Looking at ASD Differently Looking at ASD Differently

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Looking at ASD Differently

Looking at ASD Differently

Looking at ASD Differently Using the ASD WITH the student rather than against the

Looking at ASD Differently Using the ASD WITH the student rather than against the student

Goals for Students with ASD üSocialization Skills üIndependent Skills

Goals for Students with ASD üSocialization Skills üIndependent Skills

Looking at ASD Differently • Respect for what has happened in the past… •

Looking at ASD Differently • Respect for what has happened in the past… • While implementing what must happen in the future!

How To Use The ASD with the Student and Not Against Them? • •

How To Use The ASD with the Student and Not Against Them? • • Pairing/Making Associations Visual Continuity Verbal Fascinations Preferred Activities Sensory Preoccupations Ordering/Re-ordering Transition Issues Utilize the Inclinations they are Predisposed to their Advantage

Pairing/Making Associations • ABA: Science of applying behavioral principles to changing behavior…. • ABC:

Pairing/Making Associations • ABA: Science of applying behavioral principles to changing behavior…. • ABC: Learning Paradigm • Pairing / Making Associations: Foundation of ABA / ABC minus the psychobabble. .

Making Associations – Right or Wrong

Making Associations – Right or Wrong

Pairing/Making Associations • Determine the behavior • Pair a material or place with the

Pairing/Making Associations • Determine the behavior • Pair a material or place with the behavior • Practice the pairing until the association is made • Once the association is made reduce the size of the material or the opportunity to have access to the place where the behavior can occur

Examples of Pairing • Tehran – Loud Noises • Terrance – Spitting • Break

Examples of Pairing • Tehran – Loud Noises • Terrance – Spitting • Break Card

Pairing/Making Associations • Behavior • Material or Area • Practice – Breakdown occurs here

Pairing/Making Associations • Behavior • Material or Area • Practice – Breakdown occurs here • Modify

Break Card BREAK

Break Card BREAK

Pairing/Making Associations Usability – Customize to Create Utilization • Chris – Break Card –

Pairing/Making Associations Usability – Customize to Create Utilization • Chris – Break Card – Loved Football PASS

Pairing Terrance - Spitting • Search for Desirable Surface • Determine the Desirable Surface

Pairing Terrance - Spitting • Search for Desirable Surface • Determine the Desirable Surface • Flood the Environment • Practice the Association • Association is Made • Modify

Sets the Stage… For What is Coming Next

Sets the Stage… For What is Coming Next

Life, Animated Quote “He has no sense of “supposed tos” because he can’t read

Life, Animated Quote “He has no sense of “supposed tos” because he can’t read all those looks, expressions of favor or disfavor, the ripple in the crowd, borne within each passing moment that builds into life. That means he doesn’t know what you’re supposed to do in the library – as opposed to a playground – or what movies most eight-year olds are watching… Owen is driven, shaped, and guided by what bubbles up, often quite mysteriously, from within. There are plenty of self-directed urges in everyone. It’s just that our impulse instantly slams against our lightening-fast assessment of context. The atmospheric zone created by that collision is Behavior”.

Visual Structure • Facial Hair – Jerrod • Gym Shirt – Adam

Visual Structure • Facial Hair – Jerrod • Gym Shirt – Adam

ADAM YOU DO HAVE GYM TODAY YOU WILL HAVE TO WEAR THE GYM SHIRT

ADAM YOU DO HAVE GYM TODAY YOU WILL HAVE TO WEAR THE GYM SHIRT

Appropriately Supported Individualized Visual Strategies • The visual strategies should bridge the barriers that

Appropriately Supported Individualized Visual Strategies • The visual strategies should bridge the barriers that are preventing the student with ASD from functioning independently within the general education setting • The visual strategies should be utilized in every setting the student is expected to transition from P. E. to assemblies

Using the Visual Environment to Create Opportunities – Awakenings - TEACCH • Creating Patterns

Using the Visual Environment to Create Opportunities – Awakenings - TEACCH • Creating Patterns that connect for a person with ASD • Organization of an environment leads to independence • Independence leads to less behavior • Visual Organization strategies prevent the staff from making assumptions about what the students need or want

Visual Strategies Development 1. Left/Right Orientation 2. Top/Bottom Orientation 3. Color Coded Schedule to

Visual Strategies Development 1. Left/Right Orientation 2. Top/Bottom Orientation 3. Color Coded Schedule to Visually Orient to Environment 4. Pencil/Paper Skills to Visually Orient to Environment 5. Preferred Activities to Associate Student with Schedule

Visual Strategy Development Utilizing Student’s Strengths Visual Schedule Utilize Students Predisposition to Develop Visual

Visual Strategy Development Utilizing Student’s Strengths Visual Schedule Utilize Students Predisposition to Develop Visual Strategies Impose Visual Structure on Environment Need for Order/Predictability Visual Sequence of Expectations Color Coding /Preferred Activities to Attach to the schedule Visual Sequencing Promotes Student Interaction with Schedule must be Mobile using Clipboards or Folders Creates Student Independence within any Environment Impose Changes in Routines through Visual Schedule Independence Prevents Behavior in Students

Jack - Morning Routines – Fonts Didn’t Work Wake Up Bathroom Shower Dry Yourself

Jack - Morning Routines – Fonts Didn’t Work Wake Up Bathroom Shower Dry Yourself Shave Put on underwear Put on socks Put on shirt Put on pants

Which Part Important - Color Coding, Sequence of Activities, Order Font Name • Font

Which Part Important - Color Coding, Sequence of Activities, Order Font Name • Font Name – Order of Font on Computer – Ariel Unicode MS – Agency FB – Algerian – Arial Black – Arial Narrow – Arial Rounded MT Bold – Baskerville Old Face – Bauhaus 93

Jack - Morning Routines – Fonts Did Work Wake Up Bathroom Shower Dry Yourself

Jack - Morning Routines – Fonts Did Work Wake Up Bathroom Shower Dry Yourself Shave Put on Underwear Put on Socks Put on Shirt Put on Pants

Different Fonts Colored Coded to Promote Interaction with Schedule – Not Enough Strategy -

Different Fonts Colored Coded to Promote Interaction with Schedule – Not Enough Strategy - Not Bad – Didn’t Work Don’t Abandon Strategy – Modify Until Works Experimental Approach – Problem Solving Focus What is Important About the Fonts - Order

Universal No Strategy on a Telephone – Can’t Pretend to Talk on Phone at

Universal No Strategy on a Telephone – Can’t Pretend to Talk on Phone at that Time Strategy - Not Bad – Didn’t Work Don’t Abandon Strategy – Enhance It See Person Talking on Phone

Not If… Where and When

Not If… Where and When

Visual Structure Visual Strategies • Max – Staff Identification Badge • Jacob – Going

Visual Structure Visual Strategies • Max – Staff Identification Badge • Jacob – Going Home

Staff Identification Badge • Misunderstanding • Response to Behavior • Purpose and Intent (FUNCTION)

Staff Identification Badge • Misunderstanding • Response to Behavior • Purpose and Intent (FUNCTION)

LAPS TO GO Promoting Interaction with Schedule

LAPS TO GO Promoting Interaction with Schedule

Functions of Visual Strategies • • • Use as a clock Use for organization

Functions of Visual Strategies • • • Use as a clock Use for organization Use for transition Use for redirection Use to manage crisis or a change in routine Use to create visual rules about situation Structure for new or complex environments Clothing for different activities Organization of complex task Use for revisualization (Beyond Fat 06)

There is more to Visual Strategies and Supports than just a Visual Schedule Think

There is more to Visual Strategies and Supports than just a Visual Schedule Think Beyond the Visual Schedule

Visual Structure Visual Strategies

Visual Structure Visual Strategies

Whenever a Student with ASD is Struggling…Stop Talking… Think Visual Strategies and Supports

Whenever a Student with ASD is Struggling…Stop Talking… Think Visual Strategies and Supports

The Solution Is… In The Problem

The Solution Is… In The Problem

Addressing Hygiene Issues… Using High Interest Area

Addressing Hygiene Issues… Using High Interest Area

Student Going to Do It… Staff Must Find Where and When the Student Can

Student Going to Do It… Staff Must Find Where and When the Student Can Do It

Verbal Fascinations • What it looks like: Students who are ‘high verbal’…. . •

Verbal Fascinations • What it looks like: Students who are ‘high verbal’…. . • Typical response: Frustration or Discipline • Enlightened response:

Verbal Fascinations • Weather Station – Anthony • WRIF - Stump the Staff -

Verbal Fascinations • Weather Station – Anthony • WRIF - Stump the Staff - Dan

Verbal Fascinations • Weather Station – Anthony • WRIF - Stump the Staff -

Verbal Fascinations • Weather Station – Anthony • WRIF - Stump the Staff - Dan

Verbal Fascinations Duck Pond Rain Man • Mismatches in Communication • Non-Interactive • Find

Verbal Fascinations Duck Pond Rain Man • Mismatches in Communication • Non-Interactive • Find the Connection with the Person and Make it Work Toward the Goal

Verbal Fascinations Three Options • Manage through the use of visual strategies • Find

Verbal Fascinations Three Options • Manage through the use of visual strategies • Find a home for it • Manage Behaviors

Verbal Fascinations Find a Home for the Fascination • Ben – American Girl Doll

Verbal Fascinations Find a Home for the Fascination • Ben – American Girl Doll • Robert – Roger Rabbit

Verbal Fascinations Manage Behaviors • Robert – Police Academy 6 • Michael – Playbook

Verbal Fascinations Manage Behaviors • Robert – Police Academy 6 • Michael – Playbook • Toby – Sponge Bob

Verbal Fascinations Manage Behavior • Michael – Playbook – Going to the Dance –

Verbal Fascinations Manage Behavior • Michael – Playbook – Going to the Dance – – – The Play: The Play: Picking Up Your Date Hanging Out at the Dance Asking Someone to Dance Physical Contact After the Dance

Self Management Systems Elementary - Toby • • 5 th Grade Student with Asperger

Self Management Systems Elementary - Toby • • 5 th Grade Student with Asperger Syndrome Work Completion Issues Difficulty with Voice Tone Perceived Verbal Aggression Toward Staff Perceived Verbal Aggression Toward Students Limited Support from Staff Minimal Interactions with Peers

Sponge Bob, Squidward, and Plankton

Sponge Bob, Squidward, and Plankton

Conclusions Clear Success Short Timeframe Simple Concept a. Social Script/Story b. Monitoring Sheet c.

Conclusions Clear Success Short Timeframe Simple Concept a. Social Script/Story b. Monitoring Sheet c. Data Interests the student

Not If… Where and When

Not If… Where and When

The Solution Is… In The Problem

The Solution Is… In The Problem

Preferred Activities • What does it look like? • What is the required response?

Preferred Activities • What does it look like? • What is the required response? • What usually happens?

Student Going to Do It… Staff Must Find Where and When the Student Can

Student Going to Do It… Staff Must Find Where and When the Student Can Do It

Preferred Activities • Patra – Door Handles • Trevor – Commercial String

Preferred Activities • Patra – Door Handles • Trevor – Commercial String

Example of Preferred Activity

Example of Preferred Activity

Not If… Where and When

Not If… Where and When

Trevor – Commercial String • Respect for Preferred Activity • Manage Student Drive

Trevor – Commercial String • Respect for Preferred Activity • Manage Student Drive

Preferred Activity • What About Us? – Do you ever feel like something is

Preferred Activity • What About Us? – Do you ever feel like something is missing? – What do you do? – How do you handle it? – Where is YOUR CELL PHONE right now?

Group Discussion Preferred Activities

Group Discussion Preferred Activities

This is hard!!! Co-workers will say that you are giving into the Autism Spectrum

This is hard!!! Co-workers will say that you are giving into the Autism Spectrum Disorder

Preferred Activities • Manage driven interests • Respect for student’s interest

Preferred Activities • Manage driven interests • Respect for student’s interest

Preferred Activities • Preferred Activities throughout the Student’s Schedule to Enhance Student Participation with

Preferred Activities • Preferred Activities throughout the Student’s Schedule to Enhance Student Participation with the Schedule • Preferred Activities to Manage Obsessive Behaviors • Preferred Activities to Meet the Internal Drive of the Student • Preferred Activities for Work Completion

Preferred Activities Managing Driven Interests Anthony – Kicker – Rutgers University

Preferred Activities Managing Driven Interests Anthony – Kicker – Rutgers University

Email from Mom to Kirby I am reaching out to you in hopes for

Email from Mom to Kirby I am reaching out to you in hopes for an answer to an unusual request for my son who is autistic. He has always been obsessed with vacuum cleaners. His favorite is the Kirby. He spends hours every day watching videos on his tablet about different Kirby’s. When he isn’t watching videos about them, he is talking about them. I really would LOVE to get a demo done for him for his birthday. In fact, I am even getting him a cake made that looks like a Kirby vacuum. I am writing to you in hopes that you can get me in touch with a way to get him this demo. I want to be clear that I do not intend on purchasing a Kirby. I was hoping that I could pay a flat fee or thought that maybe if you have salesmen in training that needs to get in practice demos for training purposes. I do not want anything free, but as the mother of a special needs child, it is so hard to find things to make my son happy. I know that having this demo done would just be so awesome, and it would warm my heart to see him so excited to experience that.

The Solution Is… In The Problem

The Solution Is… In The Problem

What Can Your Team Create for Your Target Student? • • Capture Interests Meet

What Can Your Team Create for Your Target Student? • • Capture Interests Meet in the Middle Show Interest Examine the Purpose Acknowledge Insight Bridge Interests to Social Expectations Excitement about Target Student