Bring on the Sunshine! Shining Light on ASD and ... AWS
Bring on the Sunshine! Shining Light on ASD and Essential Supports Louisiana Autism Spectrum and Related Disabilities (LASARD) Project Chris Champagne & Melinda Luna
Participants will: the characteristics of Autism Spectrum Disorder (ASD)
about essential supports and how to implement them for students with Autism Spectrum Disorder (ASD) and related disabilities a plan for implementing essential supports across settings
Visual Supports
Priming
Form of communication
Academic Modifications and Accommodations Reinforcement
What is Autism Spectrum Disorder (ASD)? A developmental disability characterized by deficits in social communication and interaction along with restricted, repetitive patterns of behavior, interests, or activities.
Deficits in SocialCommunication/ Interaction
A S D
Restricted/ Repetitive Behavior
Deficits in SocialCommunication/ Interaction
Social Reciprocity Nonverbal communication Relationships
Deficits in SocialCommunication/ Interaction
A S D
Restricted/ Repetitive Behavior
Restricted/ Repetitive Behavior
Repetitive Behavior/ Speech Insistence on Sameness Fixated Interests Sensory Differences
Deficits in SocialCommunication/ Interaction
A S D
Restricted/ Repetitive Behavior
Visual Supports
Priming
Form of Communication
Accommodations/ Modifications
Reinforcement
Essential Support Strategies
Visual Supports
Form of Communication
Priming
Academic Accommodations and Modifications
School Morning Meeting
Visual Supports
Priming
Form of communication
Academic Modifications and Accommodations Reinforcement
Independent Work
Home Morning Routine
Dinner Time
Visual Supports
Visual supports are any materials that illustrate important information.
schedules at school
schedules at school
schedules at home
schedules at home
visuals at school
visuals at school
visuals at home
Homework Rules 1. Complete homework when you get home from school. 2. You can work from any quiet place in the house. 3. Ask for help if you don’t understand something. 4. Take a break if you feel frustrated. 5. Show mom or dad all completed homework when your done.
visuals at home
School Visual Supports
Priming
Form of communication
Academic Modifications and Accommodations Reinforcement
Morning Meeting
Independent Work
Schedule of activities; labels around the classroom, break cards
Written expectations and steps; behavioral expectations; diagrams
Home Morning Routine
Dinner Time
Morning schedule; task Checklist of items needed analysis of brushing teeth for dinner; labels in the kitchen/dining area
Priming
Priming is exposure to information or activities that an individual is likely to have difficulty with.
When should you use priming?
All the time!
Priming in the Classroom Visual supports • Schedules (modified schedule) • Pictures/PowerPoints (field trips/events, review previous lesson)
Social stories • Preparing for a substitute teacher • Fire drills, tornado drills, lockdown drills
Video priming • Going on a field trip • Transitioning to a new school
Priming at Home Visual supports • Schedules (morning, afternoon, weekend, summer schedule) • Pictures (upcoming vacation, new doctor, menus)
Social stories • Preparing for a new babysitter or sibling • Going to a birthday party or other loud event
Video priming • Going to the store • Going to a new restaurant
School
Home
Morning Meeting
Independent Work
Visual Supports
Schedule of activities; labels around the classroom, break cards
Written expectations and steps; behavioral expectations; diagrams
Morning schedule; task Checklist of items needed analysis of brushing teeth for dinner; labels in the kitchen/dining area
Priming
Review daily schedule, noting any changes; behavioral expectations/rules
Review work expectations and steps
Remind the student that he/she has a test that day; tell the student that they are getting checked out early for an appt.
Form of communication Academic Modifications and Accommodations Reinforcement
Morning Routine
Dinner Time
Review what is on the menu; review behavior expectations
Form of Communication
How did you communicate today?
Phone call
Facebook
Sign Language
Communication Board
Eye Gaze
Text message
Letter
Gesture
Pictures
Why is communication important? • ALL people can and do communicate. • Communication allows people to exercise control over their lives and environments. • People communicate in many different ways- some more efficient and some more effective than others.
Components of Communication Appropriate communication partners Form (i.e., a way to send the message) Content (i.e., something to communicate about) Reason or purpose to communicate Gruenewald, Schroeder, & Yoder (1982)
Form of Communication Gestures
Verbalizations
Low-High Tech
The way a student expresses thoughts or needs.
Function of Communication Reject
Social exchange • Initiate • Sustain • Terminate
Comment
The reason or purpose a student communicates.
Communication Boards (objects, photographs, line drawings or words)
Augmentative/Alternative Communication (AAC)
Communication that enhances, augments, or supplements speech and covers a broad range of methods and strategies
No Tech
The AAC Continuum ASHA
www.laticenters.org/
School
Home
Morning Meeting
Independent Work
Visual Supports
Schedule of activities; labels around the classroom, break cards
Written expectations and steps; behavioral expectations; diagrams
Morning schedule; task Checklist of items needed analysis of brushing teeth for dinner; labels in the kitchen/dining area
Priming
Review daily schedule, noting any changes; behavioral expectations/rules
Review work expectations and steps
Remind the student that he/she has a test that day; tell the student that they are getting checked out early for an appt.
Review what is on the menu; review behavior expectations
Form of communication
AAC device available and use prompted during calendar math
Asking for help using AAC device
AAC device utilized to request breakfast and clothing choices
Dinner discussion responses on AAC device prompted by siblings
Academic Modifications and Accommodations Reinforcement
Morning Routine
Dinner Time
Accommodations/Modifications
Accommodation vs. Modification Accommodations are supports and services provided to help a student access the general education curriculum and demonstrate learning. An accommodation does not alter the standard being taught to the students. Modifications are individualized changes made to the content and performance expectations for students. It does fundamentally alter or lower the standard being taught to the students.
Ferry (2011)
What is most important to know about modifications and accommodations is that both are meant to help a student to learn!
Why Modify the Curriculum? Access
Increased Learning Participation NCQTL
Accommodations/Modifications at Home
Modification vs. Accommodation
Modification vs. Accommodation Perimeter___________________
Area____________________
2 inches
3 inches
School
Home
Morning Meeting
Independent Work
Visual Supports
Schedule of activities; labels around the classroom, break cards
Written expectations and steps; behavioral expectations; diagrams
Morning schedule; task Checklist of items needed analysis of brushing teeth for dinner; labels in the kitchen/dining area
Priming
Review daily schedule, noting any changes; behavioral expectations/rules
Review work expectations and steps
Remind the student that he/she has a test that day; tell the student that they are getting checked out early for an appt.
Review what is on the menu; review behavior expectations
Form of communication
AAC device available and use prompted during calendar math
Asking for help using AAC device
AAC device utilized to request breakfast and clothing choices
Dinner discussion responses on AAC device prompted by siblings
Modified materials if needed, length or content; read aloud
Visual schedule; prior notice of test; timer
Visuals; adapted utensils
Modified book; Academic Modifications and Preferential seating; visuals Accommodations
Reinforcement
Morning Routine
Dinner Time
Reinforcement
Reinforcement is a stimulus presented that strengthens a behavior/response.
Token Economy System A token economy is a system for providing positive reinforcement to a student by giving them tokens for completing tasks or behaving in desired ways.
Educate Autism
Primary Types of Positive Reinforcement • Tangible Reinforcers • Social Reinforcers
• Activity Reinforcers
Neitzel (2009); Polloway, Patton, & Serna (2008)
Reinforcement at Home You could reinforce your child for:
Work completion (homework) Completing chores (cleaning room, feeding pets, etc.) Appropriate behavior (sharing with sibling, voice level)
Special Interests! Use special interests when picking reading material, writing topics, math skills, reinforcers, daily instruction, etc. Special interest ideas: color, character, number, shapes, objects, animal, place, food, letter, etc.
13
School
Home
Morning Meeting
Independent Work
Visual Supports
Schedule of activities; labels around the classroom, break cards
Written expectations and steps; behavioral expectations; diagrams
Morning schedule; task Checklist of items needed analysis of brushing teeth for dinner; labels in the kitchen/dining area
Priming
Review daily schedule, noting any changes; behavioral expectations/rules
Review work expectations and steps
Remind the student that he/she has a test that day; tell the student that they are getting checked out early for an appt.
Review what is on the menu; review behavior expectations
Form of communication
AAC device available and use prompted during calendar math Modified book; Preferential seating; visuals
Asking for help using AAC device
AAC device utilized to request breakfast and clothing choices Visual schedule; prior notice of test; timer
Dinner discussion responses on AAC device prompted by siblings Visuals; adapted utensils
Earn game time with mom for independently completing morning routine checklist
Preferred dessert if eats all food.
Academic Modifications and Accommodations Reinforcement
Modified materials if needed, length or content; read aloud
Earn extra basketball time Receives computer time for participation for work completion
Morning Routine
Dinner Time
Case Study Activity
Contact Us!
Julie Riley, LASARD Coordinator [email protected] Chris Champagne, LASARD Facilitator [email protected] Melinda Luna, LASARD Facilitator [email protected]
Participants will: the characteristics of Autism Spectrum Disorder (ASD)
about essential supports and how to implement them for students with Autism Spectrum Disorder (ASD) and related disabilities a plan for implementing essential supports across settings
Visual Supports
Priming
Form of communication
Academic Modifications and Accommodations Reinforcement
What is Autism Spectrum Disorder (ASD)? A developmental disability characterized by deficits in social communication and interaction along with restricted, repetitive patterns of behavior, interests, or activities.
Deficits in SocialCommunication/ Interaction
A S D
Restricted/ Repetitive Behavior
Deficits in SocialCommunication/ Interaction
Social Reciprocity Nonverbal communication Relationships
Deficits in SocialCommunication/ Interaction
A S D
Restricted/ Repetitive Behavior
Restricted/ Repetitive Behavior
Repetitive Behavior/ Speech Insistence on Sameness Fixated Interests Sensory Differences
Deficits in SocialCommunication/ Interaction
A S D
Restricted/ Repetitive Behavior
Visual Supports
Priming
Form of Communication
Accommodations/ Modifications
Reinforcement
Essential Support Strategies
Visual Supports
Form of Communication
Priming
Academic Accommodations and Modifications
School Morning Meeting
Visual Supports
Priming
Form of communication
Academic Modifications and Accommodations Reinforcement
Independent Work
Home Morning Routine
Dinner Time
Visual Supports
Visual supports are any materials that illustrate important information.
schedules at school
schedules at school
schedules at home
schedules at home
visuals at school
visuals at school
visuals at home
Homework Rules 1. Complete homework when you get home from school. 2. You can work from any quiet place in the house. 3. Ask for help if you don’t understand something. 4. Take a break if you feel frustrated. 5. Show mom or dad all completed homework when your done.
visuals at home
School Visual Supports
Priming
Form of communication
Academic Modifications and Accommodations Reinforcement
Morning Meeting
Independent Work
Schedule of activities; labels around the classroom, break cards
Written expectations and steps; behavioral expectations; diagrams
Home Morning Routine
Dinner Time
Morning schedule; task Checklist of items needed analysis of brushing teeth for dinner; labels in the kitchen/dining area
Priming
Priming is exposure to information or activities that an individual is likely to have difficulty with.
When should you use priming?
All the time!
Priming in the Classroom Visual supports • Schedules (modified schedule) • Pictures/PowerPoints (field trips/events, review previous lesson)
Social stories • Preparing for a substitute teacher • Fire drills, tornado drills, lockdown drills
Video priming • Going on a field trip • Transitioning to a new school
Priming at Home Visual supports • Schedules (morning, afternoon, weekend, summer schedule) • Pictures (upcoming vacation, new doctor, menus)
Social stories • Preparing for a new babysitter or sibling • Going to a birthday party or other loud event
Video priming • Going to the store • Going to a new restaurant
School
Home
Morning Meeting
Independent Work
Visual Supports
Schedule of activities; labels around the classroom, break cards
Written expectations and steps; behavioral expectations; diagrams
Morning schedule; task Checklist of items needed analysis of brushing teeth for dinner; labels in the kitchen/dining area
Priming
Review daily schedule, noting any changes; behavioral expectations/rules
Review work expectations and steps
Remind the student that he/she has a test that day; tell the student that they are getting checked out early for an appt.
Form of communication Academic Modifications and Accommodations Reinforcement
Morning Routine
Dinner Time
Review what is on the menu; review behavior expectations
Form of Communication
How did you communicate today?
Phone call
Sign Language
Communication Board
Eye Gaze
Text message
Letter
Gesture
Pictures
Why is communication important? • ALL people can and do communicate. • Communication allows people to exercise control over their lives and environments. • People communicate in many different ways- some more efficient and some more effective than others.
Components of Communication Appropriate communication partners Form (i.e., a way to send the message) Content (i.e., something to communicate about) Reason or purpose to communicate Gruenewald, Schroeder, & Yoder (1982)
Form of Communication Gestures
Verbalizations
Low-High Tech
The way a student expresses thoughts or needs.
Function of Communication Reject
Social exchange • Initiate • Sustain • Terminate
Comment
The reason or purpose a student communicates.
Communication Boards (objects, photographs, line drawings or words)
Augmentative/Alternative Communication (AAC)
Communication that enhances, augments, or supplements speech and covers a broad range of methods and strategies
No Tech
The AAC Continuum ASHA
www.laticenters.org/
School
Home
Morning Meeting
Independent Work
Visual Supports
Schedule of activities; labels around the classroom, break cards
Written expectations and steps; behavioral expectations; diagrams
Morning schedule; task Checklist of items needed analysis of brushing teeth for dinner; labels in the kitchen/dining area
Priming
Review daily schedule, noting any changes; behavioral expectations/rules
Review work expectations and steps
Remind the student that he/she has a test that day; tell the student that they are getting checked out early for an appt.
Review what is on the menu; review behavior expectations
Form of communication
AAC device available and use prompted during calendar math
Asking for help using AAC device
AAC device utilized to request breakfast and clothing choices
Dinner discussion responses on AAC device prompted by siblings
Academic Modifications and Accommodations Reinforcement
Morning Routine
Dinner Time
Accommodations/Modifications
Accommodation vs. Modification Accommodations are supports and services provided to help a student access the general education curriculum and demonstrate learning. An accommodation does not alter the standard being taught to the students. Modifications are individualized changes made to the content and performance expectations for students. It does fundamentally alter or lower the standard being taught to the students.
Ferry (2011)
What is most important to know about modifications and accommodations is that both are meant to help a student to learn!
Why Modify the Curriculum? Access
Increased Learning Participation NCQTL
Accommodations/Modifications at Home
Modification vs. Accommodation
Modification vs. Accommodation Perimeter___________________
Area____________________
2 inches
3 inches
School
Home
Morning Meeting
Independent Work
Visual Supports
Schedule of activities; labels around the classroom, break cards
Written expectations and steps; behavioral expectations; diagrams
Morning schedule; task Checklist of items needed analysis of brushing teeth for dinner; labels in the kitchen/dining area
Priming
Review daily schedule, noting any changes; behavioral expectations/rules
Review work expectations and steps
Remind the student that he/she has a test that day; tell the student that they are getting checked out early for an appt.
Review what is on the menu; review behavior expectations
Form of communication
AAC device available and use prompted during calendar math
Asking for help using AAC device
AAC device utilized to request breakfast and clothing choices
Dinner discussion responses on AAC device prompted by siblings
Modified materials if needed, length or content; read aloud
Visual schedule; prior notice of test; timer
Visuals; adapted utensils
Modified book; Academic Modifications and Preferential seating; visuals Accommodations
Reinforcement
Morning Routine
Dinner Time
Reinforcement
Reinforcement is a stimulus presented that strengthens a behavior/response.
Token Economy System A token economy is a system for providing positive reinforcement to a student by giving them tokens for completing tasks or behaving in desired ways.
Educate Autism
Primary Types of Positive Reinforcement • Tangible Reinforcers • Social Reinforcers
• Activity Reinforcers
Neitzel (2009); Polloway, Patton, & Serna (2008)
Reinforcement at Home You could reinforce your child for:
Work completion (homework) Completing chores (cleaning room, feeding pets, etc.) Appropriate behavior (sharing with sibling, voice level)
Special Interests! Use special interests when picking reading material, writing topics, math skills, reinforcers, daily instruction, etc. Special interest ideas: color, character, number, shapes, objects, animal, place, food, letter, etc.
13
School
Home
Morning Meeting
Independent Work
Visual Supports
Schedule of activities; labels around the classroom, break cards
Written expectations and steps; behavioral expectations; diagrams
Morning schedule; task Checklist of items needed analysis of brushing teeth for dinner; labels in the kitchen/dining area
Priming
Review daily schedule, noting any changes; behavioral expectations/rules
Review work expectations and steps
Remind the student that he/she has a test that day; tell the student that they are getting checked out early for an appt.
Review what is on the menu; review behavior expectations
Form of communication
AAC device available and use prompted during calendar math Modified book; Preferential seating; visuals
Asking for help using AAC device
AAC device utilized to request breakfast and clothing choices Visual schedule; prior notice of test; timer
Dinner discussion responses on AAC device prompted by siblings Visuals; adapted utensils
Earn game time with mom for independently completing morning routine checklist
Preferred dessert if eats all food.
Academic Modifications and Accommodations Reinforcement
Modified materials if needed, length or content; read aloud
Earn extra basketball time Receives computer time for participation for work completion
Morning Routine
Dinner Time
Case Study Activity
Contact Us!
Julie Riley, LASARD Coordinator [email protected] Chris Champagne, LASARD Facilitator [email protected] Melinda Luna, LASARD Facilitator [email protected]
