Transcript The Essentials of working with Autism

We Can’t Do It Without You!
2009-2010
 Pervasive
Disorder
 Autism
Developmental
Spectrum Disorder
Sleep and feeding problems
 Difficult to comfort
 Not interested in people
 Fascination with sensory
experiences
 Doesn’t imitate parents or seek
their reassurance/approval
 Poor eye contact






Communication delays (speech and
gestures)
Delays in self-care skills (e.g., toilet
training)
Unusual reactions to sensory experiences
Problems with play, learning, emotion
management, and/or behavior
General developmental delay or other
medical problems


Most children with autism show signs
in first 18 months
20%-40% have “regressive” or “lateonset” autism
◦ develop normally for first year or two, then
lose speech, become self-absorbed

By age 3, the two types are
indistinguishable

5 characteristics or dimensions of
autism
◦ Social
◦ Communication
◦ Cognitive
◦ Interests
◦ Sensory

Each has a range, or “spectrum,” of
expression
Classic autism
Aloof, avoids
social
interaction
Asperger’s
Passive,
tolerates
social
interaction
“Active
but odd”
“Active but
odd”,
expresses
interest in
social
interaction
(especially
with adults) in
idiosyncratic or
immature ways
Classic autism
No spoken
language
Asperger’s
Limited
speech
(may
require
prompts);
echolalia
Significant
pragmatic
difficulties
Remarkable
verbal fluency,
but unable to
recognize
others’ lack of
interest
Classic autism
Profound
learning
problems;
focused on
sensory
qualities of
objects
Asperger’s
Unusual learning
style w/
relatively
advanced skills in
engineering-type
areas (e.g.,
jigsaw puzzles or
technical
drawing)
Average to
precocious
academic
abilities; may
have poor
organizational
skills
10% of children with autism
develop specific “splinter
skills” far beyond their
overall level of development
Asperger’s
Classic autism
Preoccupation
with parts of
objects;
spinning
wheels;
flipping
switches
Focus on
collecting/hoarding
objects.
Focus on
acquiring and
remembering
facts about a
specific topic
Preoccupation
with sensory
experiences
Lack of visible
response to
some sensory
experiences,
including pain
or cold
Extreme
sensitivity to
smells,
noises, bright
lights, etc.



Relative strength/preference for
processing visual information (as
compared to auditory)
Heightened attention to detail, but
difficulty understanding big picture
(“deficit in central coherence)
Difficulty combining or integrating
ideas
Difficulty with attention (very distractible
or difficulty shifting attention)
Communication problems


◦
◦
◦
◦
◦
Social use of language (pragmatics)
Correct word usage (semantics)
Nonverbal communication
Abstract or nuanced language
Development of vocabulary and grammar
(except in Asperger Syndrome/HFA)




Difficulty with concepts of time
Tendency to be attached to routines
Very strong interests and impulses to
engage in favored activities
Marked sensory preferences and
aversions
Core Materials
 Instructional Strategies
 Visual & Physical Structure
 Individual & Classroom Schedules
 Individual Communication
Systems
 Classroom Management
 Required Record Keeping



Select three characteristics of autism
How are each of those characteristics
addressed by at least two of the
following standards?
◦
◦
◦
◦
Instructional Strategies
Visual & Physical Structure
Individual & Classroom Schedules
Individual Communication Systems


Students with autism Spectrum
disorders (ASDs) tend to be
disorganized or otherwise ineffective in
their approach to many materials and
activities
Therefore, they need external
organizational support in order to be
meaningfully engaged in learning

Teacher or caregiver decides
◦
◦
◦
◦

What the learning activities will be
Where they will take place
How long they will last
What visual information to use
These decisions are based on individual
the student’s needs
◦ Not based on convenience or preferences
1.
2.
Teach the student with ASDs as many
skills as possible, given his developmental
level
Provide an environment that is as
comprehensible as possible, so the
student can understand the expectations
and opportunities around him

All settings, including
◦
◦
◦
◦
◦
◦
Home
Schools
Work sites
Therapy sessions
Recreational activities
Community settings

For every new activity, there should be
individualized visual information and
physical organization of the environment
that answer 5 questions for the learner:
Where should I be?
What work or activity will I do?
How much work will I do?/How long will it last?
How will I know that I am making progress and
when I have finished?
◦ What will I do next?
◦
◦
◦
◦

Use schedules of activities that are
◦
◦
◦
◦

Visual
Accurate
Individualized
Flexible (need to be able to change them as
circumstances change)
At earliest level, hand student objects
indicating “what’s next”
◦ Cup means snack time
◦ Roll of toilet paper means bathroom time

At later levels, direct student to check his
schedule



Have a designated spot for student to
sit or stand (chair, carpet square, etc.)
For students who wander or pace,
define space with screens, large pieces
of furniture, etc.
For more advanced learners, use
assigned seats, daily schedules with
room numbers, map of school w/routes


Student should be able to see what he
is supposed to do, and for how long
Always supplement spoken directions
with visual or physical cues

Keep materials organized with
◦
◦
◦
◦
◦
Baskets
File folders
Clear containers
Velcro and tape
Clips

If answer is based on “how much” or “how
many” student gets done, the materials
should be organized in way that makes it
obvious
◦ Block-sorting task is done when all the supplied
blocks have been put through the holes
◦ Written assignment is done when the work sheet
is completed and put in the “finished” pocket of
the file folder

If answer is based on “how long,” have
visual system to countdown time
◦ Hour glass
◦ Timer
◦ Visual symbol system (e.g., teacher takes
away one clothes pin every minute)

Teach students to engage in an
acceptable activity in a designated spot
until it’s time for next activity
◦ If student doesn’t pick up on this routine
quickly, you may have to put an object or
symbol at the physical end of each set of
work materials to show him what to do next

Structured Teaching and
environmental supports facilitate
understanding, learning, and
adaptive functioning at all
developmental levels

The Paraprofessional promotes and supports
learning for students with autism. Assists the
teacher in creating and promoting a positive
learning environment

In your group
◦ Write an informal job description to be used within
the classroom
◦ Brainstorm and list all of the perceived roles &
responsibilities
◦ What, if anything, would you change?

In your groups
◦ Make a list of your challenges as a paraprofessional
◦ Choose at least two challenges and suggest
possible, reasonable solutions

Group discussion
◦ What are your strengths as a special education
paraprofessional?
◦ How do your strengths help your students make
progress?






Communicate specific student needs to the
teacher
Assist with toilet schedule
Prepare classroom materials
Provide small group instruction
Anticipate opportunities for incidental
learning
Escort students to & from the bus or general
education classroom




Set aside time to meet with the classroom
teacher
Be a part of the planning process
Use discrete trial instruction
Collect data to help track student progress



Used when working one-on-one with any
student
Targets one skill at a time until mastery
Simple data must be collected

What are your strengths as a teacher?

What skills would you like to improve?


What is your greatest reward in the
classroom?
What is your greatest challenge in the
classroom?



A carefully designed staff schedule fosters
independence among the staff & reduces the
need for questioning directions
The schedule divides responsibilities among
the related service personnel & creates parity
among staff members
A staff schedule helps you stretch your skills
and acquire more confidence & independence
on the job