Presentation on theme: "Connecting to Students with Autism Spectrum Disorders Melissa Alexander, PhD Susan Schwager, EdD."— Presentation transcript:
Connecting to Students with Autism Spectrum Disorders Melissa Alexander, PhD Susan Schwager, EdD
Outline: During this session we will… Describe difficulties with both expressive and receptive communication Identify strategies to help improve communication within in the gymnasium
Autism Spectrum Disorders For the purpose of this presentation, will use ASD to refer to children with autism, Asperger’s Syndrome, and PDD-NOS –Change in labels due to new DSM- V –Many similarities, though they are different disorders! –Great variation of abilities with each characteristics running on a spectrum
Expressive Communication What is it and what can we do?
Definition Expressive The ability to communicate one’s thoughts Often think of verbal communication but also includes: –body language –facial gestures –augmentative devices such as a computer. Many individuals with autism are non-verbal, have limited speech, or echolalia –Not a problem for people with Asperger’s Syndrome
Feel the Frustration Person with Envelope Rest of the group Communicate the phrase in the envelope **Only use the words given and don’t show your group the phrase** Guess the phrase without looking at any information in the envelope
Communication Strategies Sign language Augmentative Devices: –Communication boards,Communication boards –Ipad/ Electronic systems (DynaVox)Ipad/ Electronic systems (DynaVox) PECS Emotions chart
Helping with Expressive Communication Learn and use their communication techniques Not just for the classroom! Learn some basic signs Incorporate their techniques Placement of equipment Rules to support equipment Have alternative tools/strategies Recognize potential frustration
Receptive Communication What is it and what can we do?
Receptive Communication A person’s ability to understand what others are trying to communicate to him or her, including: –Interpretation of body language and facial expressions –Processing spoken conversations –Recognizing sarcasm, use or metaphors, and humor Often problematic for people with ASD
Improving Receptive Communication Use visual representation of material –Demonstration –Posters with pictures –“Pick a hand” –Task cardsTask cards –Cue cardsCue cards –Video modelingVideo modeling
DONEACTIVTYTIME Dance Party: Dance to music5 minutes Warm-Up: Red Warm-up Day10 minutes Mrs. Smith explains fitness stations 5 minutes Station 1: Crunches3minutes Station 2: Ball Toss to partner3 minutes Station 3: Lunges3 minutes Station 4: Wall squats3 minutes
Sign Language Many children use to communicate Can also reinforce your verbal statement Many websites available with videos –aslpro.com Have a cheat sheet Encourage the whole class to use
BATHROOM 1.Make “T” (thumb between index finger and middle finger) 2.Twist wrist back and forth SIT 1.For both hands, put index and middle fingers together. Have the right hand up and the left hand palm down. 2. Move right hand on top of left hand STAND 1.Right hand makes “V” (V shape with index and middle finger) and left hand is palm up. 2.Move right hand so fingers point down on left palm
Modifying Your Speech to Improve Clarity Give specific information Use short phrases Use consistent language Avoid abstract concepts Avoid long lists of information Avoid nonverbal communication/body language* Avoid use of slang or sarcasm expressions* Avoid using pronouns*
Sum it up! What the teacher wants: Find a partner and get a ball from the bin. Then find a place in the gym where you and your partner can toss the ball back and forth practice stepping with opposition. What the teacher says: Grab a buddy and a ball. Find a spot on the gym floor to toss the ball back and forth and practice stepping with the opposite foot.
Sum it! What the teacher could say… Help the teacher out… come up with a replacement phrase What the teacher wants: Find a partner and get a ball from the bin. Then find a place in the gym where you and your partner can toss the ball back and forth practice stepping with opposition.
“Stealing Second” is not a crime What are some common phrases you use that could be misinterpreted? Some we came up with –Run down field –Shoot the ball –Run home –Make a basket –Cut it out –Pick up the pace
“Stealing Second” is not a crime Rephrase for a literal interpretation Run down fieldRun towards the goal, or dribble towards the net Play through the whistleKeep playing until you hear the whistle Run homeRun to the home plate Make a basketThrow the ball into the basket Cut it outStop _________. Pick up the paceSpecifically describe the behavior
Conclusion Communication is essential for learning to occur Though communication difficulties may exists for children with ASD there are strategies that may help –Use their strategies –Incorporate visual –Modify language
Meeting the Physical Education Needs of Children with Autism Spectrum Disorders Available through NASPE and Human Kinetics Topics Discussed: 1. Characteristics of children with ASD 2. Instructional Strategies 3. Integrating Social Skill Development 4. Behavior Management Strategies 5. Curriculum Models and Implications for students with ASD 6. Working with Others