Transcript Document

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Presentation in Long Beach
February, 2015
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Outcomes:
 Understand the Basic Concepts related to the term
Autism
 Understand the Basic Vocabulary used in the research
 Have a short list of things you can do to support students
with autism
 Increase your autism awareness level
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Autism is . . . .
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A lifelong disability; there is no cure
at this time
It is found worldwide in families of all
racial, ethnic, and social backgrounds
Four to five times more common in
boys
Affects brain development in areas of
communication skills, social
interactions, and sensory processing
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Teaching Optimum Topic
Exploration
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Are you ready to
learn about
Autism?
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In 1943 Autism Spectrum Disorder (ASD) was
first identified by psychiatrist Dr. Leo Kanner at
John Hopkins . The research has verified several
areas of challenge including limited
communication skills, social interaction,
restricted range of interests or behavioral
repertoires. Additionally, impairments in social
skills are a defining feature. The National
Professional Development Center (NPDC) and
the National Standards Project (NSP) have
identified evidence-based instructional
practices. (Bellini, Peters, Benner, & Hopf, 2007;
Kasair, 2011; Koegel & Koegel, 2013; Shavelson &
Towne, 2002)).
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Basic Concepts
1
in 88 U. S. children has autism
1
in 54 U. S. male children have autism
 Usually
identified during childhood
 Lifelong
disability with no specific physical
characteristics
 Characteristics
typically include limited eye
contact, preference for sameness and
routine, noticeable physical over activity or
extreme under activity and a dislike of
cuddling or touching.
Major areas (DSM-IV) of the Autism
Spectrum DisorderLanguage/Communication
Social
Behavior
Autism is a “Umbrella Disorder”
Autism
PDD-NOS
Asperger’s Syndrome
Rhett’s Syndrome
Childhood
Disintegrative
Disorder
ASD
Autism Spectrum Disorder
Students can fall anywhere along the continuum; thus
not all students will exhibit the same characteristics.
Classic Autism
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Prefer to be alone
Engage in self stimulatory behavior
Limited communication skills
May not want to be cuddled or touched
Like to watch parts of or the same movie over
and over
Routine bound
Prefer sameness
Little or no eye contact
Noticeable physical over activity or extreme
under activity
Vantage Point
The low-functioning child with
autism, “lives in a world of his
own,” whereas the higher
functioning child with autism
“lives in our world but in his own
way.”
(VanKrevelen, 1991)
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Evidence Based Practices
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Prompting
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Applied behavior analysis
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Task analysis
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Discrete Trial Training
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Pivotal Response Training
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Self Management
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Peer Mediated Intervention
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Visual Supports
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Prompting
 Always
wait at least 5 seconds after the
natural cue
 Least
to Most - The least intrusive
prompt is the natural cue.
 Allow
student to make a response
waiting the specified latency period, if
no response or if response is incorrect
introduce the least intrusive prompt
such as an indirect verbal (e.g. "Did
anyone hear the bell ring?”)
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Applied Behavioral Analysis
 ABA:
a framework for the practice (application) of a
science not a specific program
 ABA:
includes the use of direct observation and
measurement to investigate the functional
relationships between environment and behavior
to promote learning and change socially important
behaviors in meaningful ways
 ABA
is designed to permit people to understand,
prevent, and remedy behavioral problems and to
promote learning
 Applied
Behavioral Analysis
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Task Analysis
Teaching story:
Peanut Butter and Jelly
Sandwich
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Discrete Trail Training
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A specific method of teaching used to maximize
learning. It is a teaching technique or process used to
develop many skills.
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These might include cognitive, communition, play,
social or self help.
1. Break
skills in small steps
2. Teach
each step of skill intensly until mastered
3. Provide
lots of repetition
4. Promote
5. Use
correct response – fade response asap
positive reinforcement procedures
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Pivotal Response Training
The PRT Pocket Guide by
Robert Koegel and Lynn Keogel
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Self Management
Child
is expected to respond without
adult vigilance or management
Child
must manage own behavior
without supports
A
great technique for dealing with
aggressive behaviors, on task
responding, self stimulatory behavior,
asking questions, taking turns etc.
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Peer Mediated
Problem
solving between child and
peer
Process
whereby a trained student
mediator works with the child to work
out the problem
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Intervention
Turn
to your elbow partner
and share what you believe
intervention means in the
context you work in or in
your home.
Everyone uses Visual
Supports…
Visual Learners
“Many people with autism are visual thinkers. I
think in pictures. I do not think in language. All
my thoughts are like videotapes running in my
imagination. Pictures are my first language, and
words are my second language. Nouns were the
easiest words to learn because I could make a
picture in my mind of the word.”
Temple Grandin
NOW WHAT?
Core Deficits: COMMUNICATION –
BEHAVIOR - SOCIAL
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Behavior
 Task Variation
 Natural
Reinforcers
 Reinforcing
Attempts
 Generalization
 Observational
 The
Learning
ABC Model
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Task Variation
Very the stimulus items and
reinforcers during interaction
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Natural Reinforcers
Use reinforcers that are directly
and functionally related to the task
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Reinforcing Attempts
Reinforce reasonable attempts,
unambiguous and goal oriented
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Give Positive Attention to Positive
Behavior
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Give positive attention to positive behavior.
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Give little or no attention to negative behavior.
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Positive attention given to positive behavior will increase that
behavior.
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ANY attention given to inappropriate behavior will increase that
behavior.
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Generalization
Apply learned behaviors to other
environments and practice in
different settings (i.e. home and
school) and over time for
durability
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Observational Learning
Absence of good role models may
cause children with autism to learn
in atypical ways; children with
autism can gain appropriate
behaviors from being included in
classrooms where they can
observe typically developing
peers
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All Behavior is Purposeful
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Everything we do in life has a purpose. It is no different with
typical children or children with disabilities.
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Behavior may be to communicate something, to gain access to
something, to escape an activity or to get either positive or
negative attention.
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Young children often exhibit behaviors that meet their own selfinterests. For children with disabilities it can be their most
effective way to communicate.
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ABC
There are three basic components of observable behavior that
can be analyzed to explain behavior, often called the the A-BC model. This model is the foundation for Applied Behavior
Analysis (ABA).
Antecedents
Behavior
Consequences
Using pictures to teach expected behaviors
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Any Behavior Reinforced EITHER
positively or negatively will
increase!
 Positive
behavior increases with positive attention. We
call that attention Positive Verbal Reinforcement (PVR).
 It
is your most powerful tool in shaping your child’s
behavior.
 It
is as simple as recognizing appropriate behavior and
verbally reinforcing that behavior.
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Parents and Teachers can enhance
supports for child with ASD by
using these simple ideas……
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Things to Do……
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Have a notebook that travels between teacher and parent daily
to record progress.
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Observe child during lunch break or times when he/she is
interacting with peers.
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Work on socialization during school, after school and at home.
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Make a list of relaxing activities
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Incorporate teaching into everyday activities both at school
AND home.
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Focus on child’ strengths rather than deficits
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Things to Discuss
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What are the anticipated outcomes that align with the
particular practices?
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Are the anticipated outcomes in synchronization with the
needs of the student?
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What are the potential risks associated with the practice?
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What are the most effective needs of evaluating a particular
method or approach?
(Simpson, 2005)
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Things to ASK Yourself
Are you giving the child choices?
Are
you including both easy and
difficult tasks?
Are
you reinforcing and praising
the child when they make
attempts to do task?
Are
you providing activities for
the child which will lead to a
natural reinforcers?
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Suggested Routine to use prior to
story time:
 Wiggle
my fingers (hold fingers up and move
them)
I
wiggle my nose (put a finger on nose and wiggle
it)
I
wiggle my shoulders (move shoulders back and
forth)
I
wiggle my toes (point to toes)
 No
I
more wiggles are left in me
will sit still, as still as can be.
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Suggested Routine rhyme for
active engagement
 Stand
up (Insert child’s name) Stand up
(Insert child’s name)
 Turn
around, turn around,
 Give
a little clap clap, Give a little clap, clap
 Now
sit down, Now sit down.
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Create your own social stories
Social Stories were developed by Carol Gray in 1991
and were created to help break down a task or social
situation into smaller steps with descriptive words
and pictures. Among other uses, they can help to
prevent temper tantrums or meltdowns in public
places or aggressive behavior in children. The story
is individualized from the perspective of the person
with ASD. It is important to accurately describe the
situation, skill or concept according to defining
criteria, use a story voice format and relevant,
descriptive meaningful content. The stories can be
written in a variety of formats, including pictures
with words, text alone, audiotapes or videotapes.
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Helpful Resources
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www.autisminternetmodules.org Free online training
modules addressing a variety of topics pertinent to ASD
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www.autismspeaks.org Many resources, videos,
assessment information
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www.uctv.tv
researchers
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www.tinsnips.org
students with ASD
Free videos and podcasts from leading
Great website for teachers of