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Outline:
Putting the Pieces Together
Awareness Module for Autism
Part 1: Autism Spectrum Disorders
Definition
Observable Characteristics
Underlying Characteristics
Sensory
Theory of Mind
Executive Functioning
Learning Styles
Part 2: Strategies
Communication - Expressive and Receptive
Visual
Social Stories
Structured environment
ABA
Sensory
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Strategies are most
effective when used in
a proactive manner
and not a
reactive manner.
Think prevention !
Only you can prevent
meltdowns.
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Students with ASD will display a
range of communication
delays/difficulties. Some students
may:
Be nonverbal
Have little or limited
expressive language skills
Have difficulty with receptive
language and comprehension
Use language but not
comprehend word meaning
Use language literally
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Receptive language skills involve the ability to
understand verbal
and nonverbal
communication.
Expressive language skills involve the ability to
express thoughts,
feelings, and ideas
through verbal or
nonverbal
communication.
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Behavior is a
means of
communication
for ASD students.
If they can’t “talk it
out”, they will “act it
out”.
“Bad” behavior is
communication!
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There are many types of
communication systems
that can be used in the
classroom.
The speech therapist,
teacher, and parent will
work together to provide
the student with a
functional means of
communicating.
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Communication strategies may be
needed to address deficits in
receptive and/or expressive
language skills.
These may be called “augmentative”
or alternative communication - AAC.
Some types of ACC are:
 Communication Boards using objects, photos, pictures,
symbols, words etc.
 PECS - Picture Exchange
Communication System
 Voice Output Devices
 Sign Language
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Sample Communication Systems:
Communication Board
Communication Note Book
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Voice Output Devices
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Some communication systems
may use sign language or a
combination of signs/pictures
to communicate.
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Limit Verbal Instructions
Students with ASD have difficulty
with auditory processing,
comprehending and remembering
auditory information, and filtering
out what information is important.
They may have a delay when
processing oral information.
They tend to be very literal and
concrete and have difficulty with
sarcasm, innuendoes, jokes and
double or hidden meanings.
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People with autism are able
to process information easier
when it is visual and spatial.
Spoken language tends to be
abstract, transient and temporal.
Written language can be abstract
but is less transient.
I hear and I forget.
I see and I remember.
I do and I understand.
Chinese Proverb
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Visual strategies help students:
 learn more quickly
 reduce aggressive or
self-injurious behavior
 decrease frustration and anxiety
 learn to adjust to changes
 complete tasks by themselves
 gain independence
Visual strategies can benefit all
students by enhancing student
understanding.
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VISUAL STRUCTURE is the key element of
visual strategies.
Visual structure refers to how
information is visually
presented and organized.
Visual structures may also be
known as graphic organizers.
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The best solution …...
Keep it Short
& Simple
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Visual Strategies/Supports
Schedules
Written Information
Checklists
Task Organizers
Outlines
Choice Boards
Menus
Classroom Management Tools
Helpers
Numbered Directions
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SCHEDULES ...
Visually tell the student,
in a way that he can easily
understand, what activities
will occur and in what sequence.
Types of Schedules
Word
All Day
Icon
Half Day
Picture
Part of Day
Object
Activity
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The type of schedule used will
depend upon the student’s
functioning level. Schedules
may use:
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An activity schedule --
1.
2.
3.
4.
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Daily Schedule for a
preschool student:
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Daily Schedule for a high school student:
Senior Class Schedule: Zachary Owen
Period
Subject
Teacher
Room
1
Government
A. Lincoln
D402
2
English 12
W. Shakespeare C 221
3
Foods
D. Zert
4
World History C. Columbus
B301
5
Computers
B. Gates
B103
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Study Hall
Noah Sleeping Cafe
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Advanced P.E.
B. Ball
A207
Gym
Lunch - 1st lunch 11:00 - 11:25
Locker - C Hall # 1531
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Visual supports are a
necessary part of life.
Types of visuals may
change based on skill level
and age.
We never outgrow the need
for visuals.
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Visual support for an
elementary student.
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Visual supports for
older students.
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Use of an
assignment
notebook or
sheet is a good
visual support
for all
students.
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Colored-coded books and folders
to help organize a middle school
or high school student.
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P.E.
Luke’s
school
Science
Math
LA
Locker
# 231
Science book & folder
Math book, folder,
calculator
Band
Language Arts book &
folder
P.E. -gym shoes37
Band -drum sticks, folder
We are all dependent
upon visual supports...
… shopping lists, day planners, address
books, phone books, appointment cards,
sports schedules, menus, maps, recipes,
directions on how to program the VCR,
etc.
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Remember the most important
intervention is -
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Social Stories …..
Are tools designed to improve
the student’s social
understanding and social
skills.
Provide the student with rules
explaining/defining social
interactions and social
settings.
A means of acknowledging
achievement and positive
traits of an individual with
ASD.
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Social stories are written for
a specific student and a
specific situation.
 Situations that are difficult for
the student.
 Situations where the student
“misreads” the setting
or
the interaction.
 To prepare or preteach skills.
 To acknowledge positives.
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Social stories have three types of
sentences:
 Descriptive sentences - define
where the situation occurs,
who is involved, what they are
doing, and why they are doing
it.
 Perspective sentencesdescribes the internal statusthoughts, feelings, and/or moods.
 Directive sentences - positively
stated, individualized
statements of desired responses.
What the student should do. 43
The student’s perspective
determines the focus of the
story.
Social Stories are written
from a first person
perspective,
as though the student is
describing the event.
Social Stories act as
cognitive rehearsals.
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High School Social Story
written by Janet Upchurch, RISE
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Social Stories can also be
written as comic strips.
The characters in the
comic strips can show
ideas, thoughts, feelings,
and actions.
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Social Story Comic Strips
I want to work on
the computer,
NOW!
No, I have to finish my math
and ask the teacher before I
can work on the computer.
Mrs. Smith, my math is
done. Can I work on the
computer now?
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Comic Strip Social Story by Glenda Pate
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Typically developing
children learn from their
environment.
Children with autism have
difficulty learning from
their environment and need
a structured setting where
they can “learn how to
learn”.
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Information regarding
structured teaching is based
on the Division TEACCH
program from the University
of North Carolina at Chapel
Hill.
Treatment and Education of
Autistic and related Communication
handicapped Children
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Structured Environments include:
 Physical Structure
 Schedules
 Individualized Tasks
When the 3 components are utilized,
students are better able to:
 Understand their educational
environment
 Understand teacher expectations
 Have success in daily tasks
 Minimize behavioral disturbances
 Maximize independence
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Structure …
1. Uses visual skills to help focus on
relevant and meaningful
information in the environment.
2. Adapts the environment to make it
more orderly and predictable.
3. Incorporates routine and makes things
more familiar.
4. Emphasizes when a task is finished.
5. Focuses on the development of
independent skills. Provides a
prosthetic device that assists the
student with transferring skills to
other environments.
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PHYSICAL STRUCTURE
...
Refers to the way that classrooms are
set up and organized, and where
materials and furniture are
placed.
 Clear Physical and Visual Boundaries
 Minimized Visual and Auditory
Distractions
 Develop Basic Teaching Areas
1. Snack Area
2. Play Area
3. Transition Area
4. Work Area Individual, Group, & Independent
5. Quiet Area
6. Waiting Area
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Structured Layout - Preschool Classroom
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Many ASD children have difficulty
with organization and directionality-not knowing where to go or how to
get there by the most direct route.
They may also be easily and highly
distracted by things in their
environment.
With language difficulties, they may
have difficulty asking for help and
comprehending and remembering
directions and rules.
Structuring their environment will
give them visual cues to help them
understand their environment.
.
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Some ways to structure the school
environment:
1. Provide preferential seating.
Away from window/door.
On the end of the row, where they
won’t be bumped or jostled by
other students.
Near the front to avoid
distractions from other students.
2. Have a work area facing the wall.
3. Provide a place for student’s
belongings - pencil, paper, books
4. Provide a place for finished work
so that it doesn’t get misplaced.
5. Use an assignment notebook.
6. Organize lockers so they know
what they need for each class.57
7. Area marked to show where
student’s work area is - tape on
floor and must keep chair and
desk inside taped off area.
8. Room dividers or study carrel to
reduce distractions.
9. Class schedule posted for easy
and ready access - on desk,
inside locker, on assignment
notebook, etc.
10. Map with shortest route between
classes.
11. Shortest route to bathroom
marked.
12. Safe place to go when feeling
stressed and overwhelmed.
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INDIVIDUALIZED WORK
Structured Work Task
Students need to know:
1. What Work?
2. How Much Work?
3. When Is It Finished?
4. What Happens Next?
Schedules can give that
information and will help with
transitioning from one activity to
another.
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Work Tasks- show what needs to
be done and when it is finished.
File folder games with matching activities.
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Students are given a picture of the
finished task so they will know what
the task looks like when they are
finished.
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Middle school work task. Student reads
paragraph and answers questions.
They know what they have to do, how
much they have to do and when they are
finished.
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Vocational Work Task
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Vocational Work Task
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Many children with ASD
have difficulty with
transitions.
They may have difficulty
transitioning from one task
or activity to another. Some
students may display signs
of “perseveration”, where
they are unable to stop a
task or activity until they are
“finished”.
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ASD students can handle
transitions better when they
are forewarned of the
changes.
They may need to be
forewarned when it is time
to change from one activity
to another or when there is
going to be a change in the
daily schedule.
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Visuals work best with ASD
students. A timer clock can be
used to help with transitioning
and to forewarn about changes
from one activity to another.
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What is ABA ?
Applied Behavior
Analysis refers to a
style of teaching which
uses a series of trials to
shape a desired
behavior or response.
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ABA is a step-by-step
approach which
teaches language,
social, fine and gross
motor, self help,
academic and/or play
skills.
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Each trial functions like
a building block, and
together the building
blocks provide the
foundation of learning.
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The terms “Intensive
Behavioral Therapy”,
“Discrete Trial Training”
and “Lovaas Therapy”
are treatment techniques
based on ABA
behavioral intervention.
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ABA begins at the
developmental level of
the child.
Initial focus may be on
gaining attention and
reinforcing any attempt
of compliance.
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ABA involves:
1.) Breaking a skill into
smaller parts
2.) Teaching one sub-skill at a
time
3.) Allowing repeated practice
in a concentrated period of
time.
4.) Providing prompting and
prompt fading, as
necessary.
5.) Using reinforcement
procedures.
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Example of Task Analysis - Hand Washing
Steps: 1. Turns on hot water.
2. Turns on cold water.
3. Gets both hands wet.
4. Gets soap.
5. Rubs soap between hands.
6. Puts soap down.
7. Rubs front of hands together.
8. Rubs back of right hand and back of left hand.
9. Places hands under water.
10. Rubs front of hands together.
11. Rubs back of right hand and back of left hand.
12. Turns off hot water.
13. Turns off cold water.
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Two Basic Functions
of Sensory System
• Protection or survival
• Enables us to interact
and learn from our
environment
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Sensory means...
• All 5 senses:
–
–
–
–
–
sight
smell
taste
touch/ tactile
hearing
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Plus + the
“Hidden Senses”
Vestibular System
Proprioceptive System
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Vestibular System

body awareness

postural tone

balance / equilibrium

stabilization of eyes
while moving head
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Proprioception
Refers to the brain’s ability to
know where extremities are,
based on muscles and joints
without visual confirmation
Proprioceptive System motor planning
muscle tone
influences balance
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Signs of Poor Proprioception
• Stiff and poor
coordination
• Difficulty with
dressing
• Clumsy
• Difficulty getting
seated
• Frequent falls
• Runs into
furniture, walls,
people, etc.
• Has to visually
attend all tasks
• Easily frustrated
• Easily fatigued
• Pencil pressure
causes broken
lead
• Difficulty with
stairs
• Foot slap when
walking
• Appears
unmotivated
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Sensory Issues
Many students with Autism and
Aspergers Syndrome have
sensory issues.
Hypersensitive
Hypersensitive -Extremely sensitive
Hyposensitive --
Average
Weak or Non-existent
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Hyposensitive
Hypersensitive




Overly sensitive to being touched
by people or objects.
Purposely bumps or strikes out
because he cannot stand
close proximity.
Doesn’t tolerate sitting in chair:
squirms, sits on edge with
bent legs.
Difficulty standing in line.
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Hypersensitive
• Choosy about
fabrics in clothing.
• May not like long
sleeves, turtlenecks,
or jackets.
• May not like to have
skin exposed.
• Dislikes certain
foods because of the
texture.
• Dislikes bathing,
having hair washed
or cut.
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Hyposensitive
• May get hurt and not
realize it.
• May know he was touched
but not know exactly where.
• May not realize he dropped
an item.
• Can’t discriminate objects by
feeling them
• May have poor body awareness
with vision occluded
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“RED FLAGS”
for sensory
defensiveness
• Exaggerated avoidance of
specific sensation
• Unpredictable episodes of
dramatic behavior
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Whenever sensory differences are
suspected, an occupational therapy
evaluation may be helpful in
determining sensory needs.
Many inappropriate behaviors are
tied to sensory issues. To change
the behaviors, sensory needs must
be addressed.
The Occupational Therapist will
determine the appropriate sensory
interventions.
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Some sensory strategies
that may be suggested by
the OT:
• Use of therapy balls, bean bag
chair
• Getting in and out of body socks
• Ball pits
• Shaving cream, finger paints,
putty, pudding, gels, clay, etc.
• Weighted vests
• Mini-trampolines
• “Fidgits”
• Seat cushions
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Sensory strategies (cont.)
• Alternative or natural lighting
•
Gross motor activity breaks
• Relaxation strategies
• Alternative work postures
• Breaks/break area for sensory
stress management
• Headphones, earphones, earplugs
• Colored overlays
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It is not always easy to teach or
live with a child with Sensory
Processing Dysfunction.
– Sensory defensiveness may cause
the child to be excessively
demanding in an attempt to control
his environment.
– Child may be unreasonable and
explosive.
– Picky about food, clothing, etc.
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These children need a great
deal of help and support to:
• Prevent frustration and
unpleasant experiences
• Insure they do not give
up trying to learn
• Develop a healthy selfesteem
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Putting the Pieces Together
Part 2
Presentation By:
Donna Bennett and Donna Hudson
West Central Joint Services
Ellen Mahan
Blue River Special Education Coop
Glenda Pate, Shelly Starbuck
& Lucy Wieland
Old National Trail Special Ed. Coop
Janet Upchurch & Nancy Zimmerman
RISE Special Services
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References:
A Work in Progress by Ron Leaf
Asperger Syndrome: A Practical Guide for
Teachers by Cumine, Leach & Stevenson.
Autism Handle with Care: Understanding and
Managing the Behavior of Children and Adults
with Autism by Gail Gillingham
Social Stories by Carol Gray
Indiana Resource Center for Autism,
Bloomington, IN
(812)-855-6508
www.iidc.indiana.edu/~irca/
materials, videos, and training opportunities
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