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Compensate for a weakness by maximizing a strength Susan Blackham Autism Specialist – Davis District Autism in the Classroom.

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Presentation on theme: "Compensate for a weakness by maximizing a strength Susan Blackham Autism Specialist – Davis District Autism in the Classroom."— Presentation transcript:

1 Compensate for a weakness by maximizing a strength Susan Blackham Autism Specialist – Davis District Autism in the Classroom

2 It is not about eliminating the activity, but providing the tools to manage the activity.

3 Strengths of Autism Visual thinkers Rules keepers Technology knowledge Passionate about…. Prefers routine and structure

4 “Structure is intended to make the learning environment clearer for learners who are easily confused or anxious in typical school setting. The curriculum and structure can help students with autism by making elements of the learning environment clearer and more predictable.” Handbook of Autism and Pervasive Developmental Disorders; Vol. 2, 2005

5 In the Classroom Structure and routine help mitigate the difficulties of new thinking, problem solving, and decision-making during the day. Structure Schedules structure the day, indicating what to do on an hour-to-hour bases. VISUAL SUPPORTS Routine Routines or habits allow students to be productive and competent without constantly having to make up new patterns of behavior.

6 Classroom Strategies Physical Structure Considerations Remove visual distractions Consider classroom lighting and sounds Provide a personal “office “ space Provide quiet or break area Pre-plan alternatives – What to do when the pencils or paper supply runs out Avoid “redesigning” room often without warning Seating arrangement Provide additional desk for materials

7 “Of all our inventions for mass communication, pictures still speak the most universal language.” Walt Disney

8 Classroom Strategies Visual supports or schedules can… …present the abstract concept of time in a concrete and manageable form. …bring order and security. …provide more opportunity for learning and less time being frightened, anxious or worried. …build independence. …teach flexibility. …clarify abstract concepts. …support auditory input.

9 Classroom Strategies Visual Supports Visual schedules Planners, written or visual lists, “First-Then” cards, “To Do” lists Task bars or procedure cards for daily routines Ie: rules of the line, turning in homework, etc. Visual Timers – Cue or reminder cards on desk Incredible 5-Point Scale Power cards – Key chain rules Communication system for stressful times, “I need help” – “I need a break” cards

10 Power Card A power card is a brief script that blends the student’s special interest with a situation being addressed. It is… …written at the student’s comprehension level. …includes relevant pictures or graphics. …the size of a trading card. …carried by the student. …one Solution to the problem in three to five steps. …can be read on a scheduled basis.

11 Power Card Hannah Montana would like you to remember: 1.Listen to your teacher when she is talking. Be ready to answer any questions that she might ask. 2.Do your school assignments and stay on task until the assignment is completed. 3.Ask for help when needed.

12 Power Card FRONT (logo) BACK (3 step directions) When Miley rides the bus to her concert, she follows the rules to stay safe. 1. Miley uses her quite voice so the bus driver can concentrate on driving. I can too. 2. Miley clicks her seat belt to stay safe. I can too. 3. Miley keeps her hands in her own space. I can too.

13 Keychain Rules Keychain rules are rules written individually on a small card (can be on an outline of a key for younger students). The rules are those that the student has had difficulty following. Example: Aaron had difficulty accepting that the teacher can call on other students other than him. Rule #7 Teacher can call on other students even if you know the answer. In fact, it is her job to call on a variety of students.

14 …. Incredible 5-Point Scale

15 5-point Scale

16 Using The 5-Point Scale Stressors Having to wait to do my favorite thing Having a schedule change Playing a board game Losing a game Fire drills Dangerous weather Someone else breaking the rule Being teased Recess Missing my favorite TV show (or cancelled) Free time Voice and/or volume control Personal space and distances 5 4 3 2 1

17 5-point Scale-cont. Sensory Issues Being around a lot of noise Walking in the hallway Being in the lunch room Crowds High-pitched voices Feeling sick Being in the lunch room Smelling someone else’s breath Being touched Brushing my teeth Going to the mall 5 4 3 2 1

18 1 2 3 4 5 6 7 8 9 10 Calm/Cool and Breezy Annoyed/Windy Irritated/Dust Devils Ticked Off/Thunder Storm Very Angry/High Winds Furious/Tornado! Substitute teacher took my computer time away. Someone bumped into me on the playground. Peer tapping his pencil. Working on the computer. OTHER EFFECTIVE STRATEGIES OTHER EFFECTIVE STRATEGIES Anger Thermometer


20 Video Modeling Video students successfully acting out each segment of a task or activity ie: walking in line, raising hand and waiting, etc. Create a slide show with captions. Students watch their own slideshows and share with others. May take multiply sessions of taping and editing to achieve the desired model.

21 Participants Guide With a partner, share one strategy, using a student’s strength, a teacher might use with a student with high functioning autism or Asperger Syndrome. Write one strategy on participants guide - page 2 -Activity II – Compensate.

22 The Puzzle of Autism Refer to pages 6 & 7 of “The Puzzle of Autism” (UEA web site); What intervention strategies can be used with students with ASD? What strategies can facilitate successful inclusion experiences for students with ASD in the general education classroom?

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