Classroom Strategies for Gifted Children with Autism Talent Stimuleren Dr. Claire E. Hughes Claire.Hughes@Canterbury.ac.uk @HughesLynch

Who are you? Who am I? Introductions BER Spring 2005 Teacher and translator of information PhD and mom Reader of research Creator of research in the classroom Sharer of research through books- HFA, giftedness, 2e

BER Spring 2005 Objectives Identify practical strategies that can be used when working with GT/ASC children Behavioral Emotional Cognitive Reinforce those strategies you are already using Have fun while learning! Today’s objectives

Knowledge Snicker…. I have no idea Mmmm- I’ve heard pieces of this Twix- I’m “Betwixt” ignorance and knowledge. We’ve been working on this and I know a decent amount It’s all “Bueno”, I got this- can teach others

Alphabet Soup ADHD ASD/ ASC LD EBD GT OCD ODD Tourette’s Syndrome Anxiety Disorders Sleep Disorders

Very personal to me…

Background of Twice Exceptional (2e) 2-5% of population (1% conservative) Relatively new field 40-70’s started with focus on gifted and on disabilities- exclusive of each other 70-80’s was beginning of overlap – Federal definitions and funding, Gifted Special Education 1990-current Javits grants, research, programs, initiatives Claire Gifted = Terman, Oden, Asperger, full IQ & school achievement, received advanced curriculum and enrichment Disabilities = Straus, Lehtinen, Kirk, learning disabilities framed in context of brain injuries and perceptual deficits, remediation Definitions did not allow dual diagnosis CEC-TAG division has been in place since 1958

2e CoP National Definition Twice exceptional (2e) individuals evidence exceptional ability and disability, which results in a unique set of circumstances. Their exceptional ability may dominate, hiding their disability; their disability may dominate, hiding their exceptional ability; each may mask the other so that neither is recognized or addressed. 2e students, who may perform below, at or above grade level, require the following: Specialized methods of identification that consider the possible interaction of the exceptionalities Enriched/advanced educational opportunities that develop the child's interests, gifts and talents while also meeting the child's learning needs Simultaneous supports that ensure the child's academic success and social-emotional well-being, such as accommodations, therapeutic interventions, and specialized instruction. Working successfully with this unique population requires specialized academic training and ongoing professional development.   Daphne

3 conditions of 2e- (Baldwin & Pereles, 2015) Exceptional ability Recognized First Disability Recognized First Neither GT or Disability Recognized Achievement or talent noticed early, often highly verbal Tries to compensate for learning issue Frequently passed over for special education support because they may be achieving at or near grade level When struggling, often thought to be “lazy”, “not trying” or underachieving Often struggles in school First noticed for what they cannot do “At risk” because focus tends to be on deficits Difficulty giving themselves credit for abilities, refer to self as “dumb” or “stupid” Basic skills emphasized over creative abilities Disability masks gifts, gifts mask disability, appears to be average Function at grade level but well below potential, may excel in specific subject or area Gifts emerge in specific content areas or in particular learning environments where nontraditional methods are used Lois

Finding 2e children

Recognition and Identification Recognition of characteristics/behaviors Strengths Challenges Interaction of the dual characteristics/behaviors Lois

“It ain’t easy being green”- Sue Baum

Paradox Programming Gifted Education Special Education May not qualify Lowered IQ- masking effect Fast-paced Too little structure Demands skills child does not have Special Education May not qualify Academics not “low enough” Slow-paced Overly structured Does not allow child to use talents

Administrative Concerns- Teacher Training Gifted Education General Education Special Education

Paradox Differentiation Special Education UDL- Access Movement Breaks Visual presentation Getting and maintaining attention Tiering Streamlining Key elements Gifted Education Acceleration Critical thinking Creative thinking Tiering Streamlining

Goal Develop the Gift/ Ability Mediate the disability Lois

Systematic Double Differentiation Tiered- Task analyzed Data-driven UDL- Get and maintain attention Pacing Gifted Output- Creative, Critical thinking Integrated

Simultaneous Supports Social emotional well being Accommodations Therapeutic interventions Specialized instruction Lois

Assessing Disability/Ability No single test/ definition Trained psychologist Medical model. V. educational model Tests might include: IQ- Cognitive ability Visually-based skills Visual-motor integration Attention

3Ts and 3Ps Trouble spots Possibility Time management Transitions Tired Possibility Planning Prepared Productive

Requirements for Interventions Real Short Visual Purposeful/ Positive

General principles

“There are no disabled people in the world, only disabled technology and environments because of poor design” -Hugh Herr, 2010 MIT Bionics Lab

General Principles Make it Sensory Make it Interesting Make it Visual Make it Organized Make it about Growth

Make it Sensory

Make it Visual

Fair does not mean Equal!

Visual Speaking Cues Hand gestures Body positioning

Visual Cuing Personal Space Defined space Duct tape

Fun Stuff Pens/ Pencils Magic Tablecloths Fidgets Technology …

Make it about Growth

Growth Mindsets -Carol Dweck Fixed Mindset Growth Mindset Praise “smarts” Intelligence is fixed- you have what you have This is how you study well. This is what you have to do. Some people just can’t do this work Praise efforts, strategies You have to develop your brain- work it like a muscle Every learning grows a neuron- you’re in charge of your own learning There is enough success for everyone

Reframing CBT I feel this way because my _____ (exceptionality) is making me feel this way with a bunch of chemicals in my brain. This isn’t really how I feel. I am in control of my behavior, not my _____. I can choose to do something else. I will wait until the need to do ______ passes, and I will win over my ________. Not “I’m scared…”, but “I’m so excited…”. Stress is helping me be better.

Working with an out-of-synch kid Try, try again! Realistic expectations Check if too high Check if too low Monitoring, moving forward

Pick Your Battles You are not required to attend every battle you’re invited to Prioritize Greatest impact Consistency

Safe Place 35 Quiet, alone time Place to go to in times of stress Limited amount of time Review success strategies Not avoiding

Put it into Perspective Steps towards growth It’s the way they see their problems, not the problems themselves Lots of people use their “problems” and turn them into strengths

Use Humor- Appropriately Laughing at Behavior, NOT child “Get the wiggles out” “Alright, complain!” “It just has to be shared!” NOT child “Mr. Grumpy Pants” “My disorganized child” NOT at how you hate this “10 more days until I’m done with you!” “I have just about had it with you” Countdown to end of school…

Toolbox

Social/ Emotional

Make it Organized

Social Thinking Experience emotions as images- anger = hot Comic strip conversations Conversation colors Social Stories

Emotional Management- Identification Vocabulary issues

Stress Thermometer About to lose it! Want to make it stop! Mildy annoyed Bothered About to lose it! Want to make it stop! Really, really annoyed

Micro-resilience (Bonnie St. John) Islands of focus/ quiet/ recharge time (Tennis- 16 second cure) Smells and Bells (Calming amygdala) Naming, Gaming, and Reframing Flip the Script Keep to the purpose Hour-by-hour

Scripts When ___ says ____________ You say _____________ Let’s practice.

Social Stories Carol Gray ____ is going to happen. When ____ happens, this is what will next____ This is what you are going to do ______ If _____ happens, then you ________ It will be all right.

Moral Development Kohlberg and Rafe Esquith, 2007 I don’t want to get in trouble I want a reward I want to please someone I want to follow the rules I am considerate of other people I have a personal code of ethics that I follow “It’s the right thing to do”

Emotional Management What to do Breathe in the flowers Blow out the candle

Thinking and Saying Thoughts Okay Green thoughts are good thoughts. These are thoughts that you can think in your head and say without offending someone. Caution Yellow thoughts are caution thoughts. These are thoughts that you can think in your head but use caution when you say them. These are thoughts that are okay to say to some people but not okay to say to other people. No Red thoughts are thoughts that you should not say out loud. These are thoughts you can think in your head but not say. Red thoughts usually offend people when you say them out loud.

Rick LaVoie’s 6Ps Praise Projects People Prizes Prestige Power If he’d only try harder, he’s do better… If he’d only do better, he’d try harder.

Behavior Or: How to avoid meltdowns and defiance

Medication Stimulants Dopamine Seratonin Diet Self-medication Why they work Dopamine Seratonin Diet Self-medication Avoiding Fatal Mistakes

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Planning Board Planning Board What makes me mad What I can’t do What I can do instead

Comment box Complaint form Nature of complaint What you think it was unfair What should have happened What should you do about it?

Morning Checklist Task # of reminders Done Put coat away Get out morning work Hand in homework Pick lunch choice Sign in Put on lanyard Put backpack away Sharpen pencil

Stims and Calms Alerting Strategies Calming Strategies Fidgets Cold water play Scratching Fun activities Exercise balls Calming Strategies Weighted vest Heavy work Warm water “Cozy” sweaters Structure and schedules

Music and Yoga Music Background Reward and punishment Yoga stretches

Mindfulness Awareness of senses Taste, touch, hear

PE and Social Studies Project Movement Space- oriented Dates in shapes and actions

Modeling- Power Cards (Gagnon, 2001) LeBron James loves to perform well. He always goes to class. He never skips class. Make a power card for yourself!

Movement Opportunities Swinging desks Wiggle seats Squishy balls Fun pencils “Fidget to focus”

Impulsivity Plan ahead I need you to do this for 15 minutes “Get it out of your system” Provide rules This is what we say Private cues Verbal Proximity Prompting What is the rule when? Replacement behavior Talking to another person Tattle tree Company comments TONE, TONE, TONE

Learning Or: How to learn and do well on that test

Academic Issues Very strong in specific skills- poor in more global skills Poor memory- high reasoning Elaborate plans, but poor organization Poor sense of time; works slowly in some areas

Executive Functioning A set of processes that have to do with managing oneself and ones resources in order to achieve a goal. (Cooper-Kahn & Dietzel, 2008) Making decisions Organizing Strategizing Monitoring performance Knowing when to start, stop, and shift gears Competing awareness and temptation

Goal Develop the Gift/ Ability Mediate the disability Lois

Tiering H- High- Interesting to know A- Average- Good to know L- Low- Must know O- Others- Ways to know

Differentiation Tools: Content: Up and down the standards spiral Process Up and down Bloom’s Taxonomy (DOKs) Products Quantity/ Quality expectations Learning Environment Supports Memory Visuals Attention

Timers http://www.online- stopwatch.com/classroom-timers/ https://www.superteachertools.net/coun ter/

Calendars and checklists http://www.wincalendar.com/2016- Word-Calendar.htm http://www.printablechecklists.com/ menu/children2.shtml

Graphic Organizers/ Thinking Maps

Color Organizers Folders Homework Main idea v. supporting ideas Vocabulary words Materials Highlighters Tabs

Long Division Face ÷ ÷ X

X and Y Axis

Test-Taking Strategy PIRATES Prepare to succeed Inspect the test Read, Remember, Reduce Answer or Abandon Turn Back Eliminate or Estimate Survey and Switch only if you are Sure

Visual Schedules

Peer Pressure Vocabulary 1 student/ 1 word 2 minutes to present 1 point to the student for everyone who gets that word

Re-learning Mediate, don’t remediate Preview Ask for input Multisensory Orient Read questions first Review purpose first

Integrated Programming “Enriched Remediation” Teach information about the remedial process- ex. History of phonics Global idea, then informational pieces “Task Analyzed Acceleration” Information in smaller, faster chunks Challenging remediation High level content, low level skills “Strengths without Weaknesses” Teach social studies in social studies ENGAGEMENT!!

Concepts- The reason why we teach Not topics or themes Generalizations form understandings of the world Not often explicitly addressed

Cite examples. Categorize. Cite non-examples. Generalize. Concept of Change Cite examples. Categorize. Cite non-examples. Generalize.

Generalizations About Change Change is everywhere. Change is linked to time. Change may be positive or negative. Change may be perceived as orderly or random. Change may happen naturally or be caused by people.

Change Generalizations and Outcomes

Change Model Change is linked Change is to time. everywhere. CHANGE Change may be positive or negative. Change may be perceived as orderly or random. Change may happen naturally or be caused by people.

Change Matrix

Integrated Programming “Enriched Remediation” Teach information about the remedial process- ex. History of phonics Global idea, then informational pieces “Task Analyzed Acceleration” Information in smaller, faster chunks Challenging remediation High level content, low level skills “Strengths without Weaknesses” Teach social studies in social studies ENGAGEMENT!!

Following Directions Sing, or move the directions Organize the information Key information Stop talking Check for understanding NOT “Do you understand?” Can you tell me what I just said? Mnemonics Routines Task cards Visual cues

Written expression Separate parts Recording voice then writing Brainstorming from writing from editing Recording voice then writing Typing/ keyboarding skills Share visual organizers Sticky notes Power point or other mediums

Feeling Different Study of other Gifted/ASD individuals Bett’s Autonomous Learner Bibliotherapy

Advantages of being Twice-exceptional Thinking and being “different” Working hard Focusing on skill Having high levels of focus, empathy

For more information: Claire E. Hughes, Ph.D. Faculty Director Special Education Needs and Inclusion (SENI) Canterbury Christ Church University Claire.Hughes-Lynch@canterbury,.ak.uk @HughesLynch

References Buron, K. D. (2004). The incredible 5-point scale: Assisting students with autism spectrum disorders in understanding social interactions and controlling their emotional responses. Overton Park, KS : Autism Asperger Publishing Company. Dweck, C. (2006). Mindset: The new psychology of success. New York: Random House. Esquith, R. 92007). Teach like your hair’s on fire. New York: Penguin Classics. Gagnon, E. (2001). Power cards: Using special interests to motivate children and youth with Asperger Syndrome and autism. Overton Park, KS : Autism Asperger Publishing Company. Gray, C. (2010). The new Social Story book. Lawrence, KS: Future Horizons. LaVoie, R. (2007)/ Motivation breakthrough: 6 secrets for turning on the tuned-out child. Woodland Park, CO: Touchstone Publications. Murawski, W.W. (2010). Collaborative teaching in secondary schools: Making the co-teaching marriage work! Thousand Oaks, CA: Corwin Press. Myles, B. S. (2004). The hidden curriculum: Practical solutions for understanding unstated rules in social situations. Overton Park, KS: Autism Asperger Publishing Company Swanson, L., Harris. K. R., & Graham, S. (2005). Handbook of learning disabilities. London, Guilford Publishing Tomlinson, C.A. & Imbeau, M. (2010). Leading and managing a differentiated classroom. Washington, DC: Association for Supervision and Curriculum Development University of Kansas Strategic Intervention Model (2011). http://www.kucrl.org/sim/ Winner, M. G. (2010). You are a social detective: Explaining social thinking to kids. Great Barrington, MA: North River Press Publishing Corporation.

References ADDitude Magazine http://www.additudemag.com/ Barkely, R. (2010). The important role of executive funcitoning and self-rgulation in ADHD. In Russell A. Barkley, Ph.D. The Official Site. Retrieved August 8, 2010, from russellbarkley.org. Cooper-Kahn, J. & Dietzel, L. (2008). Late, lost, and unprepared. Bethesda, MD: Woodbine House Cox, A.J. (2007). No Mind Left Behind: Understanding and Fostering Executive Control–The Eight Essential Brain Skills Every Child Needs to Thrive. New York : A Perigee Book/Penguin Group Diamond, A. (2010, May). What Do We Know About Child Development and the Brain That Can Help Promote Resilience and Help More Children Be Strong and Joyful? Paper Presented at the Annual International Trauma Conference, Boston, MA. Kluth, P. & Danaher, S. (2010) From tutor scripts to talking sticks. Baltimore, MD: Brookes Publishing Zelazo, P.P. (2010, May) Executive Function and Emotion Regulation: A Developmental Perspective Ph.D. Paper Presented at the Annual International Trauma Conference, Boston, MA. Ford, J.D. (May 2010) Developmental Trauma-informed Treatment for Children and Adults: The Next Pardigm Shift in Psychotherapy. Paper Presented at the Annual International Trauma Conference, Boston, MA.

References Mastropieri, M. & Scruggs, T. (2010). The inclusive classroom: Strategies for effective differentiated instruction. Upper Saddle River, NJ: Pearson Piacentini, J.C., March, J.S., & Franklin, M.E. (2006). Cognitive behavioral intervention for youths with obsessive-compulsive disorders. In P.C. Kendall (Ed.) Child and adolescent disorders. pp.297-321. New York: Guilford Press. Reaven, J. A., Blakeley-Smith, A., Nichols, S., Dasari, M., Flanigan, E., Hepburn, S. (2009).Cognitive-Behavioral Group Treatment for Anxiety Symptoms in Children With High-Functioning Autism Spectrum Disorders. Focus on Autism and Other Developmental Disabilities, 24(1), 27-37 Solomon, M., Ozonoff, S., Carter, C., & Caplan, R. (2008). Formal thought disorder and the autism spectrum: Relationship with symptoms, executive control, and anxiety. Journal of Autism and Developmental Disorders, 38(8), 1474-84 Wilczynski, S., Green, G., Ricciardi, J., Boyd, B., Hume, A., Ladd, M., Ladd, M., Odom, S., and Rue, H., (2009). National Standards Report: The national standards project— addressing the need for evidence- based practice guidelines for autism spectrum disorders Wood, J. J. & Gadow, J.D. (2010). Exploring the nature and function of anxiety in youth with autism spectrum disorders. Clinical Psychology: Science and Practice, 17(4), 281-292.