Accommodating Autism in the Classroom

Transcription

1 Accommodating Autism in the Classroom Thank you for joining us. We have a great many participants in today s call. Your phone is currently muted so that the noise level can be kept to a minimum. If you have not yet joined the audio portion of this webinar, please click on Communicate at the top of your screen, and then Join Teleconference. The dial-in information will appear. If you have any questions, you can send them to the host using the Chat feature in the bottom right corner during the webinar. The webinar will start momentarily Keenan & Associates License No Innovative Solutions. Enduring Principles.

2 Accommodating Autism in the Classroom Kathy Espinoza, MBA, MS AVP, Ergonomics/Safety Keenan & Associates License No Kate McDonald, M.S. Behavior Consultant Innovative Solutions. Enduring Principles.

3 ACCOMMODATING AUTISM IN THE CLASSROOM Presented by: Kate McDonald, M.S.

4 Autism is the fastest growing developmental disability According to the CDC, about 1 in every 88 children in the U.S. has been identified with an autism spectrum disorder. It is five times more common in boys than girls. There is no one known cause for autism and there is no cure.

5 Prevalence of autism is increasing dramatically WHY? in every in every 88 Two dimensions to the increase: 1. Better understanding, awareness & diagnosing of the disorder. 2. Other environmental & genetic factors.

6 Today, both public and private schools are seeing more and more children with autism in their classrooms. Is this a good thing?

7 Today, we know that many children with autism can and do make great strides overcoming many of their difficulties. YOU can be part of their success!

8 What is Autism? Autism is NOT a psychiatric disorder. Autism is NOT just bad behavior. Autism is NOT a result of poor parenting. Autism is a neurodevelopmental disorder which affects the brain. Also referred to as autism spectrum disorder (ASD) because it affects each person differently some mildly, others may be severely impaired. Three common characteristics for an autism diagnosis: 1. Impairment in communication 2. Impairment in social interactions 3. Repetitive behaviors and/or restrictive interests

9 What is Asperger's Syndrome? Asperger's vs. Autism what s the difference? The term autism is derived from the Greek word autos meaning self. In the 1940 s, an American physician, Dr. Leo Kanner, used the term autism to describe the withdrawn behavior of a group of children he was studying. Around the same time, an Austrian pediatrician, Dr. Hans Asperger, observed children in his practice who had great difficulties with socialization.

10 What is Asperger's Syndrome? Asperger's vs. Autism what s the difference? Asperger's is considered to be a high-functioning form of autism. Whereas children with autism have a lack of language or speech delays which become noticeable typically around 18 months, children with Asperger's do not. Although they do not have speech delays, people with Asperger's may have difficulty controlling the volume of their speech, may have little or too much inflection in their voice, and may have difficulty carrying on normal conversations with others.

11 What else do I need to know about a person with autism? As a part of their autism, they might also have: - skewed sensory systems - delays in processing information - high levels of anxiety - attention issues - other medical and biological issues All these things can affect the way a person with autism behaves.

12 How are things different today? 1970 s TODAY Desks in uniform rows Memorization of facts Individual projects Stay in one room, one teacher Desks in group setup Projects Group presentations Switching classrooms, multiple teachers

13 General Tips for the Classroom: 1. Visual Schedules Allow child to see and know what s coming next 2. Whoops card Allows notice for unpredictable events, i.e. fire drill, speaker 3. Planners Allows for older children to know their schedule 4. Break cards Allows student a pass for going to sensory room or counselors office during times of stress

14 Visual Schedule Whoops! card

15 Weekly planner for middle schooler or high school student Should include notations for go to locker and get between classes Very detailed

16 Examples of break cards These cards should be available to your student (in their possession) to use when they are stressed or overwhelmed. Bathroom or water fountain Sensory room Trips to cool off with the school counselor

17 General Tips for the Classroom: ü Speak in a normal voice to the child. During times of stress, use a quieter voice. ü Don t always insist on eye contact, especially during stressful times. ü Allow extra time for a child to process and then answer a question.

18 Academic Considerations Accommodations include: - testing in a separate, quiet room - more testing time, allowing breaks - fewer items per line or page - reading questions to the child - reading instructions to the child - use of a recorder for notes - use of a keyboard for writing - preferential classroom seating

19 Academic Considerations Use the child s interest in classwork. Use general strength of learning rote facts to their advantage.

20 BEHAVIOR Your Classroom Can something as simple as my own classroom setup or where the student is seated affect behavior?

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26 Your Classroom Room arrangement Sensory considerations If U-shaped, put child on an end, not in the middle of two people Consider having a few desks out of the U, as individual units Seat the child beside someone you think may be a good peer Give ample warning about when seats will change, does his have to change? What may bother the student? Vent, doors, windows, pencil sharpener, lights? Are there any physical accommodations that may help? Disc or seat cushion, dimming lights? Consider asking the student if their placement is good for them.

27 How to identify the purpose of challenging behavior Behaviors are usually present to: 1. gain attention 2. avoid a task or person 3. gain control of a situation Applied Behavior Analysis (ABA) helps us understand the possible function(s) of a behavior. OBSERVATION and ABC charts are the tools we use.

28 Example of an ABC Chart A = Antecedent (what happened before the behavior) B = Behavior (what exactly the student is doing) C = Consequence (what consequence did the child receive from the behavior) Date/Time Antecedent Behavior Consequence 1/14 9:30 Work placed on desk Joe throws work to floor Sent to counselor 1/18 Noon Friend takes candy Joe hits friend Friend gives Joe out of lunchbox the candy 1/29 2 p.m. Time runs out for Joe screams and Joe is allowed 5 Joe s turn on bites his hand more minutes computer THIS TYPE OF DATA COLLECTION MAY NOT HELP IMMEDIATELY BUT CAN HELP YOU IN THE LONG RUN

29 Positive strategies to change behaviors Behavior: Gain attention using inappropriate actions or vocalizations Example: yelling, throwing, pinching (Joe hitting friend who has the candy) Strategy: Provide alternative, appropriate behavior Example: model raising hand, asking, tapping on shoulder, PECS

30 Positive strategies to change behaviors Behavior: Avoidance Example: running away, ignoring (Joe throwing work onto the floor) Strategy: Determine reason for avoidance and try to prevent Equip student with alternative method Example: break card, I don t understand this

31 Positive strategies to change behaviors Behavior: Gain control of situation or object Example: screaming, snatching, tantrum (Joe screaming when computer time runs out) Strategy: Use timers or other visuals Use verbal reminders ( one more minute ) Contingencies and rewards

32 Social Skills As we already know, kids on the spectrum have difficulties with social interactions and social skills but they are very important and continue to be so throughout life. 1. Find a good peer to pair up with the child

33 Social Skills 2. Have topic lunches small groups eat lunch somewhere in a quiet place and there is a designated topic for lunch conversation.

34 Social Skills 3. Use social skills curriculums implemented by school counselors or outside professionals Examples: - Super-Flex Series by Michelle Garcia Winner - Skillstreaming the Elementary School Child - Skillstreaming the Adolescent - Navigating the Social World: A Curriculum for Educating Individuals with Asperger s Syndrome & High-Functioning Autism

35 How Can You Include Families? Having a child with autism can be a very isolating experience 1. Be open and supportive 2. Respect decisions made by parents 3. Suggest a special needs PTA 4. Be aware of autism support groups for your families

36 Remember this saying If you ve met one kid with autism, you ve met one kid with autism.

37 Contact information: Kate McDonald, M.S. Behavior Consultant

38 Questions? Disclaimer Keenan & Associates is an insurance brokerage and consulting firm. It is not a law firm or an accounting firm. We do not give legal advice or tax advice and neither this presentation, the answers provided during the Question and Answer period, nor the documents accompanying this presentation constitutes or should be construed as legal or tax advice. You are advised to follow up with your own legal counsel and/or tax advisor to discuss how this information affects you. 38 License No Innovative Solutions. Enduring Principles.

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