1. PUTTING THE PIECES TOGETHER Part 2: ASD Strategies Autism Spectrum Disorders: Awareness Training Module

2. Outline: Putting the Pieces Together Awareness Module for Autism Part 1: Autism Spectrum Disorders Definition Observable Characteristics Underlying Characteristics Sensory Theory of Mind Executive Functioning Learning Styles Part 2: Strategies Communication - Expressive and Receptive Visual Social Stories Structured environment ABA Sensory

3. Strategies are most effective when used in a proactive manner and not a reactive manner. Think prevention ! Only you can prevent meltdowns.

4. Communication Strategies

5. Students with ASD will display a range of communication delays/difficulties. Some students may: Be nonverbal Have little or limited expressive language skills Have difficulty with receptive language and comprehension Use language but not comprehend word meaning Use language literally

6. Receptive language skills - involve the ability to understand verbal and nonverbal communication. Expressive language skills - involve the ability to express thoughts, feelings, and ideas through verbal or nonverbal communication.

7. Behavior is a means of communication for ASD students. If they can’t “talk it out”, they will “act it out”. “Bad” behavior is communication!

8. There are many types of communication systems that can be used in the classroom. The speech therapist, teacher, and parent will work together to provide the student with a functional means of communicating.

9. Communication strategies may be needed to address deficits in receptive and/or expressive language skills. • These may be called “augmentative” or alternative communication - AAC. • Some types of ACC are: • Communication Boards - using objects, photos, pictures, symbols, words etc. • PECS - Picture Exchange Communication System • Voice Output Devices • Sign Language

10. Sample Communication Systems: Communication Board Communication Note Book

11. Voice Output Devices

12. Some communication systems may use sign language or a combination of signs/pictures to communicate.

13. Limit Verbal Instructions Students with ASD have difficulty with auditory processing, comprehending and remembering auditory information, and filtering out what information is important. They may have a delay when processing oral information. They tend to be very literal and concrete and have difficulty with sarcasm, innuendoes, jokes and double or hidden meanings.

17. Visual Strategies

19. People with autism are able to process information easier when it is visual and spatial. Spoken language tends to be abstract, transient and temporal. Written language can be abstract but is less transient. I hear and I forget. I see and I remember. I do and I understand. Chinese Proverb

20. Visual strategies help students: • learn more quickly • reduce aggressive or self-injurious behavior • decrease frustration and anxiety • learn to adjust to changes • complete tasks by themselves • gain independence • Visual strategies can benefit allstudents by enhancing student understanding.

21. VISUAL STRUCTURE -is the key element of visual strategies. Visual structure refers to how information is visually presented and organized. Visual structures may also be known as graphic organizers.

22. The best solution …... KISS Keep it Short & Simple

24. GO VISUAL

25. Visual Strategies/Supports Schedules Written Information Checklists Task Organizers Outlines Choice Boards Menus Classroom Management Tools Helpers Numbered Directions

26. SCHEDULES ... Visually tell the student, in a way that he can easily understand, what activities will occur and in what sequence. Types of Schedules Word All Day Icon Half Day Picture Part of Day Object Activity

27. The type of schedule used will depend upon the student’s functioning level. Schedules may use:

29. An activity schedule -- 1. 2. 3. 4.

30. Daily Schedule for a preschool student:

31. Daily Schedule for a high school student: Senior Class Schedule: Zachary Owen Period Subject Teacher Room 1 Government A. Lincoln D402 2 English 12 W. Shakespeare C 221 3 Foods D. Zert A207 4 World History C. Columbus B301 5 Computers B. Gates B103 6 Study Hall Noah Sleeping Cafe 7 Advanced P.E. B. Ball Gym Lunch - 1st lunch 11:00 - 11:25 Locker - C Hall # 1531

32. Visual supports are a necessary part of life. Types of visuals may change based on skill level and age. We never outgrow the need for visuals.

33. Visual support for an elementary student.

34. Visual supports for older students.

35. Use of an assignment notebook or sheet is a good visual support for all students.

36. Colored-coded books and folders to help organize a middle school or high school student.

37. P.E. Luke’s school Science LA Math Locker # 231 Sciencebook & folder Math book, folder, calculator Band Language Arts book & folder P.E. -gym shoes Band -drum sticks, folder

38. We are all dependent upon visual supports... … shopping lists, day planners, address books, phone books, appointment cards, sports schedules, menus, maps, recipes, directions on how to program the VCR, etc.

39. Remember - the most important intervention is -

40. Social Stories

41. Social Stories ….. • Are tools designed to improve the student’s social understanding and social skills. • Provide the student with rules explaining/defining social interactions and social settings. • A means of acknowledging achievement and positive traits of an individual with ASD.

42. Social stories are written for a specific student and a specific situation. • Situations that are difficult for the student. • Situations where the student “misreads” the setting or the interaction. • To prepare or preteach skills. • To acknowledge positives.

43. Social stories have three types of sentences: • Descriptive sentences - define where the situation occurs, whois involved,what they are doing, and why they are doing it. • Perspective sentences- describes the internal status- thoughts, feelings, and/or moods. • Directive sentences - positively stated, individualized statements of desired responses. What the student should do.

44. The student’s perspective determines the focus of the story. Social Stories are written from a first person perspective, as though the student is describing the event. Social Stories act as cognitive rehearsals.

46. High School Social Story written by Janet Upchurch, RISE

47. Social Stories can also be written as comic strips. The characters in the comic strips can show ideas, thoughts, feelings, and actions.

48. Social Story Comic Strips I want to work on the computer, NOW! No, I have to finish my math and ask the teacher before I can work on the computer. Mrs. Smith, my math is done. Can I work on the computer now? Comic Strip Social Story by Glenda Pate

49. Structured Environments

50. Typically developing children learn from their environment. Children with autism have difficulty learning from their environment and need a structured setting where they can “learn how to learn”.