YOUTH AND ADOLESCENTS WITH AUTISM SPECTRUM DISORDERS IN THE SCHOOL ENVIRONMENTMelissa SreckovicSPHS 802
Objectives Students should be able to:
Discuss how students with ASD are impacted by education laws
Recognize what can cause problematic behavior in a school setting and understand some strategies to prevent/manage behavior problems
Recognize some strategies that are used to teach social skills in school and help children foster positive relationships
Describe some techniques to accommodate and modify classroom instruction to make learning successful for students with ASD
Education Laws No Child Left Behind (2001)
Goal is to have 100% proficiency rates in mathematics and reading by the 2013-2014 school year for all students.
Individuals with Disabilities Education Act (1991, 1997, IDEIA 2004) Autism was added in the 1991
amendments Individuals with an IEP need to be taught in
the least restrictive environment
In order for a child to be considered eligible for special education services they must have a diagnosed disability that adversely affects educational performance (IDEIA 2004)
Challenges students with autism may face in school?
Students have to learn the academic curriculum and the social curriculum
Friendships can be difficult to foster Unpredictable Can be unstructured (substitute teacher,
change in schedule) Communication can be difficult
http://www.youtube.com/watch?v=5To2G6yEh00
1. Brainstorm possible problems for children with ASD in this classroom
2. Share with a friend3. Share with the class
The Great Inclusion DebateResearch has shown mixed results on the
inclusion of children with ASD in general education classrooms (Harrower &
Dunlap, 2001).
Inclusive classrooms can be a great experience for everyone involved if it is “inclusive” and correct accommodations
and modifications are in place.
Behavior Management
Behavior Management “As a teacher, I have come to the frightening
conclusion that I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher, I possess tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated, a child humanized or dehumanized.” ~Quote from Educator/Philosopher Chaim Ginott (1971)
What are some causes of problematic behavior?
Fear! Oppositional defiance may just be fear of
the unknown or what might happen next Fear of making a mistake, being teased or
bullied, sensory experiences, social interactions
Depression-low self esteem due to being rejected and ridiculed, painful awareness of being different
Sadness and anxiety expressed as anger
Baker, J. (2010, October). Autism/Asperger’s Conference. Future Horizons, Charlotte: NC.
Typical Triggers Biological: tired, sick, hungry Sensory: fluorescent lights, noise, people
bumping into one another New, challenging, or large quantities of
work Having to wait Losing, making mistakes, getting criticized Being ignored
To correctly identify a trigger a Functional Behavior Assessment can be done: http://autismpdc.fpg.unc.edu/content/functional-behavior-assessmentBaker, J. (2010, October). Autism/Asperger’s Conference. Future Horizons,
Charlotte: NC.
Behavior Management Step 1: Students should feel competent
Make them feel successful Take the shame out of it
Step 2: Crisis Management Try to distract the child or calm him/her down Discuss a plan for next time, but don’t bring up the same
exact situation! Step 3: Repeat Behavior Problems
Explain, model, role play, incentive Find out why the behavior is happening Keep a journal to find triggers (Before, During, & After) Develop a preventative plan Give warnings to students “In five minutes you will have to
stop playing on the computer.” If this doesn’t work create a schedule so the student knows when he/she can play again.
Baker, J. (2010, October). Autism/Asperger’s Conference. Future Horizons, Charlotte: NC.
Motivation Students have to be motivated to learn
the skills It has to be meaningful to them Implement incentives if needed
3,2,1 behavior plan Entire class sticker chart will reinforce skills
such as asking questions, making mistakes Reward should be for the process, not the
outcome
Baker, J. (2010, October). Autism/Asperger’s Conference. Future Horizons, Charlotte: NC.
Social Skills Instruction
Why is social skill instruction important?
Data suggests that children who have difficulties in peer interactions and relationships are at risk for maladjustment socially and behaviorally later in life (Brown, Odom, & Conry, 2001)
Children with HFA may be at greater risk for peer rejection and isolations than more severely impaired students with ASD (Kasari, Locke, Gulsrud, & Rotheram-Fuller, 2011)
Individuals with HFA are 20 times more likely than their peers to be socially excluded from school (Barnard et al., 2000 as cited in Humphrey & Lewis, 2008)
Children and Adolescents with HFA between the ages of 4-17 are 4 times more likely to be bullied than their peers (Little, 2002)
Students feel that their peers have the most influence on them feeling safe at school (Humphrey & Symes, 2010)
Wyatt in Autism the Musical:http://www.youtube.com/watch?v=Leq-gFmH1W0
Rotheram-Fuller, Kasari, Chamberlain, & Locke, (2010) conducted a study of the social involvement of children with an ASD in 30 elementary schools in the LA area.
Results showed that children with an ASD had substantially fewer reciprocal friendships in all grades
Friendships were more similar in early grades compared to later grades
Children with ASD showed misperceptions of their friendships; they rated children as friends and those children did not consider them as friends
Children with an ASD that had at a minimum of one reciprocal friendship, were more socially involved in their class and more accepted by their peers
Only 48.1% of children with an ASD were socially included
Peer Sensitivity Empower all of your students to become
role models! 85% of bullying is hidden and usually the
teacher sees the reaction Teachers can educate students to
generalize kindness Students become coaches to other
students
Peer Mediated Interventions Goals: Teach peers how to interact
with children with ASD, increase frequency of interaction between subgroups, increase initiations for activities, minimize adult support, promote positive interaction, teach social skills, provide academic support (Sperry, Neitzel, & Engelhardt-Wells, 2010)
How to Implement PMII:1. Get parent permission2. Select peers3. Train peers4. Provide ongoing support to peers5. Implement activities that promote
practicing the skill in the classroom6. Extend initiations throughout the dayFor more information visit:
http://autismpdc.fpg.unc.edu/content/peer-mediated-instruction-and-intervention(Peer-Mediated Instruction and Intervention: Steps for Implementation
(EMH) National Professional Development Center on ASD, 10/2010)
Social Narratives/Social Stories
Uses pictures and text to display appropriate and positive situations (Spencer, Simpson, & Lynch, 2008)
Beneficial because they are visual, permanent, written for the child, demonstrate what people are doing and thinking (2008)
Gray (2000) recommends the following format: 2-5 sentence describing the good behavior 1 sentence describing the positive, appropriate responses
of others 1 sentence describing other’s viewpoints as they react 1 sentence describing shared value (optional) 1 sentence that reminds the child of the appropriate
behavior
Accommodating Individuals with ASD in the General Education Classroom
Ways to Make Learning Successful Change the triggers
Model, prompt rather than test, explain learning curve Give choice of work, use special interests Visual supports: instructions, webs, outlines, labels Reduce length, use timer
Teach “Trying When It’s Hard” Try a little Ask to watch first or ask for help Take a break and try again Negotiate how much Use break cards, 2 minutes each
Adapted from: Dr. Jed Baker, Autism / Asperger’s Conference, Charlotte, NC, 2010
Match the evidence-based intervention with the description!
Prompting
Self Management
Social Skills Groups
Task Analysis
Time Delay
Effective for children 6-11 years old
This intervention includes instruction, practice or role play, and feedback
Assistance given to learners to help them with a specific skill
Learners are taught to monitor and record their behavior
Breaking a skill into smaller steps
Odom, S. L., Collet-Klingenberg, L., Rogers, S. J., & Hatton, D. D. (2010). Evidence-based practices in interventions for children and youth with autism spectrum disorders. Preventing School Failure, 54(4), 275-282. doi:10.1080/10459881003785506
http://autismpdc.fpg.unc.edu/content/briefs
References Baker, J. (2010, October). Autism/Asperger’s Conference. Future Horizons, Charlotte: NC. Brown, W. H., Odom, S. L., & Conroy, M. A. (2001). An intervention hierarchy for promoting young children's peer interactions
in natural environments. Topics In Early Childhood Special Education, 21(3), 162. Gray, C. A. (2000). Writing social stories with Carol Gray [Videotape and workbook]. Arlington, TX: Future Horizons. Harrower, J. K., & Dunlap, G. (2001). Including children with autism in general education classrooms: A review of effective
strategies. Behavior Modification, 25(5), 762-784. Humphrey, N., & Lewis, S. (2008). "Make me normal": The views and experiences of pupils on the autistic spectrum in
mainstream secondary schools. Autism: The International Journal of Research and Practice, 12(1), 23-46. Humphrey, N., & Symes, W. (2010). Responses to bullying and use of social support among pupils with autism spectrum
disorders (ASDs) in mainstream schools: A Qualitative study. Journal of Research in Special Educational Needs, 10(2), 82-90. Kasari, C., Locke, J., Gulsrud, A., & Rotheram-Fuller, E. (2011). Social networks and friendships at school: Comparing children
with and without ASD. Journal of Autism and Developmental Disorders, 41(5), 533-544. Little, L. (2002). Middle-class mothers' perceptions of peer and sibling victimization among children with Asperger's syndrome
and nonverbal learning disorders. Issues In Comprehensive Pediatric Nursing, 25(1), 43-57. National professional development center on autism spectrum disorders. (2010, October). Retrieved from
http://autismpdc.fpg.unc.edu/content/briefs Peer-Mediated Instruction and Intervention: Steps for Implementation (EMH) National Professional Development Center on
ASD, 10/2010 Rotheram-Fuller, E., Kasari, C., Chamberlain, B., & Locke, J. (2010). Social involvement of children with autism spectrum
disorders in elementary school classrooms. The Journal of Child Psychology and Psychiatry and Allied Disciplines, 51(11), 1227-1234. doi: 10.1111/j.1469-7610.2010.02289.x
Spencer, V. G., Simpson, C. G., & Lynch, S. A. (2008). Using Social Stories to Increase Positive Behaviors for Children with Autism Spectrum Disorders. Intervention In School And Clinic, 44(1), 58-61.
Sperry, L., Neitzel, J., & Engelhardt-Wells, K. (2010). Peer-mediated instruction and intervention strategies for students with autism spectrum disorders. Preventing School Failure, 54(4), 256-264. doi: 10.1080/10459881003800529
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