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Strategies for Working with Children with Autism in the Classroom
+Developmentally Appropriate Programs
Normalized educational experience
Opportunity for social interaction
Broad educational approach
+Classroom Advantages
Opportunities for: Spontaneous imitation Typical peers as models Development of play skills Incorporating child interests and strengths Development and use of language Parent support and advocacy
+What specifically can I do to help with my students with autism?
Evaluate communication and language ability
Physically structure the room so verbal directions are supported by physical realities
Create an environment where relationships are possible and frequently UNavoidable
+What else can I do?
Set up a routine and stick with it
Make the curriculum meaningful and appropriate
Incorporate other programs and approaches
Individualize expectations and demands for each child
Expect students to be part of the class during ALL activities
+The importance of STRUCTURE
Physical landmarks
Classroom routines
Participation as a means of creating internal structure
Clearly Defined Spaces Visual Schedule
+The importance of COMMUNICATION Involves others
Helps gain control over environment Meets needs in more appropriate manner (fewer tantrums) Engages child in environment Elicits positive response from family/peers Develops verbal ability
+The importance of COMMUNICATION
To help the child with autism communicate more effectively, pair verbal communication with visual supports.
This helps ease the process of communication while at the same time expands the child’s exposure to vocabulary.
Playground Blocks
Help with choices: “ Do you want playground or blocks”
Help with understanding emotions/feelings on a simple level.
+Ways to Support Families If no diagnosis, but you have doubts or suspect autism,
refer families to SEARCH
Make gentle references to child’s unusual behaviors, perhaps by asking parent to reflect on siblings’ behavior (if siblings present)
Show parents strategies that work in the classroom and that might work at home
Be a source for parents; help them meet other parents
Family School
CommunitySupport Services
Child
+Behavior ProblemsTwo Types
“Won’t Do” “Can’t Do”
+All behavior serves a function
Attention (peer and/or adult)
Access to tangibles (get something)
Escape (avoid or get out of)
Sensory
We need to provide the student with another behavior that will achieve the same function
+Behavior in ASD
Restricted repetitive and stereotyped patterns of behavior, interests and activities Encompassing preoccupation with one or more stereotyped
and restricted patterns of interest that is abnormal either in intensity or focus
Apparently inflexible adherence to specific, non functional routines or rituals
Stereotyped and repetitive motor mannerisms
Ex: hand or finger flapping or twisting Complex whole-body movements
Persistent preoccupation with parts of objects
+Response interruption / redirection / reinforcement
Interrupt the problem behavior
Redirect towards the appropriate
behavior
Reinforce approximation
s of the appropriate
behavior
+Providing behavior specific praise
Praise is a form of positive reinforcement that combines attention with a positive verbal statement (REMEMBER: Reinforcement is the ONLY way to teach and/or increase behavior) Strengthens behavior Positive relationship development Positive environment
+When, and how, to use praise
When When the individual demonstrates the appropriate behavior When you want to increase behavior When you are teaching a new behavior (1:1 ratio)
How often Set a goal of praising a student 4 times for every negative or
corrective statement given Using praise is like building a bank account
The more you deposit, the bigger the ‘account’ (i.e., the better the relationship)
When a ‘withdrawal’ must be made (i.e., delivering a negative or corrective statement), the account will be able to withstand the withdrawal