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The ASD Puzzle Autism Spectrum Disorders Strategies for the Music Classroom

The ASD Puzzle Autism Spectrum Disorders Strategies for the Music Classroom. Carole Pearce Nelson Elementary School Music Therapist –Board Certified (MT-BC) Masters in Music Education. OBJECTIVES This training will address:. General Characteristics about A.S.D. Knowing Your Students

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The ASD Puzzle Autism Spectrum Disorders Strategies for the Music Classroom

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  1. The ASD Puzzle Autism Spectrum DisordersStrategies for the Music Classroom Carole Pearce Nelson Elementary School Music Therapist –Board Certified (MT-BC) Masters in Music Education

  2. OBJECTIVESThis training will address: • General Characteristics about A.S.D. • Knowing Your Students • Music Room Considerations • Lesson-Planning • Knowing Your Musical Elements – Sensory Adaptations • “The Melt-down” – Behavior Strategies • Assessment • Performance Groups • Resources

  3. Pervasive Developmental Disorder (Autism Spectrum Disorder) DSM-IV Rett’s Disorder Asperger’s Disorder Childhood Disintegrative Disorder (Heller’s Syndrome) Pervasive Developmental Disorder – Not Otherwise Specified Autistic Disorder

  4. Features of Autism Spectrum Disorder Differences in socialization Autism Repetitive behaviors, interests and activities Differences in communication

  5. Pervasive Developmental Disorder- Not Otherwise Specified (PDD-NOS) • Does not meet all of the criteria for diagnosis • Often considered a milder form of autism • Doctors often are more likely to give diagnosis of PDD than autism to very young children

  6. Comparison of Autism and Asperger’s Disorder • Autism • Generally below normal IQ • General diagnosis before age 3 • Delay in language onset • About 50% are non-verbal • Limited grammar and vocabulary • Asperger’s Disorder • Generally normal IQ • General diagnosis not until age 3 or after • Language onset time normal • All are verbal • Average grammar and vocabulary

  7. Comparison of Autism and Asperger’s Disorder • Autism • Deficits in reciprocal social interactions • 1/3 have seizures (primarily adolescents) • Sensory problems • Obsessive interests • Asperger’s Disorder • Deficits in reciprocal social interactions • Seizures commensurate with general population • Sensory problems • More occurrence of “high-level” obsessive interests

  8. Accommodations Information

  9. Communication Strategies Augmentative communication device/visuals – Students should bring these to class! It is their voice! Tech Talk Big Mac AAC Device Communication book

  10. PREVENTING BEHAVIOR PROBLEMS Find out what the classroom teacher is using Have the classroom teacher include a slot for music Give the icon, if earned, prior to leaving class

  11. Individual Behavior Chart • Use objects/icons that interest students • It could be a stamp, a sticker, or a picture • Remember, not all students like stickers or consider stickers important to work for

  12. Music Room Considerations • Safety First – Physical Layout • Labeling the room • Rules and Boundaries

  13. Room Organization What do you see? Vocabulary is at student eye level The chairs are “quiet” Everything has an assigned area Add a photo to the chair where the student is assigned Add a visual schedule Add visual class rules

  14. Room organization to promote independence Keep small items in bins with picture labels Label where classroom tools are kept

  15. Picture labels could be added to shelves for instrument and book organization to promote independence

  16. Visual Boundaries Painter’s tape and furniture provide boundary lines between areas of room

  17. Designated work space

  18. Visuals to assist withrules and boundries Universal “No” Sign Simplify rules; use picture supports Label what should not be touched Individual seats labeled

  19. Rules

  20. Lesson Planning • The Routine • Visuals • Transitions

  21. Create a Predictable and Visual Routine Classroom Schedule Individual Picture Schedules

  22. Checklists or reminder cards that are posted in the work area

  23. Classroom Music Example Using Picture Symbols Rationale: • This provides the student with autism the opportunity to understand and anticipate schedule transitions.

  24. Classroom Music Example Using Picture Symbols • Arrange picture symbols on your chalkboard or dry-erase board in any order (e.g., an icon for warm-up, others for songs and activities for the day). • Have the student with autism choose the order in which these activities will occur.

  25. Classroom Music Example Using Picture Symbols • As each activity is completed, take the icon down and put in a “Complete” box or envelope. • Allow all the students in the class, not just the student with autism, to take turns choosing the icons.

  26. IT’S ALL ABOUT… …being sensitive to your students’ reactions to music elements!!!!!!

  27. ELEMENTS OF MUSIC FOR SENSORY ADAPTATIONTHE MOST IMPORTANT THINGS TO KEEP IN MIND!!!!!! • What one brain perceives as sounding pleasing, another brain may perceive as sounding irritating. • Fear results in fight or flight. A brain that is over-stimulated will fight the external sounds or tune them out. It is our job to make the music “connect” to the student. • The elements of music are often the perfect tools to reduce fear, engage a student and eventually help the student adapt. Learning cannot take place until this occurs.

  28. ADAPTING TEMPO • Think of the student’s current energy level. • Start there and gradually work towards the desired energy level (accelerando or ritardando – very effective) • Slow – can induce calmness, can be used to see how long a student can stay focused. • Fast - can animate the system, effective for improving motor skills (fine-motor skills such as instrument playing, gross-motor skills such as movement activities).

  29. The Greeting Song “Hey Hello”

  30. ADAPTING RHYTHM Begin with… • Pulse – beat, meter, patterns of strong and weak beats. The simplicity of this is very appealing to students. Transition to… • Patterns – rhythmic patterns keep the brain alert once it has processed the pulse. Chants are effective for students who are non-verbal because they break down language into patterned syllables. Advance to… • Perseveration (Repetition) – an ostinato, a repeated pattern; can be a driving force to make the brain pay attention and finally give in and adapt to the new stimulus, try adding another layer for texture

  31. Quick Reaction Games “Beat Circles” • Dalcroze-Based Activity • Help to keep attention • Spontaneous, Improvisational • Good for transitions • Good for variety of levels in one group • Developmentally Sequenced • Teacher Led or Student Led • Many variations and adaptations for curriculum

  32. TONE COLOR CONSIDERATIONS • What sounds pleasing to one person may be irritating or problematic for another. • Certain tone colors or frequencies may elicit behavior problems. Document. • Students who have difficulty discriminating between sounds often have the same problem in speech.

  33. Instruments “The Best Band” • Safety First • Think of physical limitations, fine-motor skills and eye-hand coordination. • Consult classroom teacher, ESE teacher, Physical Therapist or Occupational Therapist for adaptations. • Primary Instrumental Activities – start/stop, steady beat, fermata, tempo changes, form • Intermediate Instrumental Activities – note values, meter, rhythm patterns, complex tempo changes, form

  34. INSTRUMENTS FOR SENSORY ADAPATION • Keyboard Instruments • String Instruments • Percussion Instruments • Wind Instruments • Vocalization • Recorded Music See Handout “Instruments for Sensory Adaptation”

  35. EFFECTIVE USE OF FORM • The structure of music is appealing to students because it is orderly and predictable like a routine. • Musical form aids in the development of attention span: Music – evolves, peaks, resolves. Task – created, organized, completed • Attention for some students may be minutes, for others, only seconds. Document and ask for assistance in setting realistic goals for length of attention. • Think of form in varying lengths: one measure… then…one phrase…then…one verse… then…one piece. Plan according to your student’s present level and gradually increase.

  36. Movement Activities Primary: “Teddies to Turtles” • Animal and transportation themes are effective. • Proprioception: awareness of body motion/parts • Opposites (basic and music elements) Intermediate: “Meter Circles” • Isolate basics of a music element and gradually progress to more difficult concepts within the element. • Count how many repetitions it takes for the whole class to get it right.

  37. More on Movement • Use at the right time in the lesson • Start at their energy level and gradually go in the direction you want • To help control and calm down • To help motivate • Good order: In seat…then….standing in place….then….locomotor • Use as a reinforcement for good behavior!

  38. ADAPTING MELODY • Before speech, there were basic, instinctive human calls which contained inflection. They did not involve cognitive processing. • Melodic contours which are step-wise create a sense of anticipation, waiting for a sense of resolution. • Melodic contours that are erratic with leaps create a sense of restlessness. • Melody connects vocal sounds into self-expression then into word meanings.

  39. ADAPTING HARMONY “Yankee Doodle” • For some students, music with a thick harmony is over-stimulating. • Live Music: Gradually reduce or increase the texture. • Recorded Music: It is the color or mood of the harmony that has the most effect on a student. Take this into consideration when planning. Listen especially for sudden changes in harmony and stop music before that point.

  40. ADAPTING DYNAMICS • Since dynamics indicate a state of emotion, predict how your students will react to recorded music especially. • Students with poor muscle control will demonstrate extreme dynamics or erratic changes when playing instruments. Be ready! • Activities involving crescendo and decrescendo can help to address this lack of motor control. • Dynamic changes also help students to attend and stay engaged.

  41. “The Melt-Down!”Behavior Strategies THE BIG IDEA….. “Behavior is Communication!”

  42. Choice Board Example

  43. First / Then Card

  44. Transition Strategies Use a Time Timer • Use a visual schedule with an all done envelope • Pre-warn students of ending activities and any change in routine • Create a predictable routine (ex. Opening song/activity, closing song/activity) Use a traditional timer

  45. Social/Behavioral Strategies • Power Cards • Rules • Social Stories

  46. What is a Power Card? • “…the power card strategy is a visual aid that incorporates the child’s special interest in teaching appropriate social interactions including routines, behavior expectations, the meaning of language and the hidden curriculum” Elisa Gagnon “Power Cards”

  47. Social Story

  48. ADDITIONAL IDEAS ONBEHAVIOR AND INSTRUCTION

  49. Sensory ideas that can be used within a natural environment • Wearing head phones or ear plugs • Quiet squeeze or fidget toys • Using construction toys that snap or push together • Pushing crates, chairs, carts or other heavy, large objects • Move and sit disc

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