1. © Autism and the General Education Classroom 2 Shane Lynch, PhD Director of Southern Services Centre for Autism Services Alberta October 17, 2015

2. © ASD & Education Agenda Introduction What is Autism? How does Autism impact learning? Strategies for promoting student learning Discussion 2

3. © What is this thing we call autism?* *DSM-5 (2013)

4. © ASD & Education Examples What is the plot of your favorite movie? Tell me what you had for lunch. Describe how to make a PB&J. 4

5. © Autism: Social Communication A.Persistent deficits in social communication and social interaction: DifferenceClassroom Example Failure of, or abnormal, back-and-forth conversation; reduced sharing of interests, emotions, or affect; failure to initiate or respond to social interactions conversation is not social, rather information exchange (tells you about their likes). does not seek you out to share their success. may not respond to your greeting or initiate one to you. Deficits in nonverbal communicative behaviors used for social interaction inappropriate use of eye contact (not looking when you are talking, not for social purposes). lack of facial expressions, gestures when talking. Deficits in developing, maintaining, and understanding relationships difficulty adjusting behavior to suit context (not quiet in the library, talking about someone in their presence). difficulty with abstract or imaginative language and interactions (friendships, imaginative play).

6. © Autism: Behavior B.Restricted, repetitive patterns of behavior, interests, or activities: DifferenceClassroom Example Stereotyped or repetitive motor movements, use of objects, or speech lining up materials and visual inspection. echolalia, repetitive phrases or questioning. repetitive movements (e.g., flapping). Insistence on sameness, inflexible adherence to routines, or ritualized patterns or verbal nonverbal behavior must sit in same seat, be first in line. difficulty transitioning between activities (gym to math). difficulty with changes in routine (substitute teacher). Highly restricted, fixated interests that are abnormal in intensity or focus REALLY likes unusual objects (e.g., string). hyper focused on particular interest (e.g., ferry schedule). limited range of socially/age appropriate interests. Hyper- or hypo-reactivity to sensory input or unusual interests in sensory aspects of the environment does not like to be touched. the sounds in the gym cause distress. interested in the smell of materials. stares at lights, the trees blowing in the wind.

7. © Autism: Highly Variable Why are students with ASD so different? DifferenceRange Social conversation skills; sharing of interests, emotions, or affectLow ------------------------ High Nonverbal communicative behaviors used for social interactionLow ------------------------ High Developing, maintaining, and understanding relationshipsLow ------------------------ High Stereotyped or repetitive motor movements, use of objects, or speechLow ------------------------ High Insistence on sameness, inflexible adherence to routines, or ritualized patterns or verbal nonverbal behavior Low ------------------------ High Highly restricted, fixated interests that are abnormal in intensity or focus Low ------------------------ High Hyper- or hypo-reactivity to sensory input, interest, and the environment Low ------------------------ High

8. © ASD & Education Let’s Summarize… Students with ASD may have difficulties with: the ability to sit still and listen, to show you that they are paying attention, to process abstract language, to regulate their behavior, to interact with others appropriately, to shift between tasks quickly, being motivated by you 4 What skills are necessary for success in the classroom?

9. © ASD & Education Let’s count the ways things can go wrong… 4

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11. ‘I’m on top of the world!’ ‘You'd better pull your socks up!’ ‘You’ve got the devil in you today’ ‘Could you keep your eye out for dad’ ‘I’m tied up at the moment’ ‘It’s on the tip of my tongue’ ‘If you don’t stop doing that you’ll be in hot water! ‘Now we are going to toast the bride and groom’ ‘It’s raining cats and dogs’ ‘You’ve got the devil in you today’ ‘Could you keep your eye out for dad’ ‘I’m tied up at the moment’ ‘It’s on the tip of my tongue’ ‘If you don’t stop doing that you’ll be in hot water! ‘Now we are going to toast the bride and groom’ ‘It’s raining cats and dogs’

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14. STRESS unsure what is going to happen difficulties with communication literal interpretation of situation sensory difficulties anxious about failure does not know / understand rules poor concept of time changes in routine

15. © ASD & Education Promoting Success in the Classroom Clear performance expectations Visual schedules First/Then Concrete language How much must be completed Model the correct response Make sure that rewards are reinforcing 4

16. © ASD & Education Visual Schedules Used to help students understand expectations. Students can refer to them as needed. Offers structure and routine. 4

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18. © First/Then Let’s students know the order of activities. That they will earn their reinforcement (it is coming!) 4 First, 1.Math 2.Social 3.Art Then, Computer Time

19. © ASD & Education Concrete Language Black and white; literal terms; avoid ambiguity. “There is 10 minutes left in the period, work on your math.” vs “You need to correctly complete 3 math questions before going outside to recess.” 4

20. © ASD & Education How much must be completed for success? Successful completion is obvious in these examples: You’ve completed 10 questions. You can sit with your hands in your lap, your mouth closed, and legs crossed for 3 minutes. If you raise your hand… If you and your partner can each think of 2 examples of… Shoot 5 baskets, then bounce the ball back and forth with a partner 10 times. 4

21. © ASD & Education Model the correct response A component of errorless learning. Promotes success from the beginning (reinforcement). Increases motivation to participate. For example, Provide an example on the board. Help student complete first question. Teacher/peer demonstrates the action. Show a completed version. 4

22. © ASD & Education Make sure that rewards are reinforcing Students require external reinforcement. Not all rewards are reinforcing. Ask the student what they want to earn for completing their work. Ask what the student likes to do when they have free time. Consider: Free choice Technology Peers Escaping the work environment/classroom 4

23. © ASD & Education Reflection Think about teaching a particular subject/topic to a student with autism. How will you set them up for success? How will you ensure that they understand what you are asking them to do? How will you clarify your performance goal? What will they earn for completing your required task? 4

24. © ASD & Education Summary Students with autism want to be successful. Many struggle to understand the expectations for success in the general education classroom. Through differentiation of instruction and assessment, we can help to clarify expectations, incorporate their interests, and motivate students to participate in learning. Reflections on this material? 4