Behaviour Intervention

Youth on the Autism Spectrum In School

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Planning your support

“Planning the instructional program for students with autism is complex, because these students [could] have significant differences from most other students in learning style, communication, and social skill development, and often have challenging behaviours”.

http://www.bced.gov.bc.ca/specialed/docs/autism.pdf

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Planning your support

“There is [of course] considerable individual variability in how these characteristics affect a particular person. Programs must be individualized and based on the unique needs and abilities of each student. Knowing how the student’s ability to process information and communicate are affected by autism is critically important to planning…”

http://www.bced.gov.bc.ca/specialed/docs/autism.pdf

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Planning your support

“No single method for teaching students with autism is successful for all students. Also, students’ needs change over time, making it necessary for teachers to try other approaches”.

http://www.bced.gov.bc.ca/specialed/docs/autism.pdf

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The Asperger’s Student

“At school, teachers soon recognize that the child has a distinctive learning style, being talented in understanding the logical and physical world, noticing details and remembering and arranging facts in a systematic fashion. However, the child can be easily distracted, especially in the classroom, and when problem solving appears to have a ‘one-track-mind’ and fear of failure.” (Baron-Cohen, 2003, as

quoted in Attwood, 2007).

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The Asperger’s Student

“As the child progresses through the school grades, teachers identify problems with organizational abilities, especially with regard to homework assignments and essays. The also observe that the child appears not to follow advice or learn from mistakes” (Baron-Cohen, 2003, as

quoted in Attwood, 2007).

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Activity: Case Study exercise

Purpose: To explore the large amount of excellent resources available to Educational Assistant (EAs) working with student who have ASD.

Instructions:• Please read the following five case studies and select one.• Assume that you are a new EA who will begin working with this student

next week. You want to be as prepared as possible, but haven’t yet met the student, read the IEP or talked to the teacher. You decide to review the two excellent e-learning websites (listed below on this slide) for information that may assist you.

• Try to have a wide range of choices, remember the purpose of this activity. Don’t get stuck on the lack of information provided in the case study, be curious, creative and productive

POPARD http://www.autismoutreach.ca/elearningAutism Internet Modules http://www.autisminternetmodules.org/

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Activity: Case Study exercise continued

Instructions:• Watch as many e-learning modules as you please (at least 6), but end up

with THREE that you think might be most applicable / helpful for your support for this student.

• Post the following:– Student’s name– List the (minimum) 6 you viewed (indicating if it was a POPARD or AIM video), then– Identify your three choices (with 2-3 a sentence description and rationale for each

choice) in the School Support Discussion Forum. Everyone is required to do this posting

• You are also welcome to note a document/web resource that you particularly like from the “For Your Reading Pleasure” slide.

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CASE STUDY 1: Jenny

• Jenny is a 6 year old girl with ASD. She has had 3 years of intensive ABA and is making significant progress

• Jenny did not attend kindergarten in order to maximize her ABA program. Her team feels she will be able to manage in the Grade 1 class of the local school with support. They are willing to work with the school team and hope that a sufficient amount of data can be taken so that her programming successes can continue.

• Jenny is learning new words all the time, but needs assistance with communication, transitions and exposure to small and large group activities

• She has some sensory issues, repetitive behaviours which interfere with socialization and falls down, screams and kicks if over stimulated or prevented from doing what she wants.

Adapted from profiles in http://www.bced.gov.bc.ca/specialed/docs/autism.pdf &/or http://www.edu.gov.on.ca/eng/document/nr/07.02/autismFeb07.pdf

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CASE STUDY 2: Manny

• Manny is a 9 year old who has been diagnosed with ASD two months ago. His family has recently moved to Canada, and he is learning to speak English. He’s been placed in a split 4/5 classroom. He is extremely interested in small electrical objects.

• Manny appears very capable, but he regularly questions authority and has difficulty following the rules, although he has many that he imposes on others. He is experienced daily meltdowns resulting in his being sent home.

• Manny is very verbal and explains that he is being persecuted at school and has run away from school several times.

• He regularly engages in self-injury, most notably, biting his hand. School personnel have not yet identified why & when this typically happens.

Adapted from profiles in http://www.bced.gov.bc.ca/specialed/docs/autism.pdf &/or http://www.edu.gov.on.ca/eng/document/nr/07.02/autismFeb07.pdf

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CASE STUDY 3: Anna

• Anna is a 13 year old student with ASD who has been included in a regular class with support since kindergarten. Anna has been one of the school’s great ‘success stories’, has made friends, and is working, for the most part in reading, close to her peer’s academic level.

• However, Anna has begun to show increased signs of anxiety and difficult behaviours. Her teaching is noticing that she seems to require more curriculum modifications then in previous years and is withdrawing from social relationships.

• Her parents are worried that she is regressing and she has begun to exhibit new negative behaviours at home.

Adapted from profiles in http://www.bced.gov.bc.ca/specialed/docs/autism.pdf &/or http://www.edu.gov.on.ca/eng/document/nr/07.02/autismFeb07.pdf

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CASE STUDY 4: Ravi

• Ravi is a 15 year old grade 10 student who spends most of his school day in the resource room, attending PE and home economics with his peers.

• His receptive and expressive vocabulary are significantly below age-level, but he can master concepts that are represented visually. He has difficulty with reading comprehension, but excels at basic math concepts.

• He loves computers and video games but gets very stressed in social group situations.

• Lately, he has developed an interest in a grade 9 boy who also attends the resource room.

Adapted from profiles in http://www.bced.gov.bc.ca/specialed/docs/autism.pdf &/or http://www.edu.gov.on.ca/eng/document/nr/07.02/autismFeb07.pdf

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CASE STUDY 5: Eric

• Eric is a 19 year old, grad 12+ student with ASD who has been successful with significant support in high school, both socially and academically.

• After he leaves school, he is interested in attending UBC medical school and perhaps working part time at a hospital.

• Eric’s family is worried that he’s not prepared for this transition, and wonder what supports will be available to him in class, residence and at work.

Adapted from profiles in http://www.bced.gov.bc.ca/specialed/docs/autism.pdf &/or http://www.edu.gov.on.ca/eng/document/nr/07.02/autismFeb07.pdf

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For your reading pleasure…other ASD and school resources

• http://www.autismoutreach.ca/resources/downloads • http://www.mcf.gov.bc.ca/spec_needs/cysn_framework.htm• http://www.bced.gov.bc.ca/specialed/awareness/ • http://www.bced.gov.bc.ca/specialed/docs/autism.pdf• http://www.bced.gov.bc.ca/specialed/asd_instr_supp_plan_tool.pdf• http://bctf.ca/TeachingToDiversity/• http://palsautismschool.ca/• http://www.edu.gov.on.ca/eng/document/nr/07.02/autismFeb07.pdf

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References• Attwood, Tony. (2007). The Complete Guide To Asperger’s

Syndrome. Jessica Kingsley Publishers. London, UK.• BC Ministry of Education. (2000). Teaching Students With

Autism- A Resource Guide for Schools. http://www.bced.gov.bc.ca/specialed/docs/autism.pdf

• Minister’s ASD Reference Group. (2007). Making A Difference For Students with ASD in Ontario Schools: From Evidence To Action. Queen’s Printers. Toronto, Ontario. http://www.edu.gov.on.ca/eng/document/nr/07.02/autismFeb07.pdf

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Resource

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Douglas College created this resource for the Cass behavior Intervention Provincial Partnership, funded through the Douglas College Strategic Development Fund.

Author(s) Lori Woods

Institution(s) Douglas College

Title Youth on the Autism Spectrum in School

Description Students explore the resources available to Education Assistants when planning support for youth on the spectrum in a school environment, and apply learning through case studies.

Date Created 3/31/12

Education Level College, Post Secondary

Key Words / Tags Autism, Asperger's, School support, planning, SEA, EA , special education assistant, education assistant

License BCCommons v. 2.0

Format PowerPoint