Strategies For Teaching Students With Autism

1. Strategies For Teaching Students With Autism

2. School Support Program-Autism Spectrum Disorders

3. Strategy # 1

4. Help Students Become Savvy Social Thinkers

5. FSS One Two Three Four Five Six Seven OTTF ?? EN

6. Social Thinking is a sociallearningconcept that involves the consideration of the components of perspective taking

7. Points of View Prior Knowledge P e r s p e c T t a i k v i e n g Intentions Emotions Thoughts & Beliefs

8. Mirror, mirror on the wall… I don’t know an angry face at all

9. External SocialSkills Prerequisite Social Thinking Internal

10. Social Thinking Social Skills Expected Behaviours Unexpected Behaviours Normal okay neutral good thoughts about you Uncomfortable weird thoughts about you

11. Social Memory Social Memory Reputation Social Memory Social Memory People remember the types of thoughts that they have about other people. People have thoughts all the time but they REACT to their feelings.

12. Social Thinking / Cognition Skills Essential For Academic Success

13. Literacy

14. Comprehension

15. Difficulty determining main idea

16. They get lost in the details and cannot choose the most important.

17. From Details to Main Ideas: The Plan

18. Direct Instruction Details are key to figuring out main ideas Determining relevant /irrelevant details

19. Main Idea Formula Smart guess based on past experience Main Idea + =

20. The most critical detail to be considered is what people are feeling in the setting Consider:

21. Tears Joy Sadness

22. Fiction Lack of social cognition results in difficulty making connections with fictional text

23. Making Inferences • Difficulty Understanding Character Development • Especially if the dimensions of the characters are revealed through subtle details of gesture, tone or behaviour rather than spelled out clearly in the narration

24. People Files

25. Group Work

26. C B A Delivering Social Thinking / Social Skills Programming in Schools

27. Social Thinking Advantages: Spans all ages Program can be modified to school environment Michelle Garcia Winner Able to use existing materials with small modifications to “commonize” the language

28. A Social Thinking guidebook written for teens and young adults

29. Social Thinking Group

30. Why did you wear that today? Note to self:AVOIDher Uh…gotta go… Your hair looks funny like that away from you! Your skin is all blotchy…how come? It’s not always about telling people exactly what you see or think about them. You have to be aware of their thoughts and feelings because this is what drives their reaction to you.

31. Comment Catcher Only an ignoramus wouldn’t know that Boy, are you stupid Your hair looks funny that way That zit is almost as big as your nose

32. I don’t care ! FACT:It is important to “care” about the thoughts others have about you AND to monitor and possibly modify your behaviour based on others’ thoughts

33. 4 Steps of Perspective Taking: Step # 1: Think about people near you You notice people around you and other people notice you

34. Step # 2: Think about why the person is near you Getting books for next class Getting ready to go home at the end of classes Determine the other person’s motive for being near you Skipping classes

35. Should you get mad? Someone bumps into you Figure out the motive by using social thinking skill called “reading others’ plans” Accidental / immediately apologized Deliberate / friend saying “Hi” Deliberate / act of bully

36. Step # 3: Think about what other people are thinking about you Walking down the hallway, staying below the radar because of expected behaviours Moving with the flow Watching to avoid collisions

37. Step # 4: Monitor and modify your behaviour Unexpected behaviour Unexpected behaviour results in a reputation of the “dude” who hides behind and hugs pillars going down the hallway

38. Step # 4 Allows For Repair Took too long at locker Moving quickly to next class Bump into person Person reacts angrily Realize did something unexpected Repair.. “Sorry, I didn’t see you” Anger replaced by normal thought Person’s social memory positive

39. Change

41. Change-O-Meter Tsunami Huge Wave Middle Ripple Tiny

42. Core Principles of Social Behaviour Mapping Student’s behaviour Expected Emotions of student Or Emotions of others Unexpected Consequences

43. Expected & Unexpected Behaviours Michelle Garcia Winner

44. Computer Time At School Behaviours That Are Unexpected Computer Time At School Behaviours That Are Expected Expected Behaviours How They Make Others Feel Consequences You Experience How You Feel About Yourself Unexpected Behaviours How They Make Others Feel Consequences You Experience How You Feel About Yourself Follow classroom rules; if you are unclear about the rules, ASK the teacher or other students Some teachers allow you to play computer games until class starts. If this is the rule in your class, play but as soon as class starts (bell rings, teacher looks ready to work) then STOP playing computer games and switch your attention to the lesson You only search on allowable Internet sites Be Respectful of computer equipment Calm Happy Focused Ready to work You can continue to work on computer lessons You will get to play a little and learn the computer lessons the teacher is teaching You will get better and faster at using the computer The computer equipment will stay in good working order and you will have a computer next time to use Focused Happy Proud Calm Not learning the rules for the class. NOT following the rules Playing computer games when you are supposed toe working on a lesson Doing random searches without specific permission to do so Distracting others OR allowing other so distract you Being rough with the computer equipment Confused Disappointed Frustrated Irritated Angry Stressed You may be asked to leave the lab Teacher may scold you or nag you If you look at inappropriate sites, you will be banned from the computer lab and might even have to serve a detention If you are distracting others, you may be asked to leave You might break the computer Might not be able to use the computer next time Nervous Embarrassed Frustrated Sad Upset Stressed Never Assume

45. Expected Behaviours For Change Room

46. Serious Legal Consequences of Unexpected Behaviours

47. 5 Physically hurtful/ threatening 4 Scary behaviour Maybe 3 Odd behaviour 2 Reasonable social behaviour 1 Very informal social behaviour

48. When does a 2 become a 3 or a 4 become a 5?

49. In elementary school, Fred liked to touch and smell other students’ hair. Fred was a little boy and everyone thought it was a bit odd (3) but no one was afraid of him. This behaviour continued into intermediate school levels. One day, he put his face really close to a girl’s hair and she screamed! She told the principal and her parents that Fred was harassing her by scaring her. The principal agreed that Fred’s behaviour once considered a 3 was now a 4 – truly scary and possibly against the law

50. Black or White Thinkers