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November 2012IDEA Partnership1 Autism Spectrum Disorders An Overview of Supports and Interventions Fundamentals for Educators and their Partners.

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Presentation on theme: "November 2012IDEA Partnership1 Autism Spectrum Disorders An Overview of Supports and Interventions Fundamentals for Educators and their Partners."— Presentation transcript:

1 November 2012IDEA Partnership1 Autism Spectrum Disorders An Overview of Supports and Interventions Fundamentals for Educators and their Partners

2 Development Team The following organizations participated in the development of this presentation: American Association of School Administrators (AASA) American Occupational Therapists Association (AOTA) Autism Society Autism Society of Wisconsin Autism Training Center, Marshall University Council of Administrators of Special Education (CASE) Easter Seals Festiva Educativa Geneva Centre Illinois Autism Training and Technical Assistance Center Kansas Instructional Support Center Long Island Families Together November 2012IDEA Partnership2

3 Development Team (cont.) Minnesota Department of Education National Associations of Pupil Service Administrators (NAPSA) National Association of School Psychologists (NASP) Network of Autism Training and Technical Assistance Programs National Education Association (NEA) National Professional Development Center Ohio Center for Autism and Low Incidence (OCALI) Southwest Autism Research and Resource Center Technical Assistance Coordination Center (TACC) Vocational Evaluation and Career Assessment Professionals Association (VECAP) 3 IDEA Partnership November 2012

4 IDEA Partnership 4 "Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child's educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. 34 CFR Section (c)(1)(i-iii) ASD Definition IDEA 04

5 Behavior is Communication The IEP Team must consider, in the case of a child whose behavior impedes the child’s learning or that of others, the use of positive behavior interventions and supports, and other strategies, to address that behavior. 34 CFR Section November 2012 IDEA Partnership 5

6 This Overview Includes a Brief Discussion of: Classroom routines Visual instructions, rules, and schedules Sensory and emotional regulation supports Transition supports Structured environment November 2012 IDEA Partnership 6

7 November 2012 IDEA Partnership 7 Establish routines for all tasks in the classroom  Write them down  Videotape them  Take still pictures of the routines Classroom Routines

8 Routines That Need to Be Directly Taught How to ask for help When and what to throw away and where How to obtain school supplies when the student forgets to bring them How and when to hand in work How to pass out papers How to organize materials so that they are accessible in desk, locker, backpack, cubby How to make up missed work How to line up for lunch, recess, music, etc … How to walk down the hall with other students November 2012 IDEA Partnership 8

9 PENCIL SHARPENING ROUTINE 1.Wait until students are quietly working independently or in small groups or until there is a break between classes or activities. 2.Bring your pencil to the pencil sharpener. If you have two pencils to be sharpened, bring them both. 3.Without talking to your neighbor, sharpen each pencil. 4.Quietly return to your desk. If you do not have a working pencil and need one immediately, always request permission to sharpen your pencil. The Picture Communication Symbols ©1981–2009 by Mayer-Johnson LLC. All Rights Reserved Worldwide. Used with permission. Boardmaker® is a trademark of Mayer-Johnson LLC. Henry (2005)

10 Visual Instructions, Rules, and Schedules Ensure that information you want the student to know is presented using at least one of the following methods, according to the appropriate communication level of the child:  Written words  Pictures  Photographs  Line drawings  Icons 10 IDEA Partnership November 2012

11 The Picture Communication Symbols ©1981–2009 by Mayer-Johnson LLC. All Rights Reserved Worldwide. Used with permission. Boardmaker® is a trademark of Mayer-Johnson LLC. Henry (2005)

12 The Picture Communication Symbols ©1981–2009 by Mayer-Johnson LLC. All Rights Reserved Worldwide. Used with permission. Boardmaker® is a trademark of Mayer-Johnson LLC. Henry (2005) Chou, 2009

13 Sensory and Emotional Regulation Supports Decrease stress Change level of alertness Increases engagement Influences all aspects on life 13 IDEA Partnership November 2012

14 The Picture Communication Symbols ©1981–2009 by Mayer-Johnson LLC. All Rights Reserved Worldwide. Used with permission. Boardmaker® is a trademark of Mayer-Johnson LLC. Henry, 2005

15 Buron, K. D. (2006). When my worries get too big. Shawnee Mission, KS: AAPC. Used with permission.www.asperger.net

16 Buron, K. D. (2008). Check in poster. Shawnee Mission, KS: AAPC. Used with permission.www.asperger.net

17 Transition Supports Communicate what will occur next Decrease anxiety Decrease transition time Increase ability to shift Increase engagement 17 IDEA Partnership November 2012

18 Sample Transition Supports Provide transition reminder  1, 2, 3, 4, 5 countdown  Use a visual timer Allows the student to see time passing visually Teaches the concept of time Time Timer LLC (2008). Time timer. Cincinnati, OH: Author.

19 The Picture Communication Symbols ©1981–2009 by Mayer-Johnson LLC. All Rights Reserved Worldwide. Used with permission. Boardmaker® is a trademark of Mayer-Johnson LLC.

20 Structured Environment Increases independence Decreases anxiety Aids in transition 20 IDEA Partnership November 2012

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22 The Picture Communication Symbols ©1981–2009 by Mayer-Johnson LLC. All Rights Reserved Worldwide. Used with permission. Boardmaker® is a trademark of Mayer-Johnson LLC.

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25 In Summary Communication supports are necessary for all individuals on the autism spectrum. Behavior is communication—what is the person communicating through their behavior? Learning for individuals on the autism spectrum is enhanced through visuals, structure and routines throughout their day and across all environments. Sensory and emotional regulation supports enable the individual to to available for learning. November 2012 IDEA Partnership 25

26 November 2012 IDEA Partnership 26 Reflections! Questions? Discussion.


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