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Looking at ASD Differently. Acceptable Use of START Material START Trainer approval is required to present START materials. Those without START Trainer.

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Presentation on theme: "Looking at ASD Differently. Acceptable Use of START Material START Trainer approval is required to present START materials. Those without START Trainer."— Presentation transcript:

1 Looking at ASD Differently

2 Acceptable Use of START Material START Trainer approval is required to present START materials. Those without START Trainer approval may use individual slides to represent material at meetings, trainings, etc., but may not use large chunks and represent themselves as START Trainers. For current START Trainers, make note of the “Acceptable Use of START Materials” policy below: –START materials and content must not be substantially modified without input from START. Materials can be personally enhanced with examples, clip art, videos, etc. but, the fidelity of the content should not be altered. –The trainer version of START materials should not be copied or distributed to districts, agencies or other trainers for purposes other than EPLI content training by a START approved trainer or coaching support by identified START coaches. –START should be credited when using materials for training or coaching. –START materials should not be used by START trainers for private-for-pay work.

3 Introductions

4 Application Day Utilizing the ASD to customize strategies to create independence and socialization Creativity dilemma

5 Looking at ASD Differently Using the ASD WITH the student rather than against the student

6 Saying: “This will not work” is NOT an option!

7 Goals for Students with ASD Socialization Skills Independent Skills

8 Looking at ASD Differently Respect for what has happened in the past… While implementing what must happen in the future!

9 How To Use The ASD with the Student and Not Against Them ? Pairing/Making Associations Visual Continuity Verbal Fascinations Preferred Activities Sensory Preoccupations Ordering/Re-ordering Transition Issues Utilize the Inclinations they are Predisposed to their Advantage

10 Pairing/Making Associations ABA: Science of applying behavioral principles to changing behavior…. ABC: Learning Paradigm Pairing / Making Associations: Foundation of ABA / ABC minus the psychobabble..

11 Pairing/Making Associations Determine the behavior Pair a material or place with the behavior Practice the pairing until the association is made Once the association is made reduce the size of the material or the opportunity to have access to the place where the behavior can occur

12 Examples of Pairing Tehran – Loud Noises Break Card Terrance – Spitting

13 Break Card BREAK

14 Pairing/Making Associations Behavior Material or Area Practice – Breakdown occurs here Modify

15 Pairing/Making Associations Usability – Customize to Create Utilization Chris – Break Card – Loved Football PASS

16 Pairing Terrance - Spitting Search for Desirable Surface Determine the Desirable Surface Flood the Environment Practice the Association Association is Made Modify

17 Pairing/Making Association – What Will Work and Why? P.O.C. Pairing/Making Association – Based on student’s ASD Create a strategy –Behavior –Material or Area –Practice – Breakdown occurs here –Modify

18 Sets the Stage… For What is Coming Next

19 Visual Structure Facial Hair – Jerrod Gym Shirt – Adam

20 ADAM YOU DO HAVE GYM TODAY YOU WILL HAVE TO WEAR THE GYM SHIRT

21 Visual Structure Visual Strategies Alicia – Tape throughout Building Jack – Fonts – Morning Routine Kelly – Talking on the Phone

22 Visual Structure Staff Imposed – Alicia – Didn’t Work Blue Card – Cafeteria – Matching Blue Card – Cafeteria Green Card – Recess – Matching Green Card – Recess Pink Card – Bathroom – Matching Pink Card – Bathroom Yellow Card – Gymnasium – Matching Yellow Card - Gymnasium Cafeteria Recess Bathroom Gymnasium

23 Alicia’s Color Cards Cafeteria Recess Bathroom Gymnasium

24 Building Layout Did Work Elementary Building Cafeteria Small Gym

25 Color Coded Check In and Check Out Cards Not Enough Strategy - Not Bad – Didn’t Work Staff Lack of Understanding – How ASD Impacts Student Staff – Don’t Abandon Strategy – Enhance It

26 Appropriately Supported - Individualized Visual Strategies The visual strategies should bridge the barriers that are preventing the student with ASD from functioning independently within the general education setting The visual strategies should be utilized in every setting the student is expected to transition from P.E. to assemblies

27 Using the Visual Environment to Create Opportunities – Awakenings - TEACCH Creating Patterns that connect for a person with ASD Organization of an environment leads to independence Independence leads to less behavior Visual Organization strategies prevent the staff from making assumptions about what the students need or want

28 Visual Strategies Development 1. Left/Right Orientation 2. Top/Bottom Orientation 3. Color Coded Schedule to Visually Orient to Environment 4. Pencil/Paper Skills to Visually Orient to Environment 5. Preferred Activities to Associate Student with Schedule

29 Visual Strategy Development Impose Visual Structure on Environment Visual Schedule Visual Sequence of Expectations Visual Sequencing Promotes Student Interaction with Schedule Impose Changes in Routines through Visual Schedule Independence Prevents Behavior in Students Utilize Students Predisposition to Develop Visual Strategies Need for Order/Predictability Color Coding /Preferred Activities to Attach to the schedule Creates Student Independence within any Environment Schedule must be Mobile using Clipboards or Folders Utilizing Student’s Strengths

30 Example of a Classroom Visual Schedule Things to DoAll Done Calendar Centers Snack Carpet Time Gross Motor

31 An Example of a Lunch Choice Visual System Lunch Choice ALunch Choice BLunch Choice C

32 An Example of a Recess Visual Schedule Today is Tuesday At Recess Today I Will 1 2 3

33 Jack - Morning Routines – Fonts Didn’t Work Wake Up Bathroom Shower Dry Yourself Shave Put on underwear Put on socks Put on shirt Put on pants

34 Which Part Important - Color Coding, Sequence of Activities, Order Font Name Font Name – Order of Font on Computer –Ariel Unicode MS –Agency FB –Algerian –Arial –Arial Black –Arial Narrow –Arial Rounded MT Bold –Baskerville Old Face –Bauhaus 93

35 Jack - Morning Routines – Fonts Did Work Wake Up Bathroom Shower Dry Yourself Shave Put on Underwear Put on Socks Put on Shirt Put on Pants

36 Different Fonts Colored Coded to Promote Interaction with Schedule – Not Enough Strategy - Not Bad – Didn’t Work Don’t Abandon Strategy – Modify Until Works Experimental Approach – Problem Solving Focus What is Important About the Fonts - Order

37 Visual Structure Visual Strategies Jenna – Talking on the Phone This did not work

38 Visual Structure Visual Strategies This Strategy Worked

39 Universal No Strategy on a Telephone – Can’t Pretend to Talk on Phone at that Time Strategy - Not Bad – Didn’t Work Don’t Abandon Strategy – Enhance It See Person Talking on Phone

40 Not If… Where and When

41 Visual Structure Visual Strategies Max – Staff Identification Badge Sarah – Going Home

42 Staff Identification Badge Misunderstanding Response to Behavior Purpose and Intent (FUNCTION)

43 Sarah’s Classroom Visual Schedule Things to DoAll Done Calendar Centers Snack Carpet Time Ready For Bus

44 Functions of Visual Strategies Use as a clock Use for organization Use for transition Use for redirection Use to manage crisis or a change in routine Use to create visual rules about situation Structure for new or complex environments Clothing for different activities Organization of complex task Use for revisualization (Beyond Fat 06)

45 There is more to Visual Strategies and Supports than just a Visual Schedule Think Beyond the Visual Schedule

46 Whenever a Student with ASD is Struggling…Stop Talking… Think Visual Strategies and Supports

47 The Solution Is… In The Problem

48

49 Visual Structure and Strategies that will work and why? P.O.C. Visual Strategies – Based on student’s ASD – Not just a schedule Create a strategy –Transition –Compliance –Talking out behavior HRQ

50 5 Concepts in 5 Minutes

51 Student Going to Do It… Staff Must Find Where and When the Student Can Do It

52 Verbal Fascinations What it looks like: Students who are ‘high verbal’….. Typical response: Discipline Enlightened response:

53 Verbal Fascinations Weather Station – Anthony WRIF - Stump the Staff - Dan

54 Weather Channel - Anthony Weather Station in Classroom Timer Transition Component

55 Anthony’s Visual Schedule Things To Do All Done Attendance/ Bellwork Music Weather Station Math Weather Station

56 Verbal Fascinations Weather Station – Anthony WRIF - Stump the Staff - Dan

57 Dan and WRIF

58 Conclusion of the Interview

59 Verbal Fascinations Duck Pond Rain Man Mismatches in Communication Non-Interactive Find the Connection with the Person and Make it Work Toward the Goal

60 Verbal Fascinations Three Options Manage through the use of visual strategies Find a home for it Manage Behaviors

61 Verbal Fascinations Manage through the use of Visuals Tyler – Lady Please Open the Other Door LEFT DOORRIGHT DOOR

62 Verbal Fascinations Manage through the use of Visuals Taylor – Substitute Bus Driver No 3 Beeps Before You Cross Road NO 3 BEEPS

63 Verbal Fascinations Find a Home for the Fascination Ben – American Girl Doll Robert – Roger Rabbit

64 Verbal Fascinations Manage Behaviors Robert – Police Academy 6 Michael – Playbook

65 Verbal Fascinations Manage Behavior Michael – Playbook – Going to the Dance –The Play: Picking Up Your Date –The Play: Hanging Out at the Dance –The Play: Asking Someone to Dance –The Play: Physical Contact –The Play: After the Dance

66 Not If… Where and When

67 The Solution Is… In The Problem

68 Verbal Fascinations that will work and why? P.O.C. Verbal Fascinations – Based on student’s ASD Create a strategy –Manage Through the Use of Visuals –Find a Home for the Verbal Fascination –Manage Behaviors

69 Preferred Activities What does it look like? What is the required response? What usually happens?

70 Student Going to Do It… Staff Must Find Where and When the Student Can Do It

71 Preferred Activities Patra – Door Handles Trevor – Commercial String

72 Example of Preferred Activity

73 Not If… Where and When

74 Trevor – Commercial String Respect for Preferred Activity Manage Student Drive

75 Preferred Activities Preferred Activities throughout the Student’s Schedule to Enhance Student Participation with the Schedule Preferred Activities to Manage Obsessive Behaviors Preferred Activities to Meet the Internal Drive of the Student

76 Preferred Activity What About Us? –Do you ever feel like something is missing? –What do you do? –How do you handle it? –Where is YOUR CELL PHONE right now?

77 Group Discussion Preferred Activities

78

79 This is hard!!! Co-workers will say that you are giving into the Autism Spectrum Disorder

80 Preferred Activities Manage driven interests Respect for student’s interest

81 Preferred Activities Managing Driven Interests Drew – Unifix Cubes John – The Price is Right

82 5 Concepts in 5 Minutes

83 Preferred Activities that will work and why? P.O.C. Preferred Activities – Based on student’s ASD Create a strategy –Managing Driven Interests –Respect for the Student’s Drive

84 Share with another table… Preferred activities strategies established

85 Sensory Preoccupations Spitting – Brian Spinning Objects – Russell

86 Student Going to Do It… Staff Must Find Where and When the Student Can Do It

87 Silent Fall Investigate the students sensory preoccupation Use the sensory preoccupation to develop student understanding of the expectations of the environment Don’t fight the ASD. Use the ASD to make the student’s behavior more socially acceptable

88 Sensory Preoccupations Management of socially inappropriate behaviors Sensory needs organization

89 Sensory Preoccupations Mike – NPC’s Ryan – Head Position NPC

90 Not If… Where and When

91 Sensory Preoccupations Mike-NPC Staff – Teach the Association Student – Practice – Practice – Practice Student – Association NPC

92 The “M” Word Staff – Teach the Association (Where you can do this) Student – Practice – Practice – Practice (When…When….When) Student – Makes Association Limit Number of Opportunities

93 Sensory Preoccupations Head Position Stacked Objects on Head Head Position 14 at a Time Unusual to Others Socially Appropriate

94 The Solution Is… In The Problem

95 Sensory Preoccupations - what will work and why? P.O.C. Sensory Preoccupations – Based on student’s ASD Create a strategy –Associations to a place or area –Make more socially appropriate

96 Ordering and Reordering Zac – Book Series Jeffrey – What is your name today

97 Ordering/Re-Ordering What is your name today? Jeffrey – And what is your name today Maureen Ziegler Ms. Ziegler Mrs. Ziegler Maureen Moe Zig

98 Ordering and Reordering Anxiety reduction Socially isolating – doesn’t require another person Benefits – escape and reward Management of ordering Utilize for instructional and social opportunities

99 Ordering/Re-Ordering Brandon – Secretaries

100 Ordering/ReOrdering Secretaries Name Baiba Bunny Bev Blanche June What is wrong with this place? Get a normal Name At least they could all start with the same letter

101 Ordering and Re-Ordering STAR WARS

102 Ordering/Reordering - what will work and why? P.O.C. Ordering/Reordering – Based on student’s ASD Create a strategy –Anxiety reduction –Socially isolating – doesn’t require another person –Benefits – escape and reward –Management of ordering –Utilize for instructional and social opportunities

103 Transitions – Need for Predictability Ian – Lunch Room – Laid on Floor – Forgot to Check Schedule Matt – Eating Lunch in Order

104 Transition – Need for Predictability Rain Man - Hotel Room Reliance on Sameness Some People are Safe Safe People (Staff/Family) can allow Student’s Behavior During Transition Allowing Behavior Creates a Smooth Transition

105 Transition/Need for Predictability Transition Issues Need for Predictability

106 Transition How to get from one place to another? Drew - Transition Card Scott – Flight Plan Transition Card

107

108

109 Need for Predictability Andrew – Obituaries Robert – X X X’s – Look what you did Jeffrey – Glasses

110 Need for Predictability XX X XX Look what you Did? What did you Do?

111 Need for Predictability Eyeglasses Jeffrey – “Please take those off” “You don’t need those” “You can see” “How did this happen”?

112 The Solution Is… In The Problem

113 Transition/Need for Predictability - what will work and why? P.O.C. Transition/Need for Predictability – Based on student’s ASD Create a strategy –Reliance on Sameness –Some People are Safe –Strong need for order –Trying to predict environmental expectations

114 What Can Your Team Create for Your Target Student? Capture Interests Meet in the Middle Show Interest Examine the Purpose Acknowledge Insight Bridge Interests to Social Expectations Excitement about Target Student

115 Completion of Work POC sections completed –With Goals and Strategies: Teaming Looking at ASD Differently: Visual Continuity, Preferred Activities, and Verbal Fascinations. Master action plan written


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