help meet personal long
term or short term goals
• Use the checklist to ensure
you complete your writing
(or presentation) tasks so
that you benefit and your
teacher is happy with you
• Communicate with your
teacher
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so that
mum will
buy food
you like!
To study
geology at
university
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Why students with ASDs do write:
• Because it makes my teacher happy.
• Because I like seeing the words on the paper
• Because I know what I am supposed to write
about and how to do it.
• Because I get computer time if I write a page.
• Because I can write about what I am
interested in, so I write lots about Rugby
stadiums when everyone else writes about
other stuff.
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And why they don’t:
• I don’t like using a pen, if I can write in pencil
then I don’t mind.
• The teacher says my writing is wrong but I
like capital letters.
• I don’t know what I am supposed to do.
• I am not interested in sea creatures.
• Nothing new happened.
• I can’t be bothered, I’d rather draw.
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Going from compliance to noncompliance
• In my experience this is usually caused by a
sentinel event...
• After my teacher refused to mark my five page story
because he said my handwriting was too small, I
never made my writing look nice again
• When my teacher said my story wasn’t an
appropriate subject to write about I stopped writing
stories.
• When my teacher made me cry I refused to go to his
class ever again
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Fixations of thought
All these previous sentinel events caused
fixations of thought, which can present as
challenging behaviour but much more seriously
these negative thoughts/reactions can often
hinder children’s achievement and success
However, fixations can also present
great opportunities and be really
useful to foster achievement
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Using fixations to promote
achievement
• Introduce new concepts via special interests
• Introduce new skills to interact with fixations
• Facilitate leadership and teaching others to
celebrate existing knowledge
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Examples
• Rugby stadiums – art, design/technology,
maths (volume, capacity, ticket sales etc)
• Animals – labelling pictures orally, matching
words and drawings, art, practical skills to care
for animals (brushing, feeding etc), measuring
food, colours, patterns, classifications
• Computers – programming, art, music,
design/technology, presentations, hand-eye
co-ordination, sensory integration
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IEPs to promote achievement
• Timely reviews of SMART
goals demonstrates the
success of students with
ASDs
• This ensures teachers
see these students as
learners with potential
• This promotes planning
for achievement
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Example
• 3 goals; 1 from family/whanau, 1 from
student, and 1 from school team
• Reviewed termly
• Strategies to achieve goals include;
differentiated topics, resources, methods of
doing and presenting tasks
• What goal looks like when achieved is clearly
explained and referenced back to regularly
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If someone with ASD doesn’t do something
they are asked is it generally because;
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They are in sensory overload &/or
They don’t understand what you want them to do &/or
They don’t know how to do what you want them to do
&/Or… what you have asked them to do is illogical and
so they won’t do it because it is silly
• Make sure you are clear and explicit about what you
want and that it is meaningful and the purpose is easily
explainable. Ensure the learner has the tools to comply.
If you think you can make them comply – think about
how you can do this!
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Achievement is fostered by:
• An environment that meets the sensory needs of
the student with ASD
• A teacher who communicates clearly and
logically, explaining not just what to do, but why
to do it with high expectations for behaviour and
learning (and an understanding that meltdowns
are not bad behaviour)
• Being able to learn new things using interests and
then being encouraged to share new knowledge
and skills and celebrate these
• Facilitating the making and sustaining of
friendships
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For this teachers need:
• To understand how people with ASDs think,
interpret and interact with the world
• To use this understanding to influence the way
they communicate and teach their students with
ASDs
• To see their students with ASDs as learners with
huge potential (to go to university, to have jobs,
to have families etc)
• To have positive and constructive interactions
with their students with ASDs
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EVERY CHILD WITH ASD CAN ACHIEVE
Daryl Hannah
famous actress
TONY DeBLOIS
Professional pianist
Tito
Mukhopadhyay
Author (non-verbal
writer who has
provided insights
into his world)
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Liane Holliday
Wiley, author
& professor
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