1. Our Personal Perceptions Our impact on Students with Autism Spectrum Disorder &

2. Things to think about… …And to reflect upon.

3. Why have a philosophy for how we think about behavior? How we think about the behavior determines how we feel about it. How we feel about it determines how we respond to it (what we do). Our thinking is compromised when faced with stressful situations. A well thought out and understood philosophy can prevent reactive and ineffective responses.

4. Think of a person you work with. On your worksheet, answer questions 1 – 4. You will be thinking about this person as this session progresses.

5. Personal Perceptions What are my beliefs about students with ASD and their skills? What are my beliefs about students with ASD and their skills? How do my beliefs and perceptions impact my interactions, teaching, and expectations?

6. Gentle Teaching A Philosophy for Working with Aggressive Students based on Relationship building

8. Some of the ways ASD effects a person’s behavior? Inflexible thinking Inflexible thinking Thinking may not appear “logical” Thinking may not appear “logical” Little thinking happens when stressed Little thinking happens when stressed Low tolerance for frustration Low tolerance for frustration Little attention to the reactions of others Little attention to the reactions of others

9. All educational transactions with these students should be with your affect turned off. Use logic. Hans Asperger

10. How you TREAT behavior (kids) and subsequently what, and how you TEACH (kids)… Your PERCEPTIONS impact :

11. How we talk about behavior can determine how we think about it Oppositional Bad Manipulative Selfish Aggressive

12. Think about the disorder and its impact on the person’s functioning Rigid Inflexible Anxious Desperate Clueless

13. The ODD label rarely occurs outside of another disability.

15. What does the frontal lobe do? Staying calm when frustrated Anticipates problems Generates alternative solutions Takes another person’s perspective Sees the “big picture” Interprets the behavior of others

16. You want to become the student’s surrogate frontal lobe

17. Everytime we express our anger, we give our students a lesson in anger management. From…A Volcano in My Tummy by Whitthouse and Pudney

18. GENTLE TEACHING IS A PHILOSOPHY INVOLVING HOW WE THINK ABOUT CHALLENGING BEHAVIOR.

19. Gentle Teaching Strategies Adults take the lead in establishing relationships. Relationships become a goal. Balance our interactions so that we are interacting socially more often than making demands. Do not personalize student behavior Beware of your face, voice tone, and body language (send messages of calm and respect)

20. The Goal of Gentle Teaching: to establish mutually valuing relationships between students and teacher. To increase the amount of time spent in positive interaction.

21. Your final goal: A full belly laugh! Create addictions to people Increase amount of time spent in positive participation

22. What is Teacher Posture? Our personal set of attitudes, values and beliefs that define and direct our judgment and actions that we apply to any given circumstance. Our nonverbal messages

23. Why Do they Do that? Dangerous, excessive and impulsive behaviors are the product of the individual’s inability to: interpret their environment modulate their anxiety and arousal level communicate their wants and needs effectively DO YOU BELIEVE THESE STATEMENTS APPLY TO THE STUDENT YOU LISTED?

24. Common Obstacles for Students Related to Having Limited Social Skills Poor skills for developing positive social relationships Poor skills for developing positive social relationships The students have often found little success or value in relationships with teachers The students have often found little success or value in relationships with teachers If the physical presence of an adult signals only demand, the student will not seek you out, there is no motivation to work with you. If the physical presence of an adult signals only demand, the student will not seek you out, there is no motivation to work with you. DO YOU BELIEVE THESE STATEMENTS APPLY TO THE STUDENT YOU LISTED?

25. Lacking Emotional Regulation Skills Means: Unable to separate one’s emotional response from the thinking one must perform to solve the problem Unable to calm oneself in order to think more clearly Experience and practice can help (think airport) DO YOU BELIEVE THESE STATEMENTS APPLY TO THE STUDENT YOU LISTED?

26. Some skills needed to respond to life’s challenges adaptively directly related to autism Handle transitions Problem solving skills Managing emotional responses Understanding expectations Flexible thinking Social skills Getting attention Understanding other’s perspectives Appreciating how one’s behavior impacts others Read nonverbal language

27. Teaching “lagging social skills” Avoid reacting to negative behavior Seek out the message in the behavior Setting up the environment for success Take the lead in relationship building DO YOU BELIEVE THESE STATEMENTS APPLY TO TEACHING THE STUDENT YOU LISTED?

28. Students with ASD… Need the teachers with the very best teaching skills. Social skills instruction requires good teaching strategies just like any other skill we teach.

29. Reframing Activity Building Relationships and Creating Supportive Environments PROBLEM STATEMENTREFRAMED STATEMENT I have to watch her like hawk or she will run out of the classroom. She may not understand my expectations about staying in the classroom. She is very active. He is so clingy with the one staff member he likes. He doesn’t let anyone else get close to her. He has a difficult time warming up to people and feeling safe with them. He feels safe with that staff person. How we think about a problem determines how we feel about it

30. What to Teach? Do they run? Teach where to run to. Do they love music? Use the love of music to motivate learning (avoid the “reward” or “earn” cycle) Does he hit to say hi? Teach greetings and Practice

31. What to Teach? Focus teaching student skills that they can actually use. Focus teaching student skills that they can actually use. Teaching social skills is not just reducing negative behavior but rather building skills that the student views as useful. Do the skills match the student’s identified needs?

32. What to teach? Absent skills - no clue (often requires 1:1) Emerging skills - developing, sometimes present (Focus here – could be practiced in group) Independent skills - Can consistently do on own; initiates (group practice and independent work

33. BACK TO THE WORKSHEET Please answer questions 5 - 9.

34. Discussion What is the importance of understanding whether a skills is absent, emerging or independent? How do the terms “shaping” and “task analysis” relate to this issue? A lack of social skills = a learning disability. Yes?

35. Hans Asperger’s word on relationship “These children show a surprising sensitivity to the personality of the teacher. However difficult they are even under optimal conditions, they can be guided and taught, but only by those who give them true understanding and genuine affection. People who show kindness towards them and yes, humor.”

36. Questions?