Visual Supports for Visual Thinkers: DIVERSE Practical Ideas for Students with Autism Spectrum Disorders and Other Special Needs
EDUCATING Visual Supports for Visual Thinkers: DIVERSE Practical Ideas for Students with Autism Spectrum Disorders and Other Special Needs
LEARNERS
Education Service Center, Region 10 AGENDA
Check when Topic finished
Lisa Rogers, M.A. [email protected] 210 867-6826 www.educatingdiverselearners.org
Characteristics of Autism
Fredda Brown, Ph.D., and Sima Gerber, Ph.D.
City University of New York - Queens College
Children with autism may display some or many of the characteristics noted below. They may have severe forms of one or more of the characteristics, or may have only mild impairments related to these characteristics. Behavior Social Communication
Show interest in very few Have difficulty making eye Have difficulty communicating objects or activities and play contact with others with speech or with gestures with them in repetitive ways Show little body language or Have difficulty starting or Perform repetitive routines and facial expressions when continuing a conversation resist changes in these interacting routines Have difficulty using his own Have difficulty developing sentences, and instead, may Spend time in repetitive relationships with peers repeat what others say (referred movements (such as waving a to as echolalia) hand in front of his face) Seem uninterested in sharing experiences Lack make-believe or pretend- play skills Engage less in give-and-take social interaction with caregivers, siblings and other close relations Additional Characteristics
Neurological Findings The brain of an individual with autism is, on average, larger and heavier than a typical brain.
Repetitive Behavior
Repetitive Behavior: What's going on in the brain?
Repetitive and stereotyped behavior, sometimes called “stimming”, is one of the key features of autism.
Behavior-based autism therapies may focus on trying to alter the behavior of the autistic child -- by distracting them, offering rewards for 'good' behavior and so on. For example, some therapists have suggested substituting full-blown self stimulatory behaviors, like hand-flapping, with less obvious repetitive actions like tapping the fingers.
Healthcare providers who adopt the biomedical approach to autism, however, have always contended that repetitive behavior, as well as other typical symptoms of autism, have a biological basis. In other words, that there is something different in the neurological functioning of the individual with autism.
A new study published in the 15 May 2008 issue of the Journal of Biological Psychiatry lends further support to this viewpoint. It shows that individuals with autism spectrum disorders with repetitive behavior have reduced brain activity in certain regions of the brain. The results of this study suggest that it would be helpful to investigate and correct these biological differences, rather than just attempt to modify the behavior of the child.
The Neural Circuitry Mediating Shifts in Behavioural Response and Cognitive Set in Autism
Keith M. Shafritz, Gabriel S. Dichter, Grace T. Baranek, Aysenil Bslger Journal of Biological Psychiatry Vol 63 (10) 974-980 15 May 2008
IDEA 2004 says: Statement of Philosophy “The IEP team will…in the case of a child whose behavior impedes the child’s learning or that of others, consider the use of positive behavioral interventions and supports, and other strategies “The concept of positive behavioral interventions to address that behavior.” and supports represents a theoretical, scientific, and legal attempt to bring all aspects of these successful, Defining Autism Spectrum Disorders positive interventions to bear on resolving behavior "It's a behaviorally defined syndrome, characterized by deficiencies problems in children with in social ability, language and imagination, and rigidity and repetitive autism or other disorders. behaviors. It has a very broad range of severity from catastrophic to extremely mild, where you can argue that it overlaps with normality." The expected outcomes Isabelle Rapin, from positive behavioral Albert Einstein College of Medicine in New York interventions and supports are increases in positive behavior, decreases in Emerging Themes from Research problem behavior, and improvements in life-style Individuals with autism act differently because they think (Horner et al., 1990). This differently: includes the expectation of systems change, including They have an enhanced awareness of details changes in the behaviors of They have a reduced understanding of meaning and others in the environment reduced capacity for conceptual reasoning in all areas and broad environmental They can only handle small amounts of new information reorganization and restructuring.” They can only think so fast They may use different cognitive skills to compensate If the information or task is visual, they are able to understand more The brain is wired differently to cause these differences Nancy Minshew, MD Educating Children with Autism, University of Pittsburgh 2001
The Brain and Play:
Professor Knudsen said learning new skills very early in life prompts neurons in the brain to build new connections that still work into Competent social skills are adulthood. essential for effective inclusion of children with autism in He said toys that beep, crinkle or need prodding and poking are all likely mainstreamed classes. Children to shape a child's brain for future tasks. with Autism Spectrum Disorders, even when they possess normal intellectual Professor Janet Eyre, a specialist in pediatric neuroscience at the ability, have grave problems University of Newcastle-upon-Tyne, said stimulating toys are vital to help understanding the social the brain wire itself properly during childhood, when it has the capacity transactions of childhood. to change its structure. These limitations make them stand out among their peers "There is very good evidence that, in the early stages of development, and can lead to rejection by the brain is much more plastic. other children. Handleman, Harris, Martins "It has a genetic blueprint that gives it some rules on how to wire itself. But at various stages it also responds to environmental cues and it uses Handbook of Autism and PDD, its experiences to shape itself for the future. Volume II "Toys provide motivation and boost learning. It's important to spend time playing with them when the brain is very plastic because it likes to do things so that it can learn."
Story from BBC NEWS: http://news.bbc.co.uk/go/pr/fr/-/1/hi/health/4115915.stm
Play development is significantly related to
cognitive, language, and social development.
Among the social skills It is during play that children learn: documented to be useful for children with autism are . . . appropriate behavior task completion
Playing games imagination
Being affectionate turn taking
Responding to building relationships greetings imitation Being assertive in appropriate language conversation and play tolerance to a variety of ways to play with toys Perspective taking flexibility Recognizing other people’s needs reciprocal interaction Asking for help and requesting things from peers Play has a special role for children with ASD in that . . .
► As play skills increase, rituals and routines tend to decrease. ► Play can provide a means of enjoyment. ► Play can develop into skills that will serve to occupy free time or break time. ► Play can provide for sensory needs.
Research also suggests that high-quality pretend play is an important facilitator of perspective taking and later abstract thought.
Why is this finding important?
Jahr, Eldevik, and Eikeseth [2000] attempted to teach children with autism to engage in cooperative play using models but found that modeling alone was not effective.
When the researchers also required the children with autism to give an oral description of the modeled activity, all six children learned to initiate and sustain episodes of cooperative play, vary their play, and transfer their skills to new play partners.
Handbook of Autism and PDD, Volume II Student Profile Student: ______Teacher: ______Campus: ______Date: ______
Student Strengths ______
Student Needs ______
Parent Considerations ______
Student Interests
Key Understanding:
Once moderate to severe problem behaviors become an established part of a child’s repertoire, unlike children with typical development, children with autism spectrum disorders or other disabilities do not usually outgrow them. Without appropriate intervention, these behaviors persist and worsen (Schroeder et al., 1986).
Key Understanding: No single intervention has been shown to deal effectively with problem behaviors for all children with autism. However, there is an increasing consensus among developmental, psychosocial, applied behavior, and legal experts that prevention of such problems should be a primary focus, particularly during the early childhood and preschool years (Berkson and Tupa, 2000; Schroeder at al., 1986; Dunlap and Fox, 1999; Schopler et al., 1995).
Key Understanding: Elements of Prevention
Strategies that involve changing schedules, modifying curricula, rearranging the physical setting, and changing social groupings have been shown to decrease the likelihood of problem behaviors (Carr et al., 1998; Dunlap et al., 1991, 1993).
Key Understanding: Role of Communication
The research evidence regarding the role that communication deficits play in the emergence, remediation, and maintenance of reduction in problem behaviors is particularly robust across researchers and methodologies (Carr et al., 1999b; Koegel et al., 1992; Schroeder et al., 1986; Wacker et al., 1998). Interventions that deal with receptive communication—for example, use of schedules, work systems, and task organization (Schopler et al., 1995) that assist students in understanding classroom routines and requirements as well as effective instruction in spontaneous, expressive communication (Schreibman et al., 2000; Wacker et al., 1996)—are needed to prevent problems and maintain reductions in those behaviors.
Key Understanding: The increase in efficacy of positive interventions, when based on functional behavioral analysis, reduces the need for punishment-based procedures (Neef and Iwata, 1994). Antecedents Behavior Consequences Preventive Strategies: Positive Strategies:
physical arrangement verbal feedback locations for finished & “to do” work visual feedback schedule social story review
transition marker power card review mini-schedule keychain rules review visual timer T-chart review established reinforcer [first/then] comic strip reflection & planning structured activities emotion rating scale change of format of materials visual cue of desired behavior positive reinforcement practice of desired behavior communication system counting chart visual cues of desired behavior redirect to an alternative behavior social stories SOCCSS planning process comic strip conversations SODA planning process power cards self-evaluation tools T-chart video modeling Punitive Strategies: peer supports goal setting verbal reprimand incorporation of interests forced compliance social coaching response cost scripts overcorrection keychain rules timeout brief restraint (physically interrupting the
break cards & break area Specific behaviorin measureableterms response and preventing its recurrence) “I need help” cards universal sign for “no” instructional technology graphic organizers Benefits of Inclusive Education
Although young children with autism may seem to prefer to be by themselves, one of the most important issues for older children and adults is the development of friendships with peers. It can take a great deal of time and effort for them to develop the social skills needed to be able to interact successfully with other children, but it is important to start early. In addition, bullying in middle and high school can be a major problem for students with autism, and the development of friendships is one of the best ways to prevent this problem.
Developing Friendships
Developing Social Skills
Developing Communication Skills
Developing Cognitive Abilities
Jacob’s Story
Strategies for Success
Benefits of General Education
Schedule & Transition Marker
Mini-schedule
Home Connections
The home environment is different from school or community settings in that there is more consistency and predictability in many instances. Therefore, a visual schedule may not be necessary for every moment of home life. However, for some individuals, a schedule at home can provide just the right visual support to be less stressed and more successful in everyday activities.
For this young man, a clear understanding of what will take place in the morning and the evening is just what he needs.
The counting chart is a separate visual tool that helps when trying to calm down.
A Different Language Author Unknown
I met a little boy Who came from another land. I couldn't speak his language but I took him by the hand. We played together, Had such fun Playing is a language You can speak with everyone.
Classroom Organization
Setting the stage for successful learning for all students requires planning with knowledge of child development and constructivism. The following are but a few key considerations:
► In order to make it usable for children, view each center from knee level.
► Keep quiet areas separate from active or noisy areas. A reading area might be distant from blocks, carpentry or dramatic play. Books may also be infused throughout all centers.
► Provide space where children can go to be alone but still remain in full view of the adults.
► Define boundaries with furniture and floor coverings so children can tell where learning centers start and end.
► Avoid large open areas to reduce running and rough play.
► Equip the centers with materials that reflect the diverse backgrounds and needs of your students.
► Label shelves and storage boxes with printed labels and pictures so children can connect materials with print as they put materials away. Centers & Clear Boundaries
Choice Board
House Library
Trampoline
Sand & Water Blocks
“Please help me play!”
“If you label the centers, I have a better idea about what to do when I am here.”
“If you label the shelves & materials, I have a better idea about what to play with and where things belong.”
“Structure is intended to make the learning environment clearer for learners who are easily confused or anxious in typical school settings.”
Handbook of Autism and Pervasive Developmental Disorders,
Volume II Building Centers for Diverse Needs Block Center Typical Materials Possible Additions ► Blocks of varying sizes and ► Clay textures: ► String/yarn . Leggos ► Cardboard rolls & cans . Cardboard brick blocks ► Magnets . Dr. Drew’s blocks ► Farm animals . One inch cubes ► Dinosaurs . Lincoln logs ► Pebbles . Snap cubes ► Mirrors ► Traffic signs ► Tires ► Family figures ► Play tools & belts ► Toy trucks/cars ► Construction hats ► Books ► Rulers measuring tape ► Writing materials ► Blue prints ► Maps ► Level ► Cardboard blocks ► Balance/scale ► Dominos ► Numbers & letters ► Wooden furniture ► Sandbox ► Carpet with city map ► Puppets/dolls
► Balls ► Trains ► Grocery bags ► Big leggo sets ► Leggo table ► More space & shelving Library Center Typical Materials Possible Additions ► Books reflecting varying interests ► Puppets ► Bean bags ► Recorder ► Carpet ► Books on tape ► Table & chairs ► Headphones ► Shelf ► Paper/pencils ► Baskets ► Author’s chair ► Prop Boxes ► “Reading glasses” (plastic glasses with the lenses popped out) ► Newspaper ► Magazines ► Magnifying glass
Writing Center Typical Materials Possible Additions ► Paper ► Clay ► Pencils ► Letter stamps/ink pad ► Chalkboards/chalk/erasers ► Pipe cleaners ► Dry erase boards/markers ► Wicky sticks ► Magnetic letters/boards ► Rulers ► Crayons ► Unifix cubes ► Stencils ► Stencils ► ABC puzzles ► Chart tablet ► Stationary ► Word-picture cards ► Etch-a-sketch ► Balance ► Magna doodle ► Pointers ► Tape recorder ► Carpet ► Letter mats ► Finger paint ► Stapler ► Sentence strips ► Scissors ► Glitter ► Glue ► Envelopes ► Geoboards ► Blank books ► Highlighting tape ► Paper clips ► Name plates ► Hole punchers ► Cookie sheet with cornmeal ► Zip lock bags with gel for letter tracing ► Stickers Art Center Typical Materials Possible Additions ► Easel ► Sponges ► Paint & brushes ► Stencils ► Markers/Colors ► Stamps ► Construction paper ► Foam shapes ► Tissue paper ► Dry erase boards & markers ► Glue ► Spray bottles ► Scissors ► Labels ► Chalk & chalk board ► Items from nature: leaves/flowers ► Foam shapes ► Foods: Flour/salt/syrup/ ► Glitter ► Straws ► Aprons ► String ► Shaving cream ► Feathers ► Sequins ► Buttons ► Streamers ► Books House Center Typical Materials Possible Additions ► Appliances ► Play television ► Furniture ► Recipes ► Phone ► Newspapers/magazines ► Dolls ► Washer/dryer ► Clothes ► Towels ► Play food ► Hats ► Cleaning utensils ► Mailbox ► Carpet ► Photo albums ► Mirror ► Radio ► Car ► Materials from students’ homes ► Pots and pans ► Books ► Wall calendar ► Place settings ► Menus Sand & Water Center Typical Materials Possible Additions ► Manipulatives (sink/float) ► Space ► Letters ► Sand/water table or tub (small ► Shapes swimming pool) ► Funnels ► Measuring cups/utensils ► Fossils ► Sand toys: buckets/shovels/rakes ► Water toys: boats/propellers/fish/marbles ► Letters ► Pans ► People figures ► Cars/trucks ► Cups My Plans ► ► ► ► ► ► ► ►
Prop Boxes
Schedules
Visual is static Auditory is transient
The gasoline attendant says,
“Go to the end of this street and then
take a right at the first light. Stay on Parker’s road until you come to a fork in the road and veer to the left. Stay on that road for about a mile and then turn to your left on Dolby Lane. It will be on your right big as day.”
Schedules provide individuals with an understanding of what is to come and what is expected. This knowledge empowers an individual to have a sense of understanding and security that leads to success and independence. The centerpiece of all related strategies is the visual schedule. Having established that a schedule is an essential tool for individuals with autism spectrum disorders, the challenge is to create a schedule that is tailored to the needs, strengths and interests of the individual.
The first consideration when developing a schedule is the format. What information will the student be able to understand? ► Objects are the most concrete form and may include real objects or representational/miniature objects. ► Pictures and photographs are the next level of representation. The ability to follow written/pictorial directions ► Graphic symbols are somewhat more complex and consist of is an important strength for pictographs and written language. individuals with autism spectrum disorders ► Combinations of any of the previous methods may be used to enhance because it means that with student understanding. the proper supports, the student need not be under that constant verbal Once the format is determined, then decisions must also be made regarding direction of teachers, but its location and size. Some students will need larger pictures, objects can perform more and/or words while others are successful with smaller images and independently. representations. The schedule might be fixed on a wall, shelf or in a notebook, becoming more portable. When possible, choose a location that is visually sparse and neutral from other areas of activity.
The schedule should represent the larger chunks of time throughout any given day. For instance, the schedule may include pictures, objects or words indicating that first a student will go to homeroom, then to math, reading, lunch, P.E., art, science and then on to the bus to go home. Once he/she arrives at math class, there may be a more detailed breakdown of the activities that will take place for that class. This is often referred to as a “work system” or “mini-schedule”. The amount of larger chunks reflected on the schedule may also vary from individual to individual. Some persons with autism spectrum disorders find it calming to know what to expect for the entire day while others might be overwhelmed by this prospect. A schedule may expose as little as one or two of the next parts of the day.
The concept of finished is an integral component of a schedule. Anyone who has ever compiled and used a “To Do List” understands the joy and sense of accomplishment felt when crossing off finished tasks. Therefore, the element of “finished” or closure must be incorporated into schedules developed for individuals with autism spectrum disorders. This can be accomplished in a myriad of ways, ranging from a simple check mark to placing the picture or object in a finished box or envelope. The important thing about choosing the method of indicating “finished” is like that of all other components, that it be meaningful for the student. The best way to determine whether or not you have chosen an effective means, or need to adjust it somewhat, is through trial and error.
An added layer of visual information that some students may benefit from is a link between the schedule and correlating location. This link helps the student to understand where they are to go once they “read” their schedule by having a matching picture/icon/object/word in the location that they are to proceed to. In many cases, a basket or a pocket with a matching picture/icon/object/word may be used as a receptacle for the schedule piece.
The next consideration is that of transitioning to the schedule. How will the individual know when it is time to check his/her schedule? This can be done with a verbal reminder or the use of a transition marker to signal that it is time to “check your schedule”, leading to future independence. Transition markers can be something as simple as a colored card to something more complex reflecting a student’s interest. Transition markers are especially effective for students that might be resistant to checking their schedule. While an individual might not be inclined to check his/her schedule, the power of a visual tool versus an auditory request can be very compelling.
This student loves High School Musical! This student loves hole-punching. Some young individuals with autism report that they cannot remember long strings of auditory information. When too much and too long a string of verbal information comes their way they shut down, but when the same information is presented visually in pictures and words, they know what to do. – Temple Grandin
As stated previously, one of the characteristics of individuals with autism spectrum disorders is limited, yet highly focused interests. Never underestimate the power of a highly focused interest. A perceptive teacher or parent will use that interest whenever possible rather than strive to stifle or control. A particular young man comes to mind with two strong, if not overwhelming, interests: Country/Western magazines and Disney characters. When introduced to a visual schedule, he was not inclined to “check his schedule”; especially after viewing what it had to offer. Once his interests were strategically incorporated into the daily routine, his enthusiasm for checking his schedule increased dramatically. By knowing when good things were coming, he was able to follow the routine and stay focused during less interesting activities.
Consistency is the key. One component of the teaching process is that of consistency. When things are going well, there might be a tendency to function on an auditory level, that which is quickest, easiest and most natural. But when things are not going well, then the visual schedule is used, usually not to any great success. A critical key to achieving success is to remember that all visual strategies, especially schedules, must be taught during calm times in Individuals with autism spectrum disorders (ASD) order to effective during rough seas. It is neither may have greater difficulty in shifting attention fair nor realistic to expect an individual with autism from one task to another or in changes of routine. to respond to something that is new or inconsistent This may be due to a greater need for at his /her worst, most stressful moments. predictability (Flannery & Horner,1994), challenges in understanding what activity will be coming next (Mesibov, Shea, & Schopler, 2005), Teach, assess and revise. or difficulty when a pattern of behavior is The good news is that schedules definitely help to disrupted. A number of supports to assist make the world more predictable and less individuals with ASD during transitions have been designed both to prepare individuals before the confusing, and by doing so can help to minimize transition will occur and to support the individual behavioral difficulties. The bad news is that during the transition. When transition strategies schedules almost always require revisions after are used, individuals with ASD: implementation. In other words, educators and parents teach the visual tool through modeling, . Reduce the amount of transition time; guiding and physical assistance, and then . Increase appropriate behavior during transitions; adjust the size, location, format, and other details . Rely less on adult prompting; and based on individual performance. The process of . Participate more successfully in school trial and error can be complex and frustrating, but and community outings. is a necessary aspect of the development of a tailored and effective schedule. Educators and parents must be prepared to make changes and more changes until the visual tool is effective.
Class Schedules
Finished Basket
Question of the day:
Do class schedules benefit other students that do not have an Autism Spectrum Disorder?
Visual strategies must be taught during calm times so that they can be effective during rough seas.
Transition Markers
What: A visual tool to indicate that it is time to check his/her schedule. The transition marker may incorporate an individual’s special interest as a way to meet that need throughout the day.
Why: The transition marker helps to decrease the stress of transitions by offering a tool that is singularly and visually clear . . . “Check your schedule.”
How: A transition marker is presented to the person with an ASD as a visual, concrete support to the verbal request “check your schedule”. The person with an ASD then takes the transition marker and places it next to or on the schedule as a way to ease a potentially difficult transition. The transition marker should be used on a consistent basis in order to be effective when needed.
Object Transition Markers & Interests
Some examples include:
Pinwheel
String through a straw
Car
Dinosaur
Bubble wand
Hole puncher
Transition Markers & Student Interests
Surprise Cards!
“Uh-oh. Looks like the weather has changed. Surprise!
Surprise Card
Surprise
Revising the Schedule
The data tells us that we need to revise the schedule in the following ways:
1. Does the individual seem to not understand the schedule?
Adjust the format (object/photo/line drawing/picture/word)
Incorporate color
Adjust the size of the visuals
Other: ______
2. Does the individual seem overwhelmed by the amount of information?
Adjust the number of activities shown (e.g. whole-day to half-day, half-day to first-then system, etc.)
Other: ______
3. Does the individual seem confused about the process?
Adjust the way that “finished” is indicated (e.g. Consider matching the schedule to the environment)
Adjust the location of the schedule (e.g. stationery to portable, from top-to-bottom to left-to- right, etc.)
Incorporate/adjust the transition marker
Other: ______
4. Does the individual lack interest in the schedule?
Incorporate student interests/preferred activities more frequently initially
Incorporate student interests on the schedule and/or transition marker
Other: ______
5. Is the individual destroying the schedule?
Consider all previous revisions
Make more durable (e.g. cardboard, baby jar lids, double lamination, etc.)
What Does the Research Say?
Using an agenda of the day’s lesson makes learning more relevant to students and takes the mystery out of what is going to happen in class that day.
Note: This research applies to neuro-typical individuals.
-What Successful Mentors Do 81 Research-Based Strategies for New Teacher Induction, Training and Support
In recent years, some additional aspects of structure have been examined in carefully controlled research and found to have proven benefits. For instance, several studies have shown that visual activity schedules can make many aspects of the curriculum clearer to students and provide many benefits in an efficient manner. This research and a detailed description of the use of activity schedules can be found in McClannahan and Krantz (1998).
-Handbook of Autism & Pervasive Developmental Disorders, 2005 Volume II: Assessment, Interventions and Policy
"When the schedule was not available, he engaged in moderately high rates of challenging behavior, compared with no such behaviors when the schedule was provided. Results such as this suggest that individuals with autism can learn to use pictorial or written schedules quite easily and that their challenging behavior may be reduced or eliminated dramatically when these supports are provided".
Weatherby and Prizant, 2000
Web Resources
Autism: Activity Schedule http://www.specialed.us/autism/assist/asst11.htm
Different Roads to Learning http://www.difflearn.com/products.asp?dept=25
Healing Thresholds http://autism.healingthresholds.com/therapy/visual-schedules
Use Visual Strategies http://www.dotolearn.com/
Teaching Learners with Multiple Special Needs http://teachinglearnerswithmultipleneeds.blogspot.com/
What is a work system/mini-schedule?
A work system [or mini-schedule] is an extension of a portion of the schedule where the individual has difficulty or needs more instruction.
It breaks a larger task from the schedule down into smaller steps which are easier for an individual with autism spectrum disorders to handle.
The work system/mini-schedule clarifies that when the student goes to “work with the teacher”, they will work on _____ activities and then ______will happen when they are finished.
Large Group Time
Mini-schedule 1) 2) 3) 4)
Planning & Review
As children make plans and review their experiences, they enhance their predictive and analytical abilities, harness self-regulatory mechanisms, and develop a sense of responsibility for themselves and the choices they make. By encouraging these twin processes— expressing intentions and evaluating actions— we can equip young children with the thinking skills they need for later schooling and adult life.
Review Strategies “I did so much at Center Time! “ Graph
Class Tour
Display Shelf
Photographs
Work in Progress Board: When children want to continue an art or construction project, this sign alerts others not to touch the unfinished work. It also acts as a visual memory aid when the children make plans the next day. Finally, it encourages children to share with teachers and families a description of what they have already done and their ideas for adding to the detail and complexity of their undertaking.
Recording children’s remarks as they reflect on their activities tells them their thoughts are worth preserving.
Center Planning Board
Levels of Talking Excited Talk 4
Table Talk 3
Partner Talk 2
Whisper 1
No talking 0
Structuring Play
Play with Natural Structure Play without Structure [close-ended materials] [open-ended materials] ► Puzzles ► Play-Doh/Art Materials ► Games ► Blocks ► Video Games ► Costumes ► Books ► Manipulatives
“Now I know what to do with these things . . . I can play!”
Pictorial Model: Visual Outline: Photos that provide a sequence of Outline that provides a clear steps to accomplish a task beginning and ending
Clear Organization: Visual Cues: Materials organized to promote Color coding paired with outlines student understanding to provide a map
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More Structured Play Activities
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Revising Activities Young people with autism Consider the following when revising activities: process information in ways that significantly affect their 1. Does the individual seem to not understand what to do with the activity? ability to organize materials Add visual clarity through color coding, arrows, outlines, jigs, or information and to manage etc. time. Because they do not Add organization through baskets, shoe boxes, envelopes, know how to organize a task, baggies, containers, etc. they often become Adjust the placement of the materials immobilized or unable to Re-teach the activity in the direct teach/one-to-one area begin. Teachers may Other: misinterpret this as meaning ______the individual cannot do the 2. Does the individual seem overwhelmed by the activity? task or is being Adjust the amount of materials involved in the activity noncompliant. As a result, Modify the expectations of the activity their difficulties with organization can interfere Break down the activity into smaller steps with using their other Offer peer support capabilities (Coyne, 1996). Re-teach the activity in the direct teach/one-to-one area
Other: ______3. Does the student seem unmotivated to do the activity? Incorporate interests, if possible Reconsider whether or not this is a relevant/meaningful task Re-teach the activity in the direct teach/one-to-one area Consider all previous revision possibilities Other: ______
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Folder Activity Websites
Preschool Printables http://www.preschoolprintables.com/filefolder/filefolder.shtml
Stone Fox Folder Games http://www2.grand-forks.k12.nd.us/ms/iditarod/stonefoxmenu.html
Math File Folder Games http://www.busyteacherscafe.com/packets/filefolder.htm
A to Z Teacher Stuff – File Folder Games http://store.atozteacherstuff.com/download-now/esp_wordfamilies2.html
File Folder Games - Phonics http://www.ngcsu.edu/academic/educate/educ/tbellon/read/phongame.htm
Do 2 Learn http://www.dotolearn.com/
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Research says . . . gains in communication skills are directly related to the prevention and reduction of problem behavior. Carr & Durand, 1986 Reichle & Wacher, 1993
“Self-injury, tantrums, aggression, perseverative use of speech, and so forth may be the only means by which an individual with ASD can exert social control . . .”
Handbook of Autism and Pervasive Developmental Disorders, Volume 2
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Critical Understanding
If we empower Then individuals with a ______more acceptable ______form of ______communication . . . ______.
STRATEGIES ADDRESSING BOTH
Receptive Communication Expressive Communication Schedules Communication Boards Work Systems Sign Language Visual Cues Choice Boards Written Directions Picture Exchange First/Then Board Communication System Universal Sign for No Assistive Technology Devices
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Communication Strategy: Wait Time
Example: Hold a desired object and wait for the student to initiate a request.
Example: Engage in a fun play routine several times, then pause and wait for the student to initiate a request.
Research: Research review found wait time led to fast and generalized productions of language in students with autism, particularly requesting, if the skill was already one the student had but did not use. -Goldstein, 2002
Communication Strategy: Choices
Choice Board:
The circular or different type of background helps children to understand that they get to choose the activity that they want versus having to follow any type of predetermined sequence as in a schedule or mini-schedule.
Children with autism had better performance on tasks that allowed them to make choices about the activities in which they would participate; found to improve behavior across activities [e.g. academic, vocational and leisure].
-Carter, 2001
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Library of Social Scripts & Power Cards
http://www.kansasasd.com/node/9
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What is a Power Card? Power Card Strategy: Getting Started 1. A brief scenario or character sketch describing 1. Identify the problem or how the hero solves the problem. situation 2. Identify the child’s special 2. The POWER CARD recaps how the child can interest 3. Conduct a functional use the same strategy to solve a similar assessment problem. 4. Determine whether the Power Card strategy is appropriate 5. Collect baseline data 6. Write the scenario and design the power card My Power Card: 7. Introduce the scenario and the Power Card to the student
Picture of my favorite character 8. Collect intervention data to Making Connections determine effectiveness 9. Evaluate the intervention and make modifications if needed 10. Empower the student to determine how long to keep using the Power Card strategy [My favorite character: ] knows how 11. Based on student input and performance, fade reading of the important it is to feel good about going to training. scenario while still keeping the Sometimes, the examples in the training are of a different Power Card grade level or type of student than I directly work with. 12. Based on student input and performance, fade the use of the This can be frustrating sometimes. Power Card
[My favorite character: ] wants you to Elisa Gagnon remember that it will be your job to apply the underlying Power Cards: Using Special Interests to Motivate Children and Youth with principle of the example to your particular situation. Asperger Syndrome and Autism
[My favorite character: ] is flexible and wants you to try to be flexible also. Remember that you can: 1. Ask a friend to help make a connection
2. Use the examples in the handouts to think about your class and students
3. Give a note to the presenter with your specific question during a break
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Power Cards Having a Substitute
Sometimes, players get sick and can’t play in the game. But, you must have a full roster to play a game, so sometimes there is a substitute player. I am upset that we It is not the same when there is a substitute, but have a that is O.K. We will do the best we can until our substitute! regular players come back.
“It is O.K. to have a substitute. We are still winners!
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Challenging Situation: Transitioning from a highly preferred activity to a less preferred activity [e.g. from computer to math work]
Curious George Loves Kites Curious George . . . • When it is time to stop flying a • Curious George loves to fly kite, Curious George will try to: a kite. Sometimes, he has to stop flying a kite and do – Stop and say “That’s O.K.” some work. – Ask for one more minute • Curious George wants to – Ask for two more minutes keep flying his kite, but he knows that he will have • I will try to be like Curious another chance to fly his kite later. George and stop working on the computer when it is time to do something else.
I will try to be like Curious George and stop working on the computer when it is time to do
“You can something else. do it!” I will try to do one of these: Stop and say “That’s O.K.” Ask for one more minute Ask for two more minutes
The Power of Power Cards: Choice: Provides clear choices
Interest: The person’s special interest presents the choices
Positive: Focuses on what is possible in positive terms
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Count 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 Breathe in
–
Breathe out
Breathe Breathe out
-
Breathe in Breathe
–
–
Breathe in
-
Breathe out Breathe
Breathe out Breathe
–
Count 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 9, 8, 7, 6, 5, 4, 3, 2, 1, Count Breathe in in Breathe
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Learning with Less Stress and Anxiety Stress and anxiety create a negative situation, which makes learning difficult. In a traditional teaching situation the need for person-to-person interaction can be a cause stress and anxiety. A child is unnecessarily burdened by the need to overcome this stress and anxiety before they can focus on what is being taught. Learning suffers, or does not happen. Video modeling changes all that. An important benefit of video modeling is that it removes the necessity of person- to-person interaction from the learning process. Removing this interaction takes pressure off the child and allows the child to concentrate on the video.
Attending to video only, a learner concentrates and is less distracted.
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Video Modeling
What Is Video Modeling?
Video modeling is a strategy involving the use of videos to provide modeling of targeted skills (Bellini & Akullian, Point-of-view modeling, or placing 2007). Both videos that include the the video camera at an angle that participants (video self-modeling, VSM) illustrates the target skill from the and videos of others have been found point of view of the target student effective in teaching new skills (Sherer (e.g., camera is placed at the et al., 2001). shoulder of the model to show the skill from eye level) also Video modeling including has been demonstrated to be “other” models may be easier to produce effective (Bellini & Akullian, 2007). because these videos generally require less editing than VSM; typically developing students may more readily cooperate, understand directions, already demonstrate mastery of target skills, and require fewer prompts. Excerpt from: Video Modeling A Visually Based Intervention for Children With Autism Spectrum Disorder Jennifer B. Ganz Theresa L. Earles-Vollrath
Video Modeling Challenges:
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Types of Video Models
Adult Models: Adults model the targeted behaviors. Adults can be familiar to the participant including a parent, teacher, or be unknown, for example.
Peer models: Peer models are typically the same age and gender of the participant. Peer models can include individuals familiar to the participant, such as a sibling or classmate, or unknown individuals, for example.
Video Self-modeling (VSM) refers to "the observation of images of oneself engaged in adaptive behavior (Hitchcock, Dowrick, & Prater, 2003, p. 37)."
Point-of-view video models: Point-of-view refers to the visual image that would be seen if the participant was engaged in the behavior including, images of hands demonstrating a specific skill, for example.
Mixed models: Mixed model approaches may combine any of the above model types. For example, adult video models may be combined with video self-modeling to provide feedback to the child on their imitation of a specific skill.
Video Modeling Summary
Video modeling has theoretical roots in the social learning theory work of Bandura (1969), which called attention to the ability to learn through observation. Observing or watching the consequences of behaviors exhibited by others can vicariously serve to reinforce or punish the viewer. If an individual sees that others in the class receive praise for starting their work immediately upon request, the individual's likelihood of starting work immediately upon request increases to the degree that the praise is a reinforcer. Principles of social learning theory contribute to the effectiveness of video modeling (Aspy & Grossman, 2007). Most individuals with autism do not engage in incidental learning to instinctively gather information from their environment.
Imitation is a complex type of social learning which enables new learners to profit from modeling the behaviors of skilled performers. Imitation requires a rather sophisticated ability to discriminate who and what to model (Atherton, 2005). Imitation requires a "frame of reference" or the ability to understand the context and viewpoint which selectively guides the outcome of the model and the viewer. Many individuals with autism need assistance in finding an appropriate frame of reference. For many individuals with ASD, visual supports facilitate location of the appropriate frame of reference.
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Basic Guidelines for Video Modeling
Guideline Description 1 After a task analysis, each component of a specific task should be videotaped. The number of sequences to be shown needs to be gauged for a particular child experimentally. 2 Preferably one model should be used.
Simple behaviors demonstrated by the model should be 3 about 30-40 seconds maximum.
At the initial stages, the setting viewed in the videotape 4 should be the same as the setting in which the child will demonstrate the imitative behavior. Thereafter, different settings could be used. The treatment provider has to be sure that the videotape 5 shows a close-up of the action he or she wants the individual with ASD to imitate. The individual with ASD should be allowed to watch each 6 video clip at least once.
The individual with ASD has to be allowed to have at 7 least two or three minutes to demonstrate the modeled behavior. Prepare to provide positive reinforcement for all positive attempts. The individual with ASD should watch the same modeled 8 sequence again if he or she fails to imitate the behaviors; this should be done at least three times. The teacher must keep data for every trial and let the 9 individual with ASD have at least three successful trials before he or she moves to the next video clip. Programming for maintenance and generalization of the 10 imitative behavior must take place across settings, stimuli, people and time.
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Behavior Data Collection Student______Staff: ______Date: ______Antecedent Behavior Consequences Time Activity Location Persons Intensity Length Other: Involved 1 2 3 4 5 (sec/ min)
Intensity Scale: 1=low 2= mild 3=somewhat intense 4=high 5=extremely high Jalapeno Trucker Call Rollercoaster Sprinkler Clam Clap Microwave Elvis Thank You Seal Clap Fireworks Yee Haw! Eggbeater
Keymakers Author Unknown Some people see a closed door, and turn away.
Others see a closed door, try the knob if it doesn’t open . . . they turn away.
Still others see a closed door, try the knob,
If it doesn’t open, they find a key, if the key doesn’t fit . . . they turn away.
A rare few see a closed door, try the knob, if it doesn’t open, they find a key, if the key doesn’t fit . . . they make one.
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References
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Resources
Autism Papers: Work Systems and Visual Structure http://www.specialed.us/autism/structure/str12.htm
Brain Tissue Research http://www.brainbank.org/0307_AS_ATP_BROCHURE_v5.pdf
Joe’s Schedule Visual Toolkit http://joeschedule.com/JoeSchedules_Visual_Toolkit/Welcome.html
Mayer-Johnson Resources http://www.mayer-johnson.com/Downloads.aspx
National Autistic Society Resources for people with autism spectrum disorders http://www.autism.org.uk/nas/jsp/polopoly.jsp?d=1246
NICHCY Autism Fact Sheet http://nichcy.org/Disabilities/Specific/Pages/Autism.aspx
Organization for Autism Research: Life’s Journey through Autism/Autism & Asperger Syndrome http://www.researchautism.org/resources/OAR_EducatorsGuide.pdf
Picture It Tutorials http://www.slatersoftware.com/document.html
Special Education Technology [SET]: PictureSET – downloadable visual supports http://www.setbc.org/pictureSET/Default.aspx
Strategies for Teaching Based on Autism Research http://starautismprogram.com/
Treatment and Education of Autistic and related Communication-handicapped Children:TEACCH Resources http://www.teacch.com/research.html
What Does Our Research Mean for Autism Early Intervention? Pat Mirenda, Ph.D. and Karen D. Bopp, Ph.D. University of British Columbia http://www.mcf.gov.bc.ca/autism/pdf/AutismIntervention_ResearchFindings_v02.pdf
Tager-Flusberg, Helen Joseph, Robert M., (2003). Identifying Neurcognitive Phenotypes in Autism. Philosophical Transactions: Biological Sciences, Vol. 358 (No. 1430), pp. 303-314.
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