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10/21/2013
1
Matching Interventions to
Characteristics of Students
on the Autism Spectrum
Brooke Wright Brittany Murray & Julie Raccio
Objectives
Participants will:
• Identify underlying characteristics associated with Autism
Spectrum Disorders
• Understand that students’ behaviors may be
manifestations of these underlying characteristics.
• Appropriately match interventions to characteristics of
students with ASD
• Understand a variety of tools that can be used to help
students succeed
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2
Underlying Characteristics
Checklist (UCC)
Special Interest
Behaviors!
Skills
Illness
What you can see
What Lies Beneath…..
Underlying Characteristics
Language
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3
The Dartboard Analogy
• We don’t want to just
throw multiple
interventions at a
problem and hope
something sticks
1. Social
• Has difficulty recognizing
the feelings and thoughts
of others
• Uses poor eye contact or
fails to orient toward others
• Has difficulty maintaining
personal space, physically
intrudes on others
• Has difficulty making or
keeping friends
• Has difficulty joining an
activity
• Is naïve, easily taken
advantage of or bullied
• Has difficulty waiting
• Has difficulty
understanding non-verbal
communication
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4
2. Restricted Patterns of
Behavior, Interests and Activities
• Expresses strong need
for “sameness” – has
difficulty with change
• Has eccentric or intense
preoccupations –
absorbed in own unique
interests
• Has difficulty transitioning
from a preferred activity
• Has strong need for
closure or difficulty
stopping a task before it
is completed
• Displays difficulty
engaging in activities
other than intense special
interests.
3. Communication
• Has little or no speech
• Has difficulty expressing wants
and needs
• Has difficulty expressing
thoughts and feelings
• Communicates needs through
behaviors such as crying or
aggression
• Has difficulty asking for help
• Has difficulty following
instructions
• Asks repetitive questions
• Talks to self excessively
• Has difficulty with rules of
conversations
• Has difficulty starting, joining
and/or ending a conversation
• Fails to initiate or respond to
greetings
• Interprets words or
conversations literally – difficulty
understanding figurative
language
• Has difficulty understanding
language with multiple
meanings, humor, sarcasm or
synonyms
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5
4. Sensory Differences • Responds in an unusual
manner to: – Sounds
– Pain or temperature
– Taste (textures)
– Light or color (visual
stimulation)
– Smells
• Preoccupied with sensory
exploration of objects
• Makes noises such as
humming or singing
frequently
• Seeks activities that
provide touch or pressure
• Seeks activities that
provide movement
• Avoids activities that
provide touch or pressure
• Avoids activities that
provide movement
5. Cognitive Differences
• Displays weakness in
reading comprehension
but has strong word
recognition
• Has difficulty organizing
self in order to initiate or
complete an activity
• Displays very literal
understanding of
concepts
• Has difficulty
understanding the
connection between
behavior and resulting
consequences
• Has attention problems
• Demonstrates academic
skill deficits
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6
6. Motor Differences
• Has difficulty with
handwriting
• Has atypical or weak
grasp
• Has difficulty using
hands for fine-motor
tasks (e.g., fastening,
buttoning, zipping,
tying shoes, using
eating utensils
• Displays atypical
activity level (e.g.,
over-active /
hyperactive or under-
active / hypoactive)
• Has difficulty moving
through environment
(e.g., in and out of
buildings, using
stairs)
7. Emotional Vulnerability
• Is anxious or easily
stressed
• Becomes stressed when
presented with new task
or novel situation
• Exhibits rage reactions or
“meltdowns” in response
to apparently minor
events
• Has low frustration
tolerance
• Has difficulty tolerating
mistakes
• Has difficulty identifying,
quantifying, expressing
and/or controlling
emotions
• Has a limited
understanding of own and
others’ emotional
responses
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7
Structure of the Presentation
• Look at single interventions or clusters of
similar interventions that address the a
group of characteristics
• Look more in depth at each intervention
- Social Narratives
- Comic strips
- Social Autopsies
Has difficulty making or
keeping friends
Has a limited understanding of own and others’
emotional responses
Has difficulty recognizing the
feelings and thoughts of
others
Has difficulty joining an
activity
Has difficulty understanding the
connection between behavior
and resulting consequences
Communicates needs through behaviors such
as crying or aggression
Has difficulty understanding language with
multiple meanings, humor, sarcasm or
synonyms
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8
Social Narratives
Social narratives are visually represented
stories that describe social situations and
socially appropriate responses or behaviors to
help individuals with autism spectrum disorder
acquire and use appropriate social skills.
Exam
ple
Socia
l S
tory
From The New Social Story Book
Carol Gray, pg. 16
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9
Com
ic S
trip
s / C
art
oo
nin
g
Comic Strips / Cartooning
1. Drawing: This can be done by you or the student. Either way, artistic ability
is not required; stick figures work fine.
2. Guide with questions: The adult guides the student’s drawing or what
needs to be drawn by asking a series of questions:
•Where are you?
•Who else is there?
•What did you do?
•What did others do?
3. Insight: The adult shares his/her personal insights during the cartooning
process when the natural opportunity occurs.
4. Provide sequence or structure – adult provide boxes, structure of cartoon
5. Summarize the cartoon: discuss the comic strip in chronological order.
The student should as much as possible, with the adult clarifying as needed.
6. Identify new solutions: adult and student working together
(Myles, Trautman, & Schelvan, 2004, p. 28-29)
10/21/2013
10
http://www.makebeliefscomix.com/Comix/
Social Autopsies
Texas Autism Resource Guide for Effective Teaching
•Helps show cause and effect of the situation •Uses positive reinforcement •Teaches problem solving framework •Utilizes pictures or words
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11
Social Autopsies Examples
What happened?
I yelled at the teacher because he asked me to do a lot of math problems.
What was the social error or mistake?
Yelling at the teacher
Who was hurt by the error?
The Teacher. Maybe my peers.
What can be done to correct the error or the hurt?
Apologize? Explain that too many problems make me anxious.
What can be done differently the next time?
(Initially, this can be very difficult)
Stop, Think. Respond, “Can I please do half of the problems?” or “Can I do some of the problems now and some later?”
- Scripting
- Visual Cue Cards – Video
Modeling
Has difficulty joining an activity
Has difficulty starting, joining and/or ending
a conversation
Has difficulty expressing thoughts and feelings, wants
and needs
Has difficulty asking for help
Has difficulty with rules of
conversations
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13
Visual Supports
Video Modeling / Role Playing
www.9thplanet.org
Joining-a-Conversation-9th-Planet-autism-social-skills-video.mp4
• www.modelmekids.com
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14
The Hidden Curriculum
Is naïve, easily taken
advantage of or bullied
Has difficulty understanding
non-verbal communication
Has difficulty making or
keeping friends
Displays very literal
understanding of concepts
The Hidden Curriculum
Myles, pg. 65
10/21/2013
15
The Hidden Curriculum
By Brenda Smith Myles,
Melissa Trautman & Ronda Schalvin By Brenda Smith Myles
- Wait Card
- Turn Taking Visual
Has difficulty maintaining
personal space, physically intrudes
on others
Has difficulty recognizing the
feelings and thoughts of
others
Has difficulty waiting Has strong need for
closure or difficulty stopping a task before it
is completed
Has difficulty following
instructions
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16
Wait Card / Who’s turn is it?
Timers
Has difficulty waiting
Has strong need for closure or
difficulty stopping a task before it is
completed
Has difficulty transitioning
from a preferred activity Expresses strong
need for “sameness” – has
difficulty with change
Preoccupied with sensory exploration of
objects
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17
Timers
Time Timer App
Timer by App Cubby
- Visual Schedules
- Checklists
- Visual Cues
Has difficulty transitioning
from a preferred activity
Becomes stressed when presented with
new task or novel situation
Expresses strong need for “sameness” –
has difficulty with change
Has difficulty following
instructions
Has difficulty organizing self
in order to initiate or
complete an activity
Has attention problems
10/21/2013
20
Work Systems
Has difficulty transitioning
from a preferred activity
Becomes stressed when presented with new task or novel situation
Has difficulty following
instructions Has difficulty
organizing self in order to initiate or
complete an activity
Has attention problems
Work Systems
Answer the 4 Questions
1. What is the work?
2. How much work?
3. When am I finished?
4. What comes next?
A system that allows students to do
one or more tasks without being
directed by an adult.
10/21/2013
21
More Work
Systems
- Individualized Motivators
- Token Systems
- Power Cards
Has difficulty tolerating mistakes
Has low frustration tolerance
Displays difficulty engaging in
activities other than intense special
interests.
Has eccentric or intense
preoccupations – absorbed in own unique interests
Has attention problems
Has difficulty organizing
self in order to initiate or complete an
activity
10/21/2013
22
Individualized Motivators
• Lawnmowers
• Skittles
• Thomas the Train
• Recycling
• Succulent plants
• Angry Birds
• Engine oil
• Giggle Bellies
• Washing machines
• Cats
• Saltwater fish
• Harry Potter
• Gummy Bears
• Music
• Bugs Bunny
• Maps
• Pokémon
• Police
• Super Mario Bros.
• Weather
• Anime
• Presidents of the US
Using Individualized Motivators
for Academic Work
10/21/2013
23
Individualized Token System
Power Card
• Games should be fun for
everyone.
• If you win a game, you can:
Smile, give high fives, or say,
"Alright!"
• If you lose a game, you can:
Take a deep breath and say,
"Good job" to the opponent or
say, "Maybe next time."
• Play games the Survivor way
and your friends will have fun
playing games with you!
10/21/2013
24
Power Cards - Script
The contestants on Survivor love to play games! In fact, playing games on the
show is how they win rewards or win immunity. Sometimes the players and
teams win their games, but sometimes, they lose. When they win, they give
each other "high fives," smile or say, "Alright!" When they lose their game, the
Survivors might not be happy. They could take a deep breath and say, "Maybe
next time," or say "Good job" to their opponent. The contestants on Survivor
think everyone should have fun playing games. They also want you to
remember three things when playing games with other people:
• Games should be fun for everyone.
• If you win a game, you can: Smile, give high fives, or say, "Alright!"
• If you lose a game, you can: Take a deep breath and say, "Good job" to the
opponent or say, "Maybe next time."
• Play games the Survivor way and your friends will have fun playing games
with you!
- PECS
- Communication
Devices
Has difficulty joining an
activity
Communicates needs through behaviors such
as crying or aggression
Has difficulty expressing
thoughts and feelings, wants
and needs
Has difficulty asking for help
Has difficulty with rules of
conversations
Has little or no speech
10/21/2013
25
PECS, Communication Boards
and Books
AAC Devices and Apps
Prentke Romich:
Vantage Lite
BIGmack® and LITTLEmack®
Sonoflex Lite iPad App ProLoQuo2Go iPad or iPhone App
10/21/2013
26
Interventions for Repetitive
Questions or Excessive Self Talk • Schedule a time and/or
place
• Set a limit and provide a
visual cue
• Write the answer or
provide a picture
• Teach a replacement
phrase or behavior
• Provide options for other
topics
• Consider AAC devices
• Use a social narrative
Why?
• Might be calming or
reassuring
• Might be substituting a
familiar phrase for
unknown language
• Might have a desire to
communicate but not
know how to initiate
conversation
Sensory Strategies
Makes noises such as
humming or singing
frequently
Seeks activities that provide touch
or pressure
Seeks activities that provide movement
Preoccupied with sensory exploration of
objects
Responds in an unusual manner to
sounds, touch, light, or smells
10/21/2013
27
• Hearing protectors
• Headphones
• Soft music
• CD, radio or MP3 player
Responds in an unusual manner to:
Sounds
Responds in an unusual manner to:
Smells
10/21/2013
28
Seeking Touch or Pressure
• Heavy work
• Body Sox
• Steam Roller
• Hugs / deep pressure
• Chewy or crunchy snacks
• Chewy pencil topper or
necklace
Seeking Movement
• Swing, trampoline
• Exercise ball
• Climbing
• Wiggle seat (disc-o-sit)
• Rocking Chair
• Incorporate movement
into work
10/21/2013
29
Makes noises such as humming
or singing frequently
• Toobaloo or PVC pipe
• Tape recorder
• Visual rules
• Schedule a time and place
Preoccupied with Sensory
Exploration of Objects
• Provide a system for sensory motor breaks
• Schedule a time and place for sensory
exploration
• Use sensory as reinforcement
10/21/2013
30
Priming and Pre-Learning
Has difficulty transitioning
from a preferred activity
Becomes stressed when presented with
new task or novel situation
Is anxious or easily stressed
Has difficulty following
instructions
Has difficulty organizing self in order to initiate or
complete an activity
Has difficulty joining an
activity
Demonstrates academic skill
deficits
Pre-Learning & Priming • Introduces students to information
or activities prior to their use
• Familiarizes a child with material
• Makes the activity predictable
• Reduces stress and anxiety;
increases the child’s success
• Typically occurs the day or the
morning before the activity
• Teacher may condense the activities
onto an index card that the child can
carry to class and refer to as needed.
• May use video or photographs
• Can occur in the classroom or at
home
• Most effective when it is built in as
a part of the student’s routine
• Should occur in an environment
that is relaxing
• Sessions should be short
• Priming is not teaching, correcting,
or testing
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31
Priming • Video Modeling
• Photographs
• Narrative
Fine Motor Supports
Has difficulty with
handwriting
Has atypical or weak grasp
Has difficulty using hands for fine-motor tasks
10/21/2013
32
Fine Motor Supports
• Hot Dots
• Coinulator
• Pencil grips
• Highlighter tape
• Recorder for homework
• Rubber stamps with inkpad
• Raised line paper/highlighted paper
Low Tech Tools for Struggling Writers
Hot Dots
Coinulator
Pencil grips
Highlighter tape
Recorder for homework
Raised line paper/highlighted paper
Rubber stamps with inkpad
More Fine Motor Supports
Loopeez The Claw
THE Pencil Grip Pencil Weights
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33
Fine Motor Practice
-Heavy Work
- Activity Breaks
- Seating Options
-Fidgets
Displays atypical activity level (e.g.,
over-active / hyperactive or under-active / hypoactive)
Has difficulty moving through
environment (e.g., in and out of buildings,
using stairs)
10/21/2013
35
- Visual Prompts
- Incredible 5-Point Scale
- Stress Thermometer
- Home Base
Has difficulty tolerating mistakes
Has low frustration tolerance
Exhibits rage reactions or
“meltdowns” in response to apparently
minor events
Has difficulty identifying, quantifying, expressing
and/or controlling emotions
Is anxious or easily
stressed
Problems?
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37
Stress Thermometer
Home Base
An environmental
structure that allows
students with ASD to:
• Prepare for or review the
day's events
• Take a break from a
stressful situation
• Regain emotional control
to avoid a meltdown
• Recover after a meltdown
• Successfully cope with an
unpredictable world
• Is a consistent place
• Always individualized
• Reduces environmental
demands
• May be used as a proactive
strategy
• Place for schedule review and
priming
• May include sensory strategies
• Can be scheduled or used “as
needed”; initiated by adult or
student
• NOT the same as “time out”
10/21/2013
38
To
olb
ox U
se
d a
t H
om
e
Base
Key Points to Remember
• Recognize underlying characteristics as
manifested in each individual student
• Consider underlying characteristics when
developing and implementing interventions
• Identify interventions that can support
various underlying characteristics
• Create a tool kit of multiple interventions
10/21/2013
40
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10/21/2013
41
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