DAPE Autism Spectrum Disorders Audra Wells, M.Ed audra.wells@elkriver.k12.mn.us and Tony Hastings, M. Ed thasting@smumn.edu

What Do We Know? People with ASD struggle with… Organization and have a need for structure Receptive communication Socialization Understanding the hidden curriculum Difficulty with transitions Rigidity Strong interests in limited amount of activities or topics

How Can DAPE Help? Increase gross motor skills Provide socialization using an organized approach to the activities Increase the range of interests the student has for leisure activities Address life long fitness activities

Why Structure????? Because… “Work is play and play is work!!” TEACCH, University of North Carolina, Chapel Hill

Structured Teaching and DAPE Physical Structure Mini Schedule Structured Task

Physical Structure Refers to the way we set up and organize each area Clear Physical and Visual Boundaries Equipment Tape on the Floor/lines on the floor Hula-hoop Rope (divides sections) Minimize Visual and Auditory Distractions

General Phy-Ed Physical Structure How does the child know where to sit in a squad in phy-ed? How does the child know the physical boundaries during a game? Are the boundaries the same during a stick hockey game as during a basket ball game? How does the child know which equipment should be used and which should be left alone? Draw a phy-ed class room thinking about visual structure talk with a neighbor and sketch out how to physically organize a phy-ed class for a student with ASD

DAPE Classroom How does the child know where to wait for instructions without verbal prompts? How does the child know what equipment or tools will be used during his/her session? How does the child know the boundaries of an activity in the room? Sketch how to physically structure a DAPE space during a typical session

Mini Schedule A systematic way for the student to receive and understand information. The mini schedule answers four key questions for the student: What do I do? How much do I do? How will I know when I am finished? What do I do when I am finished? Talk about preparing for new unit

Mini Schedule Bring an element of familiarity and predictability to all different kinds of situations and activities A routine which can lead to building flexibility (the activities may change, but the systems remain the same) Teach the “first____, then____concept”

Types of Mini Schedules Left to Right Top to Bottom Matching (colors, letters, numbers…) Written schedule Always have a defined way to demonstrate finished

A Structured Activity The activity should be as visually clear as possible and require little verbal instruction Answer four key questions What do I do? How much do I do? How will I know I am finished? What do I do when I am finished?

Creating a work system for DAPE Using Boxes with a tool or symbol representing the task that is to be completed Using hula-hoops A task list on the board Work in groups of three to design a work system that would work for DAPE

Example1: Sit-Ups Towel on floor with a symbol for sit up Card with the number to be completed (if the child can count) Clothes pins on a card- when the clothes pins are gone the student is done with the sit-ups

Example 2: Practice Throwing a ball Have multiple balls on a line on the floor Have a target on the wall at the end of the room Have a box next to the target Child takes each ball throws at target Ball goes in finished box. When all balls are removed from the start line the task is done

Example 3: Practice catching a ball The teacher has a start line with multiple balls on the line The teacher tosses a ball at the student The student places the ball in the done box when the teacher’s start line is empty the task is finished. Note: I would not do ball throwing and catching tasks back to back. The student may become confused and start thinking the task will never end leading to a meltdown.

How Would You Define Finished? Volleyball Floor Hockey Basketball Tag Baseball Track Activities

How Would We Structure A Game Such As…. Get into a group of three Choose an activity Design how to teach the activity with the principles you have learned: Physical structure, mini schedule, structured task Small Group Have a couple of groups share.

Resources: TEACCH, University of North Carolina, Chapel Hill