Reframe Abilities? • Communication Interests?

From Autism Awareness to Acceptance to Appreciation Fulfilling and Productive Lives as the Rule Rather than the Exception

Lancaster, PA

10th Annual PA Autism Training Conference APPRECIATION (PATC) ACCEPTANCE AWARENESS Stephen Shore, Ed.D. [email protected] www.AutismAsperger.net

EXAMINING THE PARAMETERS Questions to ask regarding possible areas of success How does the s/he spend most of their time? Reframe Abilities? • Communication Interests?

• Socialization Kind of Mind? • Restricted Interests Characteristics?

Match to Ad/vocational Possibilities 2

1 Central Coherence – Hyperfocusing What are the differences between the picture on the top from the one on the bottom?

• What is this a picture of? • What is the animal in the foreground? • What color is the animal behind the first one? • How many animals are in the row closest to us?

Changing the Paradigm: A Strength- Based Approach

2 EXAMINING THE PARAMETERS

Turning Lead into Gold Thomas Armstrong, 1989, p. 128 A child who is judged to be: Can also be considered:

Learning disabled Learning different Hyperactive A kinesthetic learner Dyslexic A spatial learner Aggressive Assertive Plodding Thorough Lazy Relaxed Immature Late blooming Phobic Cautious Scattered Divergent Daydreaming Imaginative Irritable Sensitive Preservative Persistent

Randy the Artist —Addressing Challenging Behavior and Social Interaction— A middle school student with limited verbal ability, Randy spends hours drawing shapes using crayons on big pieces of paper. Even from when he was a toddler, when teachers or others remove the drawing material hoping to get him to engage with the class, Randy screams, kicks, bites the back of his hand, and exhibits other challenging behaviors. Unable to achieve success in getting Randy to join his classmates, his teachers now permit Randy to while away the day with his crayons and paper.

• Please do the following… 1. indicate how you would go about determining the functions behind these behaviors, 2. suggest a plan that would help Randy’s keep himself properly regulated, 3. describe what you might do as Randy’s teacher to implement this plan.

4. Consider how Randy’s fascination with drawing could be used to increase social interaction.

3 A little about me…

A LITTLE ABOUT ME Introduction

WHERE DOES AUTISM COME FROM? The TheAutism Autism Bomb Bomb — NOT

Where oh where did this autism come from? Loss of speech Environmental & withdrawal Oh where oh where tantrums can it be?

With mysteries cut long and eye contact cut short? Self-stims

Oh where oh where can be from?

4 Reframing Characteristics — Looking for Strengths

Robert – Transportation information to lost patrons at Penn Station

Characteristics Employment Implications Communication Detailed, factual, data-driven, truthful, repetitive, repetitive, repetitive

Social Interaction Limited and predictable

Restricted All information is memorized – his Interests coworkers need references

Because this individual has autism… He outperforms his typical coworkers 9

Reframing Characteristics — International Perspective

What are the 3 A’s of Autism? 10

5 Greg the Ball Thrower – Fascination and Sensory Issues

If there is a ball anywhere in the room, Greg, an elementary school preverbal child with autism will find and throw it. Attempts to remove the ball or keeping it away from him results in a catastrophic meltdown lasting at least a half an hour. Curiously, this behavior happens only with balls. He often squeezes the ball hard or presses it against his cheek. In an attempt to engage him, the OT rolls the ball to him and he is unable to kick it and gets upset when the ball is picked up and rolled to him again, hitting the therapist.

Although written in Greg’s educational plan that all balls be kept out of sight, his teachers are not always successful doing so. As a result of Greg’s behavior around balls he is considered as one of the school’s most difficult students.

Please do the following… A. indicate how you would go about determining the functions behind these behaviors, B. identify potential sensory and motor challenges that Greg may have, C. suggest a plan that allow Greg to be in the same room as a ball without engaging in this type of behavior, and, D. describe what you might do as Greg’s teacher to implement this plan.

Setting the Stage for Life Long Success Interdependence Employment Education Relationships Self-Advocacy 12

6 A CLOSER LOOK AT MY PLACEMENT ON THE AUTISM SPECTRUM — 4

AGE 0 1.5 2.5 4 6 8 10 13 19 Typical Autism Putnam E evaluation of develop- bomb hits atypical Enter Putnam ment Withdrawal development, V Turn over at from strong autistic tendencies & 8 days environment psychotic Condition improves to “neurotic” E Rapid Tantrums Early physical and intervention motor from parents N who refute The wonderful world of watch motors develop- recommendati ment ons for T removal from Echolalia and return of speech home S Self Awareness Eating baby food

A CLOSER LOOK AT MY PLACEMENT ON THE AUTISM SPECTRUM — 6 B B

AGE 01.52.546 8 101319 Typical Autism Putnam Enter E develop- bomb hits evaluation Putnam Kindergarten ment of atypical Withdrawal developme Condition TurnB over at from improves to V 8 days nt, strong Social & academic difficulties environment autistic “neurotic” Rapid Tantrums tendencies The E physical and & psychotic wonderful Discovered making a mess of myself motor Early world of develop- watch while eating BBQ chicken wings ment intervention N from motors parents who Echolalia refute and return Loved cats but dogs… T recommend of speech ations for removal Eating Yikes bikes! S from home baby food Disclosure & Advocacy 14

7 WHEN DOES TRANSITION TO EMPLOYMENT BEGIN? Possible “Jobs” Around the House

Federally mandated transition age:

PREPARING FOR SUCCESS DISCLOSURE & SELF-ADVOCACY

8 F O U R S T E P S T O D I S C LO S U R E Self-Determination —> Disclosure —> Self-Advocacy

1. Awareness of strengths and 4. Present the label Making challenges through verbal, summarizing a one’s needs pictorial, and other condition rather known in a communication. then a name for way that a set of deficits. others can understand and enables 2. “Rack up” strengths and them to challenges. provide support.

3. Non-judgmental comparison of characteristic with others and potential role models.

SELF-ADVOCACY You’re Lost… And you ask someone for directions…

“After the 6th light you look for the big 1. You suddenly realize there’s way tree on the left and take the third too much information for you to right. Then after the second church remember you see a fire station and go left. 2. Hold on a moment! Can you After going left you take a right at wait a moment while I get Tom Street. Drive for 4 blocks and something to take this down? keep bearing right until you see a stream on left which tells you to take 3. I won’t remember it all! a bridge on the right headed towards Thanks for waiting… the water tower. When you pass the water tower take he second left and pull into a parking space in front of SCANNED International Bicycle Shop and you are there! ADVOCATED

Wow!!! Too much to remember! What are you going to do? DISCLOSED 18

9 PREPARING FOR SUCCESS EDUCATION

Special Ways And Techniques

10 SOCIALLY BASED INCLUSIONARY TACTICS Nine Educational Domains of Accommodation

1. Size 2. Time 3. Level of Support 4. Input 5. Difficulty 6. Output 7. Participation 8. Alternate 9. Substitute Curriculum

Adapted from Adapting Curriculum and Instruction in Inclusive Classrooms: A Teacher's Desk Reference, by Deschenes, C., Ebeling, D., and Sprague, J., 1994. 21

SOCIALLY BASED INCLUSIONARY TACTICS Nine Educational Domains of Accommodation Time Adapt the time allotted and allowed for learning, task completion, or testing.

Example

Individualize a timeline for completing a task such a final research paper for science; pace learning differently (increase or decrease) for some learners.

How can instruction be engineered to benefit the entire class?

Adapted from Adapting Curriculum and Instruction in Inclusive Classrooms: A Teacher's Desk Reference, by Deschenes, C., Ebeling, D., and Sprague, J., 1994.

11 Mr. Lot Earth Sciences Grade 8

Topic Sources Outline Rough Final Sentenc Draft Draft e 1. xxxxx Tides A. yyyy The phases B. zzzzz of the Moon… Laura Igor Author (date) Title… Sammy

Title Earthquakes On all On all continents… continents… Sammi Sammi

How can instruction be engineered to benefit the entire class? 23

Ms. Liu Daily Schedule Grade 2

Time Tuesday, April 2, 2017 Weather

08:00-08:15 Opening Circle

08:15-09:00 Reading

09:00-09:45 Music 20 09:45-10:00 Snack ° 13:15-14:00 Math 1+2=3

14:15-14:30 Busses

How can instruction be engineered to benefit the entire class? 24

12 Ms. Aya Language Arts Grade 6

Please write a five paragraph essay of your favorite activity done during your summer vacation and bring it for sharing with the class next week.

How can instruction be engineered to benefit the entire class? 25

Ms. Aya Language Arts Grade 6

Please choose one of the following ways to describe one of your favorite activities done during your summer vacation and bring it for a class presentation next week.

Gardner, H. (2011). Frames of mind: The theory of multiple intelligences. New York, NY: Basic Books

How can instruction be engineered to benefit the entire class? 26

13 SOCIALLY BASED INCLUSIONARY TACTICS Nine Educational Domains of Accommodation Output Adapt how the student can respond to instruction.

Example

Instead of answering questions in writing, allow a verbal response, use a communication book for some students, allow students to show knowledge with hands-on materials

Adapted from Adapting Curriculum and Instruction in Inclusive Classrooms: A Teacher's Desk Reference, by Deschenes, C., Ebeling, D., and Sprague, J., 1994.

SOCIAL BASED INCLUSIONARY TACTICS – CASE STUDY What are we Assessing? “Take this quiz home. List and describe the components of the electronic music lab” you instruct as you distribute the assignment to your students. After the others leave, Josh approaches you saying in a firm voice that is a little too loud “I have enough ADD to sink a battleship! It takes me so long to write and my penmanship is so messy you won’t be able to read it! You may as well just fail me now…” Hanging his head, Josh quietly says “I don’t know what to do…” and heads to the door. Just as bewildered, you wonder how Josh appears to have mastered the equipment but just can write a simple quiz.

• Please do the following… 1. describe what may be causing Josh such difficulty for this assignment, and, 2. determine if there may be another way for Josh to demonstrate his mastery of the equipment in the electronic music lab, 3. indicate how the instructions might be modified to help Josh and possibly other students in the class as well. 4. decide what you are assessing for and determine how barriers can be removed preventing Josh’s success. 28

14 SOCIALLY BASED INCLUSIONARY TACTICS Nine Educational Domains of Accommodation Participation Adapt the extent to which a learner is actively involved in the task.

Example

In geography, have a student hold the globe, while others point out locations. Have a student with ataxia in physical education serve as a cheerleader from the stands during the game.

Adapted from Adapting Curriculum and Instruction in Inclusive Classrooms: A Teacher's Desk Reference, by Deschenes, C., Ebeling, D., and Sprague, J., 1994.

Meaningful Inclusion of Val in Chorus - Case Study —Success in Music—

A student with autism, Valerie is included in senior chorus. Despite intensive support from an aide and a well-planned behavioral program, Valerie moans continuously at a low pitch without regard to whether her section is singing or not. That is when she is even able to stand in place. However, you have noticed that when pacing around the room Valerie does not make a sound. The music director is deeply concerned of the possible negative effect this behavior will have for the year end concert of international music. How might you help the music director while keeping Valerie meaningfully included in the chorus rehearsals and the performance?

• Please do the following… 1. indicate what may be causing Valerie to behave in this manner, and, 2. determine how Valerie’s behaviors might be employed to meaningfully included her in the remaining rehearsals and performance, and, 3. describe how this might look during the performance. 30

15 SOCIALLY BASED INCLUSIONARY TACTICS Nine Educational Domains of Accommodation Common Goal Meaningful involvement of the person with autism in school, in the community, employment, and in their residences.

Inclusion is a Spectrum

Adapted from Adapting Curriculum and Instruction in Inclusive Classrooms: A Teacher's Desk Reference, by Deschenes, C., Ebeling, D., and Sprague, J., 1994.

SOCIALLY BASED INCLUSIONARY TACTICS Nine Educational Domains of Accommodation

16 Special Ways and Techniques for Education of Students with Autism Curriculum Modification Contrasted with Accommodation

All changes to curriculum Modifications become and teaching are accommodations when the modifications requirements of the curriculum remain unchanged

Special Ways And Techniques

OR… Merely extensions of good teaching practice

17 A CLOSER LOOK AT MY PLACEMENT ON THE AUTISM SPECTRUM — 8

AGE 01.52.5468 10 13 19 Typical Autism Putnam Enter Kinder- E develop- bomb hits evaluation Putnam garten Cracking rocks ment of atypical Withdrawal developme Condition Social & Turn over at from improves to academic V 8 days nt, strong environment autistic “neurotic” difficulties Special interests in Rapid Tantrums tendencies The Discovered E physical and & psychotic wonderful making a astronomy and weather motor Early world of mess of develop- watch myself ment intervention N from motors while eating BBQ Teacher concerns for parents who Echolalia refute chicken and return wings T recommend of speech reading and math ations for Loved cats removal Eating but dogs… difficulties S from home baby food Interests and StrengthsYikes bikes!

S P E C I A L I N T E R E S T S An interest of such great intensity that it interferes with daily functioning1.

S O M E S P E C I A L I N T E R E S T S2

airplanes astronomy bicycles earthquakes medicine chemistry mechanics electricity electronics computers hardware tools psychology music rocks geology geography locks cats dinosaurs watches shiatsu yoga autism

1. Attwood, A. (1998). Aspergers Syndrome. London: Jessica Kingsley Publishers. 2. Shore, S. (2001). Beyond the wall: Personal experiences with autism and Asperger Syndrome. Shawnee Mission, KS: Autism Asperger Publishing Company.

18 USING YOUR STRENGTHS AT SCHOOL

FINDING YOUR OWN PREFERENCES Likes & Dislikes Strengths √√ √ Math√ Gym Read- ing

√√ Read- Math√ Gym ing

Challenges 38

19 MOVING BEYOND PREFERENCES: The Importance of: Interests & Strengths People are usually INTERESTED in things they are GOOD at.

What types of things, subjects in Which of these things are you school, or tasks do you find also GOOD at? INTERESTING? ______39

The Importance of: Interests & Strengths People are usually INTERESTED in things they are GOOD at.

Which of these things are you also GOOD at? These are your ______STRENGTHS! ______You can use these ______strengths to help ______you in school and ______beyond. ______40

20 Reframing Characteristics — Looking for Strengths

Max – High School student at PS XXX

Strengths What can he use them for in school? Artistic- sketching Reading/creating graphic novels in Language & drawing Arts class (reading and writing periods)

Works well with Can be an excellent lab partner in science one other person

Great at computer Is there a computer/gaming club at the games school? Share your expertise with others!

Because of Max’s characteristics… He was successful academically and socially! 41

Reframing Characteristics — Looking for Strengths Let’s think about High School…

Strengths What can you use them for?

Let’s think about ______the strengths you have identified. ______How could they ______could help you in ______school? ______

Your characteristics can help you! (YOU might even outperform others!) 42

21 A CLOSER LOOK AT MY PLACEMENT ON THE AUTISM SPECTRUM — 10

AGE 01.52.546810 13 19 Typical Autism Putnam Enter Kinder- Cracking E develop- bomb hits evaluation Putnam garten rocks Concern about ment of atypical dropping the letter “e.” Withdrawal developme Condition Social & Special Turn over at from improves to academic interests in V 8 days nt, strong environment autistic “neurotic” difficulties astronomy and weather My friend says “he Rapid Tantrums tendencies The Discovered E physical and & psychotic wonderful making a Teacher feels like a pizza” and I motor Early world of mess of concerns for develop- watch myself reading and argue with him that he ment intervention N from motors while eating math BBQ difficulties does not look like a parents who Echolalia refute chicken pizza and probably and return wings T recommend of speech ations for Loved cats does not feel like one removal LiteralEating but Thoughtdogs… either S from home baby food Yikes bikes!

Language: Literal Interpretation and Idioms I’ll get to your question in a minute…

BLACK & WHITE THINKING

22 H O L D T H E D O O R P L E A S E ?

Laura Jekel, 12/2000

THE HIDDEN CURRICULUM - COMMUNITY Peter Gerhardt (personal communication, April 2004)

THE HIDDEN CURRICULUM

Practical Solutions for Understanding Unstated Rules in Social Situations Sam Bob Brenda Myles Melissa Trautman Ronda Schelvan

http://www.esoterically.net/log/archives/2003_01.html Autism Asperger Publishing Company

Sam arrives after Bob. What two rules did he break?

23 SOCIAL BASED INCLUSIONARY TACTICS – CASE STUDY Processing Speed It’s the class before the final exam and the repartee between you asking questions and getting responses from your students is moving at a brisk pace. You are satisfied students have learned the material… but… what about Roberta? Although Roberta does well on assignments, she has this habit of answering questions you asked a few minutes ago in a loud voice which is very disruptive; often causing the class to giggle and lose focus. At least this will be the last time Roberta disrupts my class you think as you sigh with relief.

Please do the following… 1. Is Roberta blurting out answers to questions asked several minutes ago on purpose? 2. Describe what may be causing Roberta to answer questions long after they have been asked, 3. Determine if there is an accommodation that can be developed for students like Roberta. 47

A CLOSER LOOK AT MY PLACEMENT ON THE AUTISM SPECTRUM — 13

AGE 01.52.54681013 19 Typical Autism Putnam Enter Kinder- Cracking Concern Middle and high E develop- bomb hits evaluation Putnam garten rocks about ment of atypical dropping the school Withdrawal developme Condition Social & Special letter “e.” Turn over at from improves to academic interests in V 8 days nt, strong Finally getting it environment autistic “neurotic” difficulties astronomy My friend together but still Rapid tendencies and weather says “he Tantrums The Discovered feels like a E physical and & psychotic wonderful making a Teacher often in left field motor pizza” and I Early world of mess of concerns for argue with develop- watch myself reading and Discovering the ment intervention him that he N from motors while eating math does not band room BBQ difficulties Interests,parents who Echolalia look like a refute chicken pizza and and return wings Time to focus T Relationshipsrecommend of speech & probably more on people ations for Loved cats does not removal Eating but dogs… feel like one and not their S Communityfrom home baby food either Yikes bikes! bicycles

24 PREPARING FOR SUCCESS EMPLOYMENT

INITIAL PREPARATION FOR EMPLOYMENT Possible “Jobs” Around the House

25 FURTHER PREPARATION FOR EMPLOYMENT Repetitive, Do Whether You Want to or Not, Customer Service

SOMETIMES AN ENDEAVOR DOES NOT WORK OUT

AND A CHANGE IN PLANS IS REQUIRED 52

26 ACHIEVING EMPLOYMENT SUCCESS Matching Needs to Possible Positions

Personal Characteristics Preferred Job Attributes Possible Positions

Challenges in verbal and Few communication Stock shelves nonverbal communication requirements

Challenges in socialization Limited contact with public, Filing, sorting, stapling more solitary job duties paper shredding, after-hours cleaning

Unusual response to Provider of preferred Hanging clothes, sensory stimulation sensory input, ability to avoid washing cars (for those noxious sensory stimulation enjoying that type of tactile input

Difficulty with change Few changes,stable work Small business,family and transition environment,little staff business, assembly turnover, same work task line all day

Adapted from Shore, S. & Rastelli, L. (2006). Understanding autism for dummies. New York: Wiley. 53

SUCCESS WITH A CLOSERAUTISM LOOK AT MY PLACEMENT ON THE AUTISM SPECTRUM — ADULT

AGE 01.52.5468101319 Typical Autism Putnam Enter Kinder- Cracking Concern Middle and College E develop- bomb hits evaluation Putnam garten rocks about high school ment of atypical dropping the Withdrawal developme Condition Social & Special letter “e.” Finally More Turn over at from improves to academic interests in getting it V 8 days nt, strong friends environment autistic “neurotic” difficulties astronomy My friend together but Rapid tendencies and weather says “he still often in Tantrums The Discovered feels like a left field Dating E physical and & psychotic wonderful making a Teacher motor pizza” and I Early world of mess of concerns for argue with Discovering Others develop- watch myself reading and the band ment intervention him that he really N from motors while eating math does not room BBQ difficulties parents who Echolalia look like a Time to do refute chicken pizza and and return wings focus more think T recommend of speech probably on people differen ations for Loved cats does not and not their removal Eating but dogs… feel like one bicycles tly S from home baby food either Yikes bikes! Utopia! ShelteredProfessor Workshop of Special for Education People with at AdelphiAsperger University Syndrome 54

27 PREPARING FOR SUCCESS HIGHER EDUCATION

TEACHING STUDENTS WITH ASD IN HIGHER EDUCATION 15 Tips for Teaching College Students with Autism & other Conditions Stephen M. ShoreConditions [email protected]

1. For people with ASD, it’s never always, never never, and always sometimes

2. Focus on keeping language clear and concrete

3. Following lengthy conversations with lots of instructions can be difficult for student on the autism spectrum. Therefore it is helpful to be concise

4. If you ask a question, or give an instruction and the student gives you a blank stare or does not respond in the time expected; they are likely experiencing processing delays. Therefore, do not ask a follow up question or reword your question.

5. Give fewer choices. Sometimes individuals with ASD can become overwhelmed if they have a lot of options at once. It can be helpful to give them three choices to narrow down their options.

Adapted from a handout (2015) developed by the Faculty Center for Professional Excellence at Adelphi University, Garden City, NY. 56

28 TEACHING STUDENTS WITH ASD IN HIGHER EDUCATION 15 Tips for Teaching College Students with Autism & other Conditions Stephen M. Shore [email protected]

6. Avoid open-ended questions.

7. Providing warnings for any impending changes. Individuals with ASD do not like unexpected changes, and they may cause anxiety. (Exam dates, assignment due dates, room changes)

8. Break larger assignments into discrete steps.

9. Speak with the student privately about any problems, either before or after class, or during office hours.

10. Avoid using sarcasm or idioms, as most individuals with ASD are literal and concrete thinkers.

Adapted from a handout (2015) developed by the Faculty Center for Professional Excellence at Adelphi University, Garden City, NY. 57

TEACHING STUDENTS WITH ASD IN HIGHER EDUCATION 15 Tips for Teaching College Students with Autism & other Conditions Stephen M. Shore [email protected]

11. Try to avoid direct eye contact.

12. Clearly describe and implement a “3 strikes and you’re out” policy.

13. Consider the use of natural consequences.

14. Be consistent.

15. Try not to take student’s “rude” behavior personally .

Adapted from a handout (2015) developed by the Faculty Center for Professional Excellence at Adelphi University, Garden City, NY. 58

29 Jones, C., & Clampett, B. (Directors). 1940. Looney tunes. United States: Warner Bros.

A PEEK INTO WHAT IT MAY BE LIKE TO HAVE AUTISM

30 D I S A B I L I T Y I N T H E C L A S S R O O M

Now… Let’s tell a story in a round-robin fashion

Instructions: All you need to do is relate your sentence to the previous person’s sentence.

Adapted from: Lavoie, R. (1989). Understanding Learning Disabilities: How difficult can this be? (Videotape) Greenwich, CT: Peter Rosen Productions.

D I S A B I L I T Y I N T H E C L A S S R O O M

Now… Let’s tell a story in a round-robin fashion again EXCEPT • This time… no words can contain the letter “n” -No “n” at the beginning, middle, or end

Adapted from: Lavoie, R. (1989). Understanding Learning Disabilities: How difficult can this be? (Videotape) Greenwich, CT: Peter Rosen Productions.

31 Is autism a series of deficits, disorder, and disability or a set of abilities? How will you transform a weakness or challenge of yours into a strength? CHALLENGE STRENGTH Everything must be in Assembly line inspecter making sure each widget is perfectly formed, exact order. positioned, and in the right color. Extreme need for At work on time every day. Never calls in sick. routine. Hypersensitive to Audio engineer. sound. ?? ?? ?? ?? 63

TURNING AWAY FROM CLOSED DOORS TO OPEN ONES Defining Success

If you are productive and fulfilled with your life you are probably successful

32 Thanks for your participation!

Stephen Shore www.autismasperger.net

• • • • • www.autismasperger.net •••••

33 APPENDIX PREPARING FOR SUCCESS EMPLOYMENT

Resources and Materials for High Schools

Preparing Transition Age Youth with Autism for Employment

34 Stephen Shore, Ed.D Robert Naseef, Ph.D.

 Professor at Adelphi  Psychologist and father of University. an adult son with autism.  Research focuses on  Practice focuses on matching best practice to supporting families where the needs of people with a child, spouse or other autism. member has autism.  President emeritus of the  Board member of the Asperger's Association of Philadelphia Society of New England. Clinical Psychologists.  Internationally renowned for presentations,  Internationally renowned for presentations, consultations and writings on lifespan issues consultations, writings on issues pertinent to pertinent to education, relationships, employment, fathers of children with disabilities, relationships, advocacy, and disclosure. and employment.  Serves on the boards of Autism Speaks, the  Was honored by the Variety, the Children’s Charity Asperger Syndrome and High Functioning Autism for for 20 years of outstanding contributions to the Association, The US Autism and Asperger autism community. Association, the Scientific Counsel of OAR, and other autism related organizations.  Co-founder of Alternative Choices, an independent psychology practice in Philadelphia.  Diagnosed with "Atypical Development and strong autistic tendencies" and "too sick" for outpatient  Consults to school districts, special education treatment Dr. Shore was recommended for parent organizations, attorneys, Pennsylvania institutionalization. Nonverbal until age four. Bureau of Disability Determination and others.

Modules

9 Modules

35 What is a module?

PowerPoint Presentations

36 Booklets

451 Senses and Sensibilities

 Sensory differences are an important difference in how individuals with autism experience the world.

 Each trainee completes a sensory profile with his or her differences.

 Coping strategies are discussed and considered as an important element in self-disclosure and possible accommodations.

37 454 The Hidden Curriculum

 Defined as “the rules everyone knows but nobody talks about” by Dr. Brenda Smith-Myles and colleagues.

 These unwritten or unspoken rules of society can be particularly challenging for individuals on the autism spectrum to perceive, decode, and transmit.

 Instruction, demonstration, videos from YouTube, and roleplaying shall be used to teach this vital part of interaction.

Teachable Rumbling Rage Recovery Teachable Moments Moments

455 Self-Advocacy and Disclosure

 Includes developing a firm foundation of self- awareness pertaining to individual strengths and Fulfilling and challenges. Productive Life Better mutual understanding and trust Developing & Implementing an Advocacy Plan  Participants will learn to The diagnosis or just the implement a Full Partial aspect causing concern three-step procedure promoting Developing & Implementing an Advocacy Plan Enable others successful self-advocacy. Explain Clarity of communication to provide needs support  Includes a presentation Scanning the Environment What is Noting when challenging Sensory, on how to make causing the cognitive, socio- situations are encountered emotional a 4 step plan for self- challenge? disclosure in the SELF-AWARENESS workplace.

38 456 Do’s and Don’t’s of Social Media

 Employees’ use of social media can be one of the most treacherous components of workplace interactions.

 This module will provide suggestions and guideline for social media use, and help individuals manage their online and real world interactions.

458 Emotional Regulation

 A common stereotype is that people with autism are emotionless and lack empathy.

 In reality, people with autism have very strong emotions and often struggle with emotional regulation.

 Short video clips will be utilized to illustrate core emotions.

 The “5 point scale”, developed by Kari Dunn Buron and Mitzi Curtis, will be utilized by the trainers to help the trainees understand and control their emotional responses to various social situations.

39 Evaluation Questions

Bibliography

 Barkley, R. (2010). Taking Charge of Adult  Naseef, R. (2013). Autism in the Family: Caring ADHD. New York: Guilford Press. and Coping Together. Baltimore: Brookes Publishing.  Dunn Buron, K., Thierfeld Brown, J., Curtis, M., & King, L. (2012). Social Behavior and Self-  Smith-Myles, B., Cook, K., Miller, N., Rinner, L., Management: 5-Point Scales for Adolescents & Robbins, L. (2000). Asperger Syndrome and and Adults. Shawnee Mission, KS: Autism Sensory Issues: Practical Solutions for Making Asperger Publishing Company. Sense of the World. Shawnee Mission, KS: Autism Asperger Publishing Company.  Greene, R. W. (2010). The explosive child: A new approach for understanding and parenting easily  Smith-Myles, B., Endow, J. & Mayfield, M. frustrated, chronically inflexible children. New (2012). The Hidden Curriculum of Getting and York: Harper. Keeping a Job: Navigating the Social Landscape of Employment: A Guide for  Laugeson, E. (2013). The Science of Making Individuals With Autism Spectrum and Other Friends, (w/DVD): Helping Socially Challenged Social-Cognitive Challenges. Shawnee Mission, Teens and Young Adults. New York: Jossey- KS: Autism Asperger Publishing Company. Bass.  Robison, J. E. (2007). Look me in the eye: My  McHenry, I. & Moog, C. (2014). The autism life with asperger’s. New York: Three Rivers playbook for teens: Imagination-based activities Press. to calm yourself, build independence, and connect with others. Oakland: New Harbinger.  Shore, S. (2004). Ask and tell: Self-advocacy and disclosure for people on the autism spectrum. Shawnee Mission, KS: Autism Asperger Publishing Company.