Autism Awareness Week Webinar Two: The School Years

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Australian ASD Educational Needs Analysis

Objectives of the ASD-ENA The ASD-ENA identified from a range of different stakeholder views key issues related to the educational experiences of students w/ASD and factors that may influence their success at school, participation, engagement, learning and school connectedness Project aimed to: Complete the first Australia-wide educational needs analysis for school aged students w/ASD (5-18 years). Include 4 key stakeholders (educators, specialists, parents, students w/ASD). Specifically inform 3 subsequent projects: Early-Years Behaviour Support, Middle Years Behaviour Support and School Connectedness projects.

This research is important because it is the first time globally that : The educational needs of student on the spectrum have been investigated on such a large nationwide scale The first time 4 key stakeholder perspectives (educators, specialists, parents, students on the spectrum) have been identified compared on such a large scale ASD-ENA results will help improve and transform the lives of those on the spectrum by improving: The capacity to successfully educate students on the spectrum in an appropriate environment so that they achieve their academic and social potential. The capacity of Australian schools to deliver a quality education to students with ASD by providing better training and professional development for teachers and other school staff informed by ASD-ENA results. The coping mechanisms teachers use to help them feel more satisfied and confident that they can manage and relate to the needs of students on the spectrum Access to more appropriate resources, training and tools to educational staff and allied health professionals informed by the ASD-ENA results Why is this research important?

1468 respondents: –248 educators, –179 specialists, –107 students w/ASD, –934 parents Some Preliminary Findings Social, emotional and behavioural needs rated as having the biggest impact and requiring the highest level of support in school settings. The top 3 most common supports educators indicated students on the spectrum received in schools were: –teacher aide support, –in-class support, and –behaviour support. Behaviour support was considered an essential element in school support provided to students on the spectrum.

Top 10 Hardest Tasks Planning for assignments Working as part of a group Handwriting – being neat Coping with change (e.g., changes in teachers, or the timetable) Coping with bullying/or teasing Handwriting - being quick enough to keep up Copying information from the board Doing homework Staying calm when other kids annoy me Staying calm when the classroom is very noisy Most Helpful Strategies Being able to use technology to help with my school work e.g. iPad or lap top Being able to use technology (e.g. lap top) to type instead of handwrite Being able to take a break Time away from others when I need it Being reminded when a change is going to occur Getting a copy of the things the teacher writes on the board Doing projects on special interests Help to organise myself Receiving rewards for doing things well A quite space to do assessment 1 on 1 help with an adult Extra time for assignments Help to organise my assignments Students’ Perceptions of Tasks and Strategies

ASD-ENA results can: Inform the content of professional development and resources for educators, parents & allied health Inform professional learning needs & style of delivery for professional development for educators, parents & allied health Provide information for professional development on the school needs of students on the spectrum including: –Academic/learning needs –Social emotional needs –Communication needs –Sensory needs –Behavioural needs –Technology needs –Transition needs –School connectedness Baseline information for current & future projects: Early Years Behaviour Support Project (EYBSP) School Connectedness Project Transition Project Future Middle Years Behaviour Support Project (MYBSP) Translation/Utilisation Possibilities

Dr Debra Costley National Director, Aspect Practice, Autism Spectrum Australia Transition Practices for Teachers

Why is transition so hard? Change is difficult for everyone People on the spectrum have some added challenges due to: –Social Interaction –Communication –Inflexible patterns of thinking and behaviour –Executive Function

What will we be researching? Transitions happen every day for students on the spectrum Teachers in mainstream schools need help to identify the best way to support students on the spectrum We will identify teaching practices that will support transition through school We will trial the practices in 6 regional and 6 metro schools in NSW, QLD and VIC

What difference will the research make? We will produce a set of critical transition practices to support inclusion Practice briefs will: –be based on the outcome of trials with over 72 teachers in mainstream schools –include information on what to teach; how to teach for success; video clips to demonstrate; other resources –be linked to the general capabilities of the Australian National Curriculum –Link to the Proficient level of the Australian Professional Standards for Teachers

Secret Agent Society – Latest Research Renae Beaumont PhD

What is Secret Agent Society (SAS)? Social-emotional skills training program for 8 to 12 year-olds Originally developed for children with Autism Spectrum Conditions Teaches children how to feel happier, calmer and braver and to make friends and keep them Award winning resources, including the SAS computer game Shown to be effective via clinic, school and remote delivery methods

US Trial Weill Cornell Medicine/New York Presbyterian Hospital –3 sites Trial comparing Secret Agent Society to Treatment as Usual for children with a range of conditions –Changes in emotion management skills, social skills, behaviour and core symptoms –Client satisfaction, attendance and cost effectiveness of services

Secret Agent Society – Whole of Class Program Aims: – To improve the social-emotional functioning of all Grade 5 students (including those with social-emotional challenges, such as an ASC) – To improve peer relationships and peer acceptance – Evaluate any secondary improvements in students’ academic functioning

Secret Agent Society – Whole of Class Program Timeline 2016 Trial in Qld schools 2017 Trial in other states 2018 Follow-up of Qld students transitioning to high school Make program publicly available (if results are positive)

To Find Out More…. Program details Training dates and locations

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