What is Autism? Lifelong condition defined by certain behaviour patterns, lack of social interaction and problems with language and communication Varying degrees of intensity in every child and adult Prevalance is 1 in Canadians Occurs 4x more in boys than in girls

Cases have increased 600% in the last 10 years Increase attributed to broader definition of autism, increased awareness and better assessments

Diagnosing Autism Diagnosed behaviourally and by communication skills using DSM IV Done via an interview with a professional Not diagnosed by physical tests Example of behaviour cards

Types of ASD Aspergers – function well academically but not socially Pervasive Developmental Disorder - Not Otherwise Specified (PDD-NOS) - on the spectrum but doesn’t meet criteria for Aspergers or Autism Autism – behaviour and social skill problems Range from mild to severe on the spectrum Students with any of the 3 types will end up in the school system

Triad of Features Behaviour Social Language / Communication

Features of Autism Behaviour – may fixate on behaviour or be repetitive Social – verbal communication and social cues can be a problem Communication – expressive and receptive communication may not match Children affected can have higher level of anxiety Need to be taught coping strategies Sense may also be heightened (too loud, bright etc.)

Important to teach to strengths Very visual learners Motivated by interests Operate by routine Challenges Transitions Demands/expectations Understanding instructions Understanding “hidden meaning” Communicating needs, wants, feelings Social norms and relationships No Cure, Only Strategies!

Communication “Not being able to speak is not the same thing as not having anything to say” Delays or lack of development of spoken language is a typical characteristic Impairment in initiating or sustaining conversations with others Can also experience repetitive language (fixation on certain words or phrases)

Communication “Not being able to speak is not the same thing as not having anything to say” We communicate to: request, protest, comment, express feelings, greet others, and get attention Ways to communicate include: words, sign language, body language, pictures, writing and behaviour May need to have augmentation communication to help support which may be low or high tech Low tech – PECS (Picture Exchange Communication System) High tech – voice output devices

Social Skills Often have difficulties using and understanding non-verbal behaviours, developing peer relationships, sharing enjoyment, and lack social or emotional reciprocity Facial expressions may not match what they are saying Often have difficulties making friends Don’t understand “hidden curriculum” (things assumed to be unknown) e.g. Physical layout of school, schedules Peers can help to teach and reinforce social skills – “Sunshine Friend”

Social Skills – How to Teach Skills you may need to teach: smile/laugh, greeting, invitations, conversing, compliments These are normally skills children learn/pick up at a young age To teach social skills you need to establish and start with what they now and determine deficits (can’t do or won’t do) to set a goal Often this is done through interviews, questionnaires or observation

Social Skills – How to Teach Goal needs to maximize social and communicative competence, for example: Children should be able to mirror social skills of peers Increase spontaneity Lead to generalization of skills across context Keep conversations short & minimal They definitely understand what you are saying but it may take longer to process

Tools for Greetings Scripts – teach what a person should say or do in a social situation Target social problems that need to be decreased E.g. “Hi, my name is ____. What’s your name?” Listen to the answer and say: “Hi, ____, it’s nice to meet you.” As a question about what they are doing i.e. “What are you eating?”, “Where are you going?” Can also be presented in visual/pictorial format (Social Skills Training page 84)

Option Cards Give choices when you start to see something is going wrong behaviourally (preventative) Acts as a coping strategy for students Visually gives them choices for how they feel and what they need At my school, we have developed a visual “think page” Option cards can be used with all students whether it’s pictorial or written since it creates a visual representation and gives choices

Contingency Map provides information about “current” (problem) behaviour and “desired” behaviour lists the outcomes associated with each Ben is doing math Ben asks for help Ben cries, yells & throws pencil Ben gets help Ben still has to do math

Behaviour Defined as the way someone acts in a particular situation Measurable and observable Can be positive or negative based on how it affects others Functions of behaviour: Self stimulatory e.g. Banging head Escape e.g. Tantrum when asked to come in after recess Attention e.g. Child throws pencil when parent and teacher are meeting and won’t respond Tangible e.g. Child screams because he wants a toy

Behaviour Important to collect data of behaviour to create baseline, look for patterns and get information to establish intervention plan ABC Data – Antecedent, Behaviour, Consequence Reinforcement is something that occurs after a behaviour which increases the probability that the behaviour will occur again Can be tangible, social or activity

Replacement Behaviour Behaviour that will serve the same function as the challenging behaviour Think of what you want the student to be doing instead When teaching replacement behaviours: Identify the skill to be taught Build on existing skills Break the skill down into small steps Model the skill Prompt and reinforce each step Teach skills when both you and the student are calm

Teaching Strategies Information is better understood when presented visually because the message is present long enough to take in and process e.g. Printed materials or objects Used to express teacher’s expectations, promote independence, comprehension, organization, structure, predictability, reduce anxiety e.g. Visual schedule, clip art, photographs Organizational aids: daily schedule, calendars, activity sequences, checklists, timers

Teaching Strategies Social development aids: scripts, visual cue cards and prompts, computer programs Behaviour management: posted rules, alternate or replacement behaviours, relaxation cues, self- monitoring

Prompting Prompting – assist student in understanding and increases the probability of a student being correct Prompts should be used with caution as they can be difficult to fade Gestures – pointing, touching objects Modelling – perform the action to show the desire response Verbal – full and partial verbal sounds Positional – the item is positioned closer to the student Physical – hand over hand, a gentle nudge **need to beware of sensitivities Visual – picture cues, written cues

How and When to Prompt Subtle, non-intrusive and minimal SHOW more than SAY Do not hover – “In and Out” – promote independence Prompt when teaching a new skill 15 second rule for general classroom directions Overprompting = Dependency Prompt Fading = Independence Fading can be done 3 ways: Force – gradually reduce help being given Timing – lengthen time between prompts Distance – move further away from student

Thank you! "Difficulties exist in order to be overcome. Overcoming difficulties leads to courage, self- respect, and knowing yourself." -- Alfred Adler "Without deviation from the norm, progress is not possible"- Frank ZappaFrank Zappa "I do not suffer from Autism, but I do suffer from the way you treat me." -Tyler DurdinTyler Durdin

Resources Kinark School Support Program. ASD Level 1 Ministry of Education. Effective Educational Practices for Students with ASD. Queen’s Printer, Baker, Jed E. Social Skills Training For Children and Adolescents with Aspergers Syndrome and Social- Communication Problems.2003