10/17/2014
Speaker Profiles
Functional Academics for Students
Transitioning to Supportive
Employment
Daniel Parker
WDPI, Autism and Family Engagement
daniel.parker@dpi.wi.gov
(608) 266 – 5194
Daniel Parker
As Autism and Family Engagement Consultant for the WI
Department of Public Instruction, Daniel provides autism related
professional development across the state of Wisconsin. He has a
unique blend of home based, general and special education
teaching and administrative background at the school,
teaching,
school district
district, and
statewide levels with a focus on data, applied behavior analysis,
social peer mediated interventions, and the use of technology in
teaching. Daniel works closely with WSPEI and other statewide
parent organizations to supports families and educators with efforts
to improve family engagement activities and outcomes for students
with disabilities.
Daniel received a Masters Degree in Human and Development and
Family Life and a Masters Degree in Special Education both from
the University of Kansas. He has a wife, Sarah, a cat, Lily, and the
cutest dog in the world, ZuZu.
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Terms Used Today
•
•
•
•
•
•
•
AIM = Autism Internet Modules
AS = Autism Spectrum
BIP = Behavior Intervention Plan
EBP = Evidence Based Practice
FBA = Functional Behavior Assessment
IEP = Individual Education Plan
NPDC-ASD = National Professional Development Center on
Autism Spectrum Disorders
• PBIS = Positive Behavior Interventions and Supports
• RTI = Response to Intervention
• UDL = Universal Design for Learning
Terms Used Today
• Self Monitoring: Ability of an individual to keep
track of her/his own behavior over time.
• Self Regulation: Ability of an individual to
change her/his anxiety and/or stress level.
– Identify antecedents to stress and anxiety
– Demonstration of stress / anxiety intervention(s)
– Chain together antecedent and response
• Modeling: Demonstrating the action or skill you
would like the learner to display.
Workshop Goals
Today you walk away with …
Terms Used Today
• Visual Schedules: Visual schedules display planned
activities in the order in which they will occur
using symbols, words, pictures, photographs, icons, or
actual objects. The mode of the schedule is determined by
the needs of the individual with ASD.
ASD
Schedules can be used in the home, school, work, or
community environment. Just as adults use calendars,
PDAs, and other visual aids to plan daily events and
organize daily obligations, visual schedules help
individuals with ASD understand and organize their world
(Savner & Myles, 2000).
Definition Adapted from National Professional Development Center on Autism Spectrum Disorders:
http://autismpdc.fpg.unc.edu/content/social-narratives
Setting The Stage
Autism is a Unique Puzzle
•
1 in 68 children
have some form of autism
• Key Skills Needed in the Workplace
•
More common in boys than girls
• Social Communication Needs of Students with
Autism
•
Neurological vs. cognitive
• General Strategies to Assist Students with Autism
•
The Autism Spectrum
• Renewed Understanding of the Unique Neurology
of Students on the Autism Spectrum
p
• Resources for Further Study
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Basic Communication
Individual Differences
That Change Throughout the Lifetime
•
Difficulties Naming Objects
(Expressive)
•
Communication Abilities
•
Difficulties Identifying
Objects (Receptive)
•
Social Communication
•
•
Passions and Interests
May Use Different Forms of
Communication
•
Sensory / Neurological Differences
‒ Leading Adult
‒ Pointing
‒ Cry / Bite / Hit
“If you met one person with autism …”
Effective Strategies
Basic Communication
Basic Communication Interventions
•
Communication Systems and Programs to Teach
Basic Communication are VITAL to Students with
Basic Communication Needs
– PECS
– Augmentative Communication Systems
– IPADs
• Presume Competence
• Access to Communication Systems
• Consider Inability to Convey
Pain/Discomfort
• Allow for Time to Process Information
• Reduce the Verbal Input
– Sign Language
Effective Strategies
Basic Communication
•
•
•
Teach multiple communication modes.
Consider both low and high tech options.
Teach students to:
– protest/reject
– request help
– say “all done”
– communicate emotions and physical states
– request items
Social Communication
•
Mindblindness
•
Hidden Curriculum
•
Attribution
•
Beyond Social Skills
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Social Communication Assessment
Beware!
Video on Social Communication Needs
of Students on Autism Spectrum
Organization for Autism Research
Understanding
g Autism
• Social Skill, Social Communication, and
Social Pragmatic Assessments May Not be
Sensitive to the Specific Skill Deficits of
Students who Struggle with Social Thinking
•
Knowing “What to Do” Given a Social Situation is
Not the Same as Knowing “How”, “When”, and
“Where” to Engage in Specific and Changing
Social Communication Settings
From Organization for Autism Research OAR
http://www.researchautism.org/resources/teachersdvd.asp
Characteristics of Autism
• Mind-Blindness
• Hidden Curriculum Must be Learned
• Differences in Emotional Expression
• Difficulty with Attributions
– Self
– Others
Social Behavior Mapping ©
•
•
Social Behavior Mapping ©
Taking Social Thinking
® Concepts and
Language and Relating
to Behaviors Interfering
with Learning
• Teaches Relationships of Social
Communication/Behavior and Consequences
Assists Students to
Understand how Their
Behavior Affects Their
Feelings
• Focus is on What to do Instead of What Not to
do
• Understanding how Behavior Relates to
Thinking of Others
Social Behavior Mapping©: Connecting Behavior, Emotions, and Consequences Across the Day, Garcia
Winner, M. (2007)
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Activity
Social Behavior Mapping©
Social Behavior Mapping ©
• Discuss “Expected” and “Unexpected” Behaviors
p
p Feel
Behaviors Make People
• “Unexpected”
Different than “Expected” Behaviors
• How People Treat You is Based on how They
Feel
• How You Feel is Based on How People Treat You
Example
Doing the Dishes
Expected Behaviors
• Clean all the dishes
• Clean my own dishes
• Volunteer when someone else cooks
How Expected Behaviors Make Others Feel
• Happy
• Thankful
• Appreciated
Consequences You Experience
• Invited Over for Dinner / Hugs / Thanked
How You Feel About Yourself
• Proud / Happy / Helpful
Social Behavior Mapping©: Connecting Behavior, Emotions, and Consequences Across the Day, Garcia
Winner, M. (2007)
Activity
Activity
Social Behavior Mapping©
Social Behavior Mapping©
Example
Doing the Dishes
Unexpected Behaviors
• Leave some dishes dirty
• Only do my own dishes
• Complain about doing dishes / refuse to do dishes
How Unexpected Behaviors Make Others Feel
• Upset
• Think you are rude
• Disappointed
Consequences You Experience
• Not invited for dinner / yelled at / don’t get dessert
How You Feel About Yourself
• Angry / Upset / Mad / Disappointed in Myself / Confused
Social Behavior Mapping ©
• Goal is to Teach Students to Identify Expected
Behaviors and See the Relationship between
Showing “Expected
Expected Behaviors”
Behaviors and “How
How They
Feel”
•
2
• Catch the student doing what is “expected”
– Chart with circles and lines to show student
1. Select a Situation
2. Name the Expected Behaviors
•
•
•
How do Expected Behaviors Make Others Feel
Consequences You Experience
How You Feel About Yourself
3. Name the Unexpected Behaviors
•
•
•
How do Unexpected Behaviors Make Others Feel
Consequences You Experience
How You Feel About Yourself
Social Behavior Mapping ©
Social Behavior Mapping©: Connecting Behavior,
Emotions, and Consequences Across the Day,
Garcia Winner, M. (2007)
Contains numerous examples Including Doing
Homework, Transitioning in Halls, Riding a Bus,
Waiting for Class to Start, If you Have Acne,
Wearing Deodorant
Social Behavior Mapping©: Connecting Behavior, Emotions, and Consequences Across the Day, Garcia
Winner, M. (2007)
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CHECK OUT
Incredible Five Point Scale
• Developed by a Teacher in MN
K. D. Buron
• Teaches Students to Identify
Antecedents that Do and Do Not Cause
Anxiety and Which Antecedents Cause
Greater Levels of Anxiety
Buron, K. D. (2008). Check in poster. Shawnee Mission, KS: AAPC. www.asperger.net. Used with permission.
If 3 or higher, probe and use regulation supports
Incredible Five Point Scale
• Can be Used to Help Students Monitor
Anxiety Throughout the Day
• Informs Teacher about Student’s
Student s
Individual Anxiety and Triggers
• Provides Opportunity for Problem
Solving Discussions
Incredible Five Point Scale
Identifying Anxiety Levels
Level
5
I need to go see Ms. Johnson to calm down.
4
I need to ask for a drink out of the classroom.
3
I count backwards from 50.
2
I need to stop and think.
1
I can do it!
Incredible Five Point Scale
Daily Check In
Level
How I Feel in the Morning
My Strategies
Incredible Five Point Scale
Voice Levels
Level
How Loud My Voice Should Be
5
I am going to need a lot of help today.
5
Emergencies Only!!!!
4
I need to go to my relaxing area and check
back in fifteen minutes.
4
Outside at recess.
3
I may need some time getting ready this
morning so be patient with me.
3
2
I am a little tired starting out but fine.
2
When asking/answering questions in class or
during small group work.
When I have a question for my friend in class.
1
I am rested and ready for school!
1
In the library and during silent reading.
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Incredible Five Point Scale
How Much Help do You Need?
Incredible Five Point Scale
Staff Behavior Plan
Level When the Student…
Staff Will . . .
5
Immanent and immediate danger
to staff, peer, or student.
Use seclusion and restraint in
accordance with state law.
4
Throwing objects, loud voice,
crying but no danger to
self/others.
Staff stands back, removes peers from
instructional area. Say “You look very
upset, is there anything I can do to
h l ?” W
help?”
Waitit ffor student
t d t to
t calm
l before
b f
giving directions.
3
Is verbally not complying with
directions using outside voice.
Prompt student to get drink of water and
choice to see Ms. Johnson.
Level
How Much Help I Need
5
I am freaking out and might have a melt down!
4
Can I come over to your desk and go over
this?
3
Please review this with me before I start.
2
I will start and raise my hand if I have a
question.
2
Is verbally not complying with
directions using classroom voice.
Prompt student to use break card.
Provide 5 minute break.
1
I got this!
1
Is not following group after group
direction but not verbal.
Walk over to student and provide verbal
reminder and ask to repeat directions
Incredible Five Point Scale
How Urgent is This???
Level
Situation
5
Someone is hurt or is going to be
hurt. Also – I am going to throw
up now!
Tell an adult immediately. Ok to use
louder voice to get teacher attention.
Urgency – Action
4
I am not feeling well and may
need to go to nurse.
Walk up to teacher and let teacher know
you are not feeling well.
3
I am very anxious and need a
break. Peers are arguing and it
may get out of hand soon.
Walk over to teacher or raise hand and
tell teacher about situation quietly or
give the special signal.
2
I don’t want to wait in line or wait
for something.
I can count to 140 by 7’s. Don’t need to
tell teacher unless I am getting to a 3.
1
Peer is not doing academic work
they should be doing.
May not be your business. Can discuss
with teacher when nobody else is
around.
Incredible Five Point Scale Video
Autism Internet Modules
http://www.autisminternetmodules.org/
Learning the Hidden Curriculum
Ideas to Assist with
Learning the Hidden Curriculum
• Hidden curriculum refers to the set of
rules or guidelines that are often not
directly taught but are assumed to be
known.
(Garnett, 1984; Hemmings, 2000; Jackson, 1968, Kanpol, 1989).
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The Social World
and Hidden Curriculum
Video
Organization for Autism Research (OAR)
http://www.researchautism.org/resources/teachersdvd.asp
http://www.youtube.com/watch?v=4yAAOI6JUsM
7:57 to 11:30
Ideas to Assist with
Learning the Hidden Curriculum
• The Hidden Curriculum Addresses . . .
• The Hidden Curriculum Changes. . .
– Social interactions
– Across ages
– Safety
– Across gender
– Social etiquette
– In different settings
– Figurative language (idioms, slang, metaphors)
– With different people / roles
Effective Strategies
Social Communication
•
Ideas to Assist with
Learning Social Communication
and Social Skills
Academics Gets a Job / Social-Emotional Keeps
a Job
• Teach Hidden Curriculum / Figurative Language
– Use daily calendars or apps
– Teach social and safety skills
– Metaphors, idioms, personification, irony,
hyperbole, and slang
• Use Game Formats and/or Language Cards /
Scripts
Hidden Curriculum Resources
• Judy Endow: Learning the Hidden Curriculum:
The Odyssey of One Autistic Adult is another
Methodology for Learning the Hidden
Curriculum
• Brenda Smith Myles: The Hidden Curriculum:
Practical Solutions for Understanding Unstated
Rules in Social Situations
• The Hidden Curriculum App!
Hidden Curriculum for Kids
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Visual Supports
• Visual Schedules
• Visual
Boundaries
• Transitions
Visual Boundaries
Visual Boundaries: One of the most basic
ways that parents or professionals can
provide visual support is to create visual
boundaries for the individual with ASD.
ASD
Boundaries can be created through a variety
of means including furniture arrangement,
labels, and color-coding.
Definition Adapted from National Professional Development Center on Autism Spectrum Disorders:
http://autismpdc.fpg.unc.edu/content/visual-supports
What it Looks Like!
What it Looks Like!
What it Looks Like!
Static Boundaries
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Static Boundaries
Moveable Boundaries
From: http://www.iidc.indiana.edu/?pageId=400
Moveable Boundaries
What it Looks Like!
Example from Autism Internet Modules, Visual Schedules:
http://www.autisminternetmodules.org/
Visual Schedules
• Visual Schedules are one of the Visual
Support Strategies Identified by NPDC-ASD
pp
• Visual Supports
– Visual Supports
– Visual Schedules
– Visual Boundaries (archived webinar
10/10/2013)
Terms Used Today
• Visual Schedules: Visual schedules display
planned activities in the order in which they will
occur using symbols, words, pictures,
photographs, icons, or actual objects. The mode
of the schedule is determined by the needs of
the individual with ASD. Schedules can be used
in the home, school, work, or community
environment. Just as adults use calendars,
PDAs, and other visual aids to plan daily events
and organize daily obligations, visual schedules
help individuals with ASD understand and
organize their world (Savner & Myles, 2000).
Definition Adapted from National Professional Development Center on Autism Spectrum Disorders:
http://autismpdc.fpg.unc.edu/content/visual-supports
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Why We Like
Visual Schedules
• Assists ALL Students
• P
Provides
id P
Predictability
di t bilit / St
Structure
t
ffor
Routines
• Reduces Teacher Prompting – Promotes
Independence
Why We Like
Visual Schedules
• Demonstrates Length of Time and Sequence
of Daily Events
• Assist with Transitions
• Reduce Stress and Anxiety
• Helps Teaches and Parents Too!
• Easy to Implement!
Video Break
Watch Video from Autism Internet Modules:
http://www.autisminternetmodules.org/
Visual Schedules
Defining Visual Schedules
Video discusses overview of visual schedules and
reasons why they are important for students with
autism
Group Schedule Example
Types of Visual Schedules
• Group Schedules vs. Individual Schedules
• Daily Schedule vs. In Task (Mini) Schedule
• Forms of Representation
– Objects, photographs, drawings, words,
sentences
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Examples of Daily Group
Schedule
Individual Schedule Example
Individual Schedule Example
Objects Schedule Used in Activity
Objects Schedule Used in Activity
Words and Sentences
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Examples of Group Schedules
Mini / In Task Schedules
Put on Put on Put on Put on Put on
Under Shirt Pants Socks Shoes
Pants
Steps 2: Length of Schedule
• One item (transitions)
Transition Items
Transition Items may be the Easiest Way to
Help a Student Prepare for an Upcoming
Event!
• May Reduce Anxiety
• Helps Prime Thinking for Upcoming Activity
• Gives Student Something to do with Hands
and Could Assist with Sensory
Transition Items
Transition to …
Item
Math Class
Calculator
Reading Group
Book
Bathroom
Toilet Paper
Recess
Jump Rope
Lunch
Spoon
Home
Backpack
Steps 2: Length of Schedule
• Two items (ex: first / then)
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Stress and Anxiety
and the Autism Spectrum
Visual Schedules: First / Then
• Anxiety has been
Associated with Autism as
Early as Kanner’s First
D
Description
i ti iin 1943
• Good for Students who Need Clear Examples
• Can be Used with a Daily or In Task Schedule
• Good to Assist with “What’s Coming Next”
• Contribute to Self Injury
and/or Obsessive Routines
• Sometimes Used to Assist with Extrinsic
Motivation for Less Preferred Tasks
(see Warning next few slides)
• Leads to Difficulties in
School, Work, and
Relationships
Average Mean Heart Rate Level by Phase for
ASD and Typical Group
120
Stress, Anxiety, and Autism
• “The principal emotion experienced by
autistic people is fear” Temple Grandin
• “I hide it well, but the fear and anxiety is
always with me” John Elder Robinson
100
100
Mean Heart Rate (bpm)
– Higher Resting Heart Rates
– Differences in Neuro-Processing
112
110
• People with Autism Present . . .
96
97
100
101
100
98
97
96
90
87
AD
Typical
85
83
80
80
78
70
74
75
75
60
50
Baseline
Loud Noise
Remote Robot Unstructured
Time
Eating
Preferred
Food
Difficult Task
Change in
Staff
Transition
Physical
Exertion
Phase
June Groden,Goodwin, MS, Groden, J, Velicer, WF, Lipsitt, LP, Baron, MG, Hofmann, SG, & Groden, G (2006). Cardiovascular arousal in individuals with autism. Ph.D. The Groden
Center, 2012
Focus on Autism and Other Developmental Disabilities, 21, 100‐123.
The Fight-Flight-Freeze
Response System
• Prepares an organism to either fight, flee, or
freeze in the presence of (perceived) danger
• Leads to increase in:
–
–
–
–
–
–
blood sugar level
metabolism
heart rate
blood-pressure
breathing rate
muscle tension, etc.
Causes of Stress and Anxiety
o When your neurology causes stress or
confusion THEN
o You behave in a stressful manner
and
d THEN
o People around you react negatively
to your stress which THEN
o Causes More Stress
(Back to the Top)
June Groden, Ph.D. The Groden
Center, 2012
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This can be found at www.bumperstickers.cafepress.com
June Groden, Ph.D. The Groden
Center, 2012
Coping Cards
Self Regulation!
• Simple Short Reminders of a Calming Strategy
• Work Best when Include Pictures
• Regulation Strategy Needs to be Taught before or
with Introduction of Coping Card
Coping Card Strategies
Coping Cards
Take 2 deep breaths
with your eyes closed
Press your hands together
and count to 10 s l o w l y
•
•
•
•
•
•
•
•
•
Positive Affirmations
Deep Breaths
Counting Backwards from 100
Thinking
g Relaxing
g Thoughts
g
Walking Away
Count by 7’s to 140
Tighten Muscles and Relax
Deep Knee Bend
Think a Relaxing Thought (Imagery)
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Power Cards
Power Cards
• In the Category of Social Narratives
• Uses Student’s Special Interest to Remind Student
g
Strategy
gy or Skillful Behavior
of a Regulation
• Interest can be a person, cartoon, object, anything!
• Allows Adults to Prompt / Discuss an Interest of
Student instead of Reminder of how to Behave
From Autism Internet Module Web Site:
http://www.autisminternetmodules.org/
Cognitive Picture Rehearsal / Imagery
Cognitive Picture Rehearsal / Imagery
• Similar to Carol Gray Social Stories
• Requires Repetition and Daily Practice
• Came out of Research on Cognitive
R t t i
Restructuring
• Can Include Pictures and/or Text
• Goal is for Student to Cognitively
Restructure a Negative Experience or Use
Coping Strategy to Learn a New Skill
• Imagery can be Done Without Images
• Imagery is Used Widely by Athletes and
Performers
• Uses Imagination / Imagery
Cognitive Picture Rehearsal
Cognitive Picture Rehearsal
I take a deep breath and relax.
It’s time to go to the store
There may be a little noise,
some lights, and people
there, but that’s no problem.
I can handle it.
Coping with Stress through Picture Rehearsal, Groden et. Al 2009
I imagine I’m feeling
comfortable
f t bl and
d having
h i fun
f
at the store. I imagine
picking out a nice thing.
Mom is proud of me that I
stayed calm at the store.
Coping with Stress through Picture Rehearsal, Groden et. Al 2009
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Cognitive Picture Rehearsal / Imagery
1. Description of Antecedent that leads to
Behavior Interfering with Learning
Cognitive Picture Rehearsal / Imagery
4. Relaxing Imagery “I imagine . . .”
2. Positive Affirmation
5. Naming a Reinforcer
3. Reminders of Self Regulation Practices
• Deep Breaths
• Counting Backwards
• Thinking Relaxing Thoughts
• Walking Away
For More Information Research Dr. June Groden
For More Information Research Dr. June Groden
Square Breathing
Group Activity
Hold Breath
2
Hold B
Breath
1 Take a Deep Breath 1
Pause
4
3
2
4
Blow out
3
Some Key Skills
Sometimes Not Mentioned
Affecting Employment
•
•
•
•
What are the Main Skills or
Needs you Feel Students with
Autism (or any students) May
Require to Find and Keep
Meaningful Employment?
Hygiene
Eating Habits
Use of Time (including breaks)
Knowing How to Fix Things
when they Break / Go Wrong
(flexibility)
• Sexual Behavior
Hygiene
•
Start Teaching Early!
•
Learn to Use Shower
•
Use Sampling and Student
Choice
C
o ce to
o Find
d Deodorant
eodo a /
Antiperspirant that Works Best
for Student
•
Laundry
•
Comfortable but Professional
Clothing
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Eating Habits
Use of Time (breaks)
•
Visual Timers
Teaching Clean vs.
Messy Foods and
When it is OK to Eat
Messy Foods
•
•
Chewing
•
•
Talking and Eating
Floor Plan Visual
Schedules for
Cleaning / Jobs in
Different Areas
•
What to Do on Breaks
and Transitioning into
Work
•
Knowing How to Fix Things
Flexibility
•
Teach Different
Situations that are
“Unexpected”
‒ Copy Machine
Jammed
‒ Daily
Sexual Behavior
•
Realistic Discussion of
Sexual Behaviors
•
“Hidden Curriculum” of
Sexual Behavior
•
Knowing Different Terms
for Body Parts
(Technical, Slang)
•
Boundaries and Circles
of Relationships
‒ Spill on Floor
•
•
Recognizing What it is in
your Job to “Fix”
Identify Things Needing
Fixing in Environment
Visual Schedules
‒ In Task
‒ Five Point Scales
Resources
• Learning the Hidden Curriculum: The Odyssey
of One Autistic Adult, Judy Endow
Thank You and Questions
Daniel Parker, WDPI, Autism and Family Engagement
daniel.parker@dpi.wi.gov
(608) 266 – 5194
• The Eclipse Model, Teaching Self Regulation,
Executive Function, Attribution, and Sensory
Awareness to Students with Asperger
Syndrome, … and Related Disorders, Sherry
Moyer
• The Hidden Curriculum. Practical Solutions for
Understanding Unstated Rules in Social
Situations, Brenda Smith Myles, Melissa
Trautman, Ronda Schelvan
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Resources
• Think Social, A Social Thinking Curriculum
for School Age Students, Michelle Garcia
Winner
• Thinking
You Thi
Thinking
Aboutt M
Me,
Thi ki about
b tY
ki Ab
Michelle Garcia Winner
• Socially Curious and Curiously Social,
Michelle Garcia Winner
Resources
– Autism Internet Modules
http://www.autisminternetmodules.org/
– National Professional Development Center
on Autism Spectrum Disorders
http://autismpdc.fpg.unc.edu/content/briefs
– WDPI Functional Behavior Assessment Page
http://sped.dpi.wi.gov/sped_sbfba
Web Resources
• Organization for Autism Research (OAR)
Understanding Autism: A Guide for
Secondary Teachers
This set of four videos discusses unique
attributes of students with autism including
the need to teach hidden curriculum as well
a variety of other interventions and supports.
http://www.researchautism.org/resources/teac
hersdvd.asp
Resources
– WDPI Bulletin 07.01
Addressing the Behavior Needs of Students with
Disabilities (under revision)
ll ti 06.02
06 02
– WDPI B
Bulletin
Legal Requirements in Regards to Disciplining Children
with Disabilities
http://autismpdc.fpg.unc.edu/content/briefs
– Wisconsin PBIS Network
http://www.wisconsinpbisnetwork.org/
Resources
– Prevent, Teach, Reinforce: The School-Based Model
of Individualized Positive Behavior Support, Dunlap
et. al
– Do-Watch-Listen-Say: Social and Communication
Intervention for
with Autism, Quill,
Kathleen
f Students
S
Q
Ann
– Routines Based Early Interventions: Supporting
Young Children and Families, McWilliam, R.A.
– The Eclipse Model, Teaching Self Regulation,
Executive Function, Attribution, and Sensory
Awareness to Students .. Autism, Moyer, Sherry.
19