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Competency 1.7: Knowledge of the Effect of Theory of Mind, Central Coherence, and Executive Function on Learning and Behavior
Competency 1.6: Addressing Adaptive Behavior Needs
The Role of Age and Verbal Ability in the Theory of Mind Task Performance of Subjects with Autism
Competency 1.5: Understanding Speech, Language, and Communication Needs
Addressing self-sufficiency difficulties for individuals with autism can be life changing for both the individual and family members. The Vineland Adaptive Behavior Scales (Sparrow et al., 1984) are the most widely used tools today. These assessments measure the individual's ability to take care of self needs in a variety of environments and domains. Once deficiencies are found instruction in those areas can begin.
Individuals with autism often have difficulties related to their ability to participate socially with their peers and interpret social skills correctly. Theory of Mind, the ability to perceive how others are thinking and feeling relating to oneself, is one of the main causes of this difficulty. This article from my ABSC 850: Principles of Behavior Analysis class discusses Theory of Mind in several studied that have been completed.
PECS
Autism Internet Modules:
Post-Assessment Results for
Cognitive Differences Module
ABSC 850: Principles of Behavior Analysis
Grade (Total):
306.00/355.55 = 91.8
Addressing Social Skills
Addressing Toilet Training Needs
AIM (Autism Internet Modules), used to supplement instruction through my KU classes, provides "high-quality information and professional development for anyone support, instructs, works with, or lives with someone with autism" (2018).
“Autism Internet Modules.” Autism Internet Modules , ESC of Central Ohio, 2018, www.autisminternetmodules.org/dash.php?cat=dash_tab_mn.
Video of lesson with 2 students, though
focus is on EV. He is nonverbal and has
only had 1 previous lesson using PECS.
Toilet Training Individuals with Autism and Other Developmental Disabilities: A Critical Review
SPED 772: Observation and Participation with Children
and Youth with Autism Spectrum Disorder
Paper I wrote about using PECS with one of my students for my SPED 800 class at KU.
something and we couldn't understand what he wanted. Only 2 weeks ago he would take our hand and lead us to the area where the item he wanted was located, yet still got very frustrated if we didn’t get the correct item on the first try. Since starting PECS the screaming has dramatically decreased, with no incidences in the last two days. For now I’m going to continue introducing cards during Individual time and add to his picture vocabulary. I’m also going to make sure during that time that I follow the steps in PECS, working with Phase 2 (Distance and Persistence), Phase 3a (Discrimination), and Phase 3b (Conditional Discrimination). I understand the importance of following the steps and making sure JP learns to use the cards properly. He understands the concept of using the cards to get what he is wanting; however, he doesn’t understand the book and how to use it correctly at this time. This will also be incorporated into my lessons and trials when he is ready. My plan for now is to continue introducing cards and adding to his picture vocabulary during Independent/Teacher Time while using Shaping. I’ll also move to Phase IIIa to do some trials in order to see if he really understands the process there, too.
Competency 1.8: Knowledge of the Effect of Neurological Differences on Learning and Behavior
We began our sessions for week 3 just as we had the past week. I was the Communicative Partner while JC served as the Communicative Prompter as I wanted to continue as before since we had been out of school for four days due to Labor Day. JC had done very well; however, the break can sometimes cause him great difficulty, so I was trying to make sure he was successful.
JC was picking up PECS quickly and I knew he needed to build up his picture vocabulary in order to communicate with us, so I just added more pictures to work with during Independent/Teacher time. JP had no problem remembering the system and was able to complete 10 trials successfully using goldfish and graham crackers (we did these separately; I just wanted to introduce the new picture). During Center Time I gave the dinosaur card to JC. She sat with JP and placed the dinosaur card in front of him. She then sat the dinosaur on the floor and JP quickly picked up the card, placed it in her hand and earned the dinosaur. He successfully did this for 8 trials. JC then placed the cars card in front of him and the car beside of her. Again, JP successfully completed 8 trials, even when she moved the card in various places. When it was time for snack I sat with him at the table. I got JP’s cup of Chocolate milk and placed the chocolate milk card on the table. I sat the cup beside me on the table. JP started to grab the cup, so I quietly placed his hand back towards him and the picture card. I was so proud when JP picked up the card, put it in my hand, and earned a drink of chocolate milk (I had only poured a small amount in the cup). I reached for the cup and JP handed it over easily. He then picked up the milk card before I hardly had a chance to put the cup down. I was surprised when he waited until I had finished pouring and put the card inside my hand, and earned his milk. Each time I had to refill the cup, he handed it to me, grabbed the card, waited, and placed it in my hand. All trials were completed with my hand closed until he gave me the card.
During rest on Tuesday we printed and laminated new cards for JP to use the next day. Once cut out, we left them on a table to add Velcro at a later time. When it was almost time to begin waking the children, I went over to begin getting afternoon snack
ready. While I was there JC woke up on his own. He walked by the table, noticed the new cards, and picked up the card for the stacking toy, one of his favorites. I turned around and proceeded to make the snacks. While I was working on that, JP walked over with the card and pushed it against my hand. I took the card as I said “You want the stacking toy!” I immediately started walking to the toy box with JP following me. When I opened the top and retrieved the toy I handed it to him. I received a big smile as he sat on the floor to play. I couldn’t believe he had initiated this all on his own! It was definitely a proud moment for us both!
Since carrying the book around the room is not something JP is ready to do (he plays with the book and will take all of the cards out) I decided he needed a way to access his cards quickly. I laminated several pieces of green paper (JP’s color in our room), stuck his pictures on them, and placed them in centers and other strategic places in the room. At that time I planned on working with him the next day to introduce new pictures (Phase II) and also begin Phase IIIa, reinforcing the use of more than one picture.
On Wednesday morning as soon as JP came into the room he went straight to one of the green sheets, took the stacking toy card and gave it to JC. She said, “You want the stacking toy!” and started toward the toy box. JC again followed and waited as she opened the toy box to retrieve his toy. He continued this throughout the day, initiating the contact and giving cards for what he wanted. At lunch when I helped JC to his seat, he saw that we were having tacos, something he will eat, but doesn’t prefer. Before he sat down, he walked to the cabinet with one of his sheets and got the goldfish card, brought it to the table, and placed it in my hand. While I gave him goldfish, I realized one of our next steps may need to be teaching him that he may not always get what he wants immediately (for instance, I would have liked him to try his lunch before goldfish).
My dilemma now is wondering what to do next. He still could use more cards in order to ask for specific items; however, I worry that I may miss important steps by moving too fast. Just a month ago JP would be screaming and falling to the floor if he wanted
When preparing for working on a skill, reading approved research helps me to find EBPs.
SPED 772: Observation and Participation with Children and Youth with Autism Spectrum Disorder
Assignments/Quizzes 99.27%
Total 99.27%
Flush Potty
Pants Up
Sit on Potty
Wash Hands
Pants Down
Potty
Steps
Go to bathroom
This is an example of
the picture we have
hanging in our bathroom
as a reminder for our
children who are toilet
training or already trained.
*Steps are taught during the
training process.
Addressing Sleep Concerns
Temple Grandin, an individual with autism herself, has shared much information about living with autism. Her ability to help those of us working with children with autism has opened our eyes to the needs of our children. In 2002, Temple offered tips for teaching children and adults with autism. Her advice included, but was not limited to:
Many individuals with ASD have a variety of issues relating to sleep. These include difficulty falling to sleep, multiple night time arousals, and early morning awakenings. Although there are medications that can help with sleep, many parents prefer other methods. Several ways to aid sleep issues include: a bedtime routine, keeping a regular schedule, teaching your child to fall asleep alone, avoid naps, and encourage daytime activities and exercise.
SPED 800: Teaching Language and Communication Skills
PECS Project 97.92%
Video Presentation 87.5%
Quizzes 88%
Discussions 100%
Receptive Language Video 100%
Total 93.8%
Bedtime Picture Routine
Courtney, from Into the Spectrum, discusses 5 tips to solve Autism Sleep Problems.
AFIRM (Autism Focused Intervention Resources and Modules), also used as a supplement in my KU classes, are "designed to help you learn the step-by-process of planning for, using, and monitoring an EBP with learners with ASD from birth to 22 years of age" (2018).
“Autism Focused Intervention Resources and Modules.” AFIRM Modules | AFIRM, UNC FPG Child Development Institute, 2018, afirm.fpg.unc.edu/afirm-modules.
AFIRM (Autism Focused Intervention Resources and Modules), also used as a supplement in my KU classes, are "designed to help you learn the step-by-process of planning for, using, and monitoring an EBP with learners with ASD from birth to 22 years of age" (2018).
https://www.iidc.indiana.edu/pages/Teaching-Tips-for-Children-and-Adults-with-Autism
Please copy and paste this address
to read the entire article.
Temple Gradin, in speaking on recent studies on the brains of people diagnosed with autism, discussed her own thought processes. She said she thought others thought in the same way as she did which was in pictures. Being a visual thinker she felt she was able to "see" things such as flaws in her mind that those who thought in a different way may not. She went on to explain that she felt there were 3 basic types of thinking: 1) Visual- thinking in pictures, 2) Music and Math Thinking- thinking in patterns more than pictures, and 3)Verbal Logic Thinking-thinking in lists, with numbers and memorizing. As a teacher of children with autism, it is important for me to understand the way my students think and to prepare instruction geared toward their style of learning.
AIM (Autism Internet Modules), used to supplement instruction through my KU classes, provides "high-quality information and professional development for anyone support, instructs, works with, or lives with someone with autism" (2018).
“Autism Internet Modules.” Autism Internet Modules , ESC of Central Ohio, 2018, www.autisminternetmodules.org/dash.php?cat=dash_tab_mn.
Autism Internet Modules
Post-Assessment Results for Visual Supports Module
User: Deborah Parker
You answered 6 question(s) correctly out of 7 total questions in this assessment
AFIRM (Autism Focused Intervention Resources and Modules), also used as a supplement in my KU classes, are "designed to help you learn the step-by-process of planning for, using, and monitoring an EBP with learners with ASD from birth to 22 years of age" (2018).
“Autism Focused Intervention Resources and Modules.” AFIRM Modules | AFIRM, UNC FPG Child Development Institute, 2018, afirm.fpg.unc.edu/afirm-modules.
Grandin, Temple. “Autism- The Way I See It.” Temple Grandin - Featured Article, Future Horizons, Inc, 2010, www.templegrandin.com/article.html.
Grandin, Temple. “Teaching Tips for Children and Adults with Autism.” IIDC - The Indiana Institute on Disability and Community at Indiana University, The Trustees of Indiana University, Dec. 2002, www.iidc.indiana.edu/pages/Teaching-Tips-for-Children-and-Adults-with-Autism.
“Autism Focused Intervention Resources and Modules.” AFIRM Modules | AFIRM, UNC FPG Child Development Institute, 2018, afirm.fpg.unc.edu/afirm-modules.
JR, a student from my class, exhibits many characteristics of ASD.
GARS-3 Assessment Forms
GARS-3 Results for JR
The Gilliam Autism Rating Scale, 3rd Edition (GARS-3) is one of the most widely used tools to assess individuals for Autism Spectrum Disorders. Identifying ASD properly and understanding its severity is vital in providing appropriate instruction and helping students reach their highest learning potential. Attached are examples of the GARS assessment and a document explaining how it was used for one of my students.
He also has difficulties with listening to others (receptive language). JR may hear the words being said, but he does not understand their meeting or what the person is trying to say. If asked a question, JR will sit and look at the speaker, but not attempt to say any-thing back. Children with autism have problems with both expressive and receptive language so trying to communicate with others often leads to frustration which leads to inappropriate and aggressive behavior. This can lead to difficulties in learning along any subject in school and in inter-acting appropriately with peers. As with most children with autism, JR has an obsession with something. He is obsessed with "put-in" tasks. He will repeat these activities over and over unless prompted to get ready to go outside, or get ready to eat, etc. Transitions are extremely hard, even though the next activity may be a preferred one and he has compulsive behaviors that are repeated throughout the day. He will open and close his fingers in front of his face, stop at every metal plate in the hallway wall to look at himself, and constantly takes off his shoes. All of the above serve to interrupt instruction, interfere with social play, and effect JR in all areas of learning. In observing JR in school and reflecting on what I am seeing, I feel the most problematic area of difficulty is JR's lack of communication. Communication is one of the most important skills we have as humans. It helps us to connect with others, build relationships and make our wants and needs known. Without this JR, will continue to have a lot of frustration in school, which will make learning more challenging, interacting with peers more complicated, and set him up for little success in school. It is my job as his teacher, to do what is necessary to help JR improve his communication skills in order to help him be successful in school and in life.
According to the Diagnostic and Statistical Manual of Mental Disorders (DSM5) individuals with autism have persistent difficulties in the use of verbal and nonverbal communication in a variety of ways. Based on this learning and behaviors are affected by these disabilities. His disability adversely affects his learning and behavior because of his challenges in social interaction and social reasoning. However his severe expressive and receptive communication deficits in are his biggest challenge. JR has very limited speech, which often results in undesired behaviors as a way to communicate his basic wants and needs. It is likely that he has learned that the undesired behaviors are effective ways to communicate because they lead to him getting what he wants which reinforces his behavior. JR looks at the picture if brought to him, but not be able to process what it means. Therefore, it is up to us to help him understand what is coming next. Though we make sure to have preferred activities in every area, JR will still throw himself on the floor, cover his head, and scream instead of moving to the next area. Obviously, this interrupts his learning as well as others in the class. Considering this behavior happens throughout the day, it can be hard on JR as well as the adults trying to work with him. JR's disability also affects his social behavior towards others. Due to his low development in the areas of social interaction, communication, and interacting in play with peers, JR has difficulties when in centers with his peers. JR is most likely not going to notice his peers when they are near him and will not likely engage them in play. He will be unable to communicate with peers, thus if something happens and he is unable to communicate his concerns or frustrations he is likely going to meltdown in some form in the classroom. JR will also be unable to share toys or take turns with friends at this time. Autism is different in every child and there is no one way to teach them. Learning can be complicated for all children with autism and JR is no exception. The most noted difficulty in learning is with language and communication. JR has difficulty with expressive language/speaking. This is the use of words, sentences, gestures and writing in order to convey thoughts and messages to others. JR is unable to do this. He doesn't have the necessary developmental skills to understand how others interact through speech, so he has no frame of reference to mimic or learn.
JR , a student from my class, is a four-year-old male who was found to have characteristics related to autism in May, 2015, based on assessments done through Preschool Services in our county. The Tony Linder Transdisciplinary Play Based Assessment placed JR’s cognitive/educational level at 12-24 months, clustered at 18 months. His problem-solving skills were at 21-24 months, his attention/memory at 18 months and his cognitive skills in play and socially at 12-15 months. JR’s scores in Language were scattered with 12-15 months in this area with pragmatic language is at 6-9 months. His rote skills were higher at 36-42 months. He is verbal and can count, say nursery rhymes, and name letters if he chooses; however, he does not always do this on command. His favorite word for the past 4 months is “No!’ but he doesn't seem to always use it correctly. JR is a large boy who must be monitored to make sure he does not accidentally hurt himself or the smaller children when playing. JR has great difficulties adjusting to academic and social demands or the school setting. His low cognitive abilities in conjunction with his communication and social skill and his unusual responses to sensory stimuli often lead to frustration which presents as aggressive outbursts. These outbursts involve crying and laying on the floor, face covered, or screaming, kicking, hitting and falling on the floor while crawling to his cubby, where he would get in and “hide” or crawling to small spaces in the room such as corners, under tables, etc. in order to get into that small area. I chose JR as my featured student because his significant needs must be addressed in order for him to be successful in school. JR’s interests include working with the iPad and computer. He loves technology. JR enjoys one on one attention and individualized instruction from the teacher. He needs frequent repetition and he is a visual learner. He also likes playing on my IPhone, earning mini M&Ms, pieces of chips or Doritos and tickles from me! I will use these favorites when planning our instruction.
Competency 1.3: Knowledge of Co-Existing Conditions and ranges that exist in the General Population
Competency 1.1: Knowledge of Medical Aspects and Implications for Learning
Competency 1.4: Recognition of Sensory Challenges of Individuals with ASD
Medical Comorbidities Associated with Autism
Communication Lesson for Child with
Autism and OCD
Characteristics of Children with Autism
Comorbidities with ASD
EPSY 715: Understanding Research in Education
Discussion Forums 100%
Knowledge Check Assignments 99.06%
Major Assignments 87.65%
Total 94.78%
Personal Artifact on Research
One of the first quotes I learned about autism that rings so very true is, "If you've met one person with autism, you've met one person with autism" (Shore, 2013). The spectrum for autism is so varied that individuals with autism may have similar characteristics; however, they often represent themselves differently in each case. Autism refers to a group of developmental disorders which include a variety of characteristics, mostly involving social interaction and social communication. Individuals diagnosed with autism may show many of these characteristics while others may show only a few. The skills and levels of this disability also span across individuals. When working with students with autism it is important to look at them individually and plan instruction that will meet their individual needs.
Another important consideration for teachers to be aware are coexisting conditions that may overlap with autism. Such conditions may include opposition defiant disorder, depression, ADHD, anxiety disorder, OCD, sensory disorders, learning disabilities, and more. It is imperative that teachers be mindful of these possibilities and assess the student to learn if there are other conditions that need to be taken into account when planning successful instruction.
When a teacher understands the disability of autism and coexisting conditions success for the student is more likely. Understanding behaviors, their causes, how to change inappropriate behaviors, how to address various conditions is necessary in order to be a positive asset to your student. They depend upon you to reach their needs, to help them learn; not the other way around.
Sensory Issues Associated with ASD
Rob Harvey, of KidsPeace shares the common characteristics of a person with autism.
Autism Spectrum Disorders effect individuals in a variety of ways other than social, communicative, and behavioral. Medical concerns can also be associated with ASD including anxiety and depression, stress, seizures, Attention Deficit Disorder (ADD), Attention Deficit Hyperactivity Disorder (ADHD), and gastrointestinal disorders among a few. It is vital that teachers be aware of the possibility of medical issues and consider these when working with students. One resource for teachers, parents, adn others working with ASD individuals is the Autism Treatment Network (ATN), a part of Autism Speaks. Their continued studies in this area involve specialists, physicians, and others seeking to coordinate care for those involved with individuals with autism (2017). As a teacher I research proven articles, videos, and other information regarding medical concerns and implement best practice suggestions in my classroom. The following videos demonstrate several comorbidities associated with autism.
During my EPSY 715: Understanding Research in Education class through the University of Kansas, I was introduced to research paradigms and their importance when searching for information regarding best practices and proven studies. It is imperative that teachers learn and understand the four major research paradigms in order to follow only proven methods when working with our students. These major paradigms include: a) positivism- typically associated with quantitative research, this paradigm relies specifically on scientific evidence, b) constructivism- associated with qualitative research, this paradigm focuses on the belief that learning is an active, constructive process and that human interaction with the environment is true reality, c) transformative- associated with combining qualitative and quantitative research, this paradigm describes research that shifts or breaks existing theories; one scientific theory is overturned by another, and d) pragmatism- advocates for the use of mixed methods in research, this paradigm involving the method which appears to be the best for researching a specific problem. It involves collecting, analyzing, and integrating quantitative and qualitative research.
Completing a survey to find my own research paragon helped me to learn more about myself and what I needed to be aware of when exploring various subjects regarding my teaching. Based on my personality, I wasn't surprised to see that I was a mixture of qualitative/quantitative. While I look at scientific research as the norm and one that can be trusted, I am a firm believer in one's personality and beliefs effecting behaviors and think they should be included in the research. I do agree that quantitative research will provide factual information, but think qualitative research will paint a broader, more accurate picture. In looking for data to find practices best for my students, including dealing with medical concerns, I would look for research of both types.
Countdown to the Conference: What Will Speaker Dr. Stephen Shore Say? (2013, June 26). Retrieved January 04, 2018, from https://www.autismspeaks.org/blog/2013/06/27/countdown-conference-what-will-speaker-dr-stephen-shore-say
Autism Family follows up the characteristics video with answers to questions that were asked by viewers
Autism Family, a father with children with autism, shares information about characteristics.
Sensory disabilities are common for those diagnosed with ASD. Sometimes the senses are over stimulated while at other times they are under stimulated. It is believed that behaviors such as rocking, spinning, hand flapping, sucking on clothing, etc. are signs of sensory issues. When working with individuals with autism, it is important to look at the causes of behaviors and learn what the individual is seeking with participating in these behaviors. Three basic sensory systems include: Tactile- nerves under the skin's surface, Proprioceptive- components of the muscles, joints, and tendons, and Vestibular- structures within the inner ear (Beil, ).
Tactile issues may include withdrawal when being touched, sensitivity with certain clothing (material), and getting one's hands dirty or uncertainty when touching different textures. Helping improve over stimulated tactile dysfunctions include giving a warning before touching the individual or having them touch something that may be uncomfortable to them, find creative ways to show affection such as a "pinky lock", high five, squeeze to the shoulder, etc. and allowing them to set boundaries for touching. Those with under stimulated dysfunction need to be taught safety issues such as not touching something that is hot, letting you know if they have hit their heads or other body parts, and the importance of wearing a coat when it's cold outside or drinking water when it's hot outside.
Proprioceptive issues can lead to problems with learning, motor skills, behavior and social and emotional development. Deficits can be shown by abnormal body movements or positions, crashing, bumping, kicking and/or stomping and thrashing about. Children may play too rough with peers or write/color with too much force, tearing the paper. These issues can be helped through deep pressure through bear hugs, being squished, wrapped tight in a blanket or using special sensory items that can be purchased. Allowing carrying of heavy objects or a backpack, play at a playground, encouraging lots of movement, and pushing a vacuum can also be helpful.
The Vestibular system involves balance and movement. It works closely with gravity, safety, survival, and more. If there are deficiencies in this area the individual may not feel safe or comfortable in a variety of situations, thus inappropriate behaviors may occur. In order to find the best way to assist with Vestibular dysfunction I have attached a "Cheat Sheet" I found on Lemon Lime Adventured.com (2017).
Article on ADHD Coexisting with Pervasive Developmental Disorder
Sensory Processing Resources. (2017). Retrieved January 04, 2018, from http://lemonlimeadventures.com/sensory-processing-resources/
Malachi's mom shares a
video of her 9 year old son,
Malachi who has Autism and
ADHD.
Ultimate Oddball:
Comorbid Conditions Associated with My ASD
Click each box
to watch video
Journal Article on
Sensory Reactivity
in ASD
Alisa Schnackel talks about
her challenging journey: Autism
and bipolar disorder.
Brooke Sinclair, who Blogs about
topics involving ASD, discusses
Autism- Comorbidities and
ways to help.
** I have signed parent permission to
use photos and videos of my
students in this presentation.
Reading articles and keeping up with research is an important part of being a high quality teacher of children with autism.
Articles discussing proven research can help planning instruction more appropriate for my students.
Competency 1.9: Knowledge of the Effect of Self-Regulation on Learning and Behavior
Competency 1:10 Plan and Implement Instruction for Independent Functional Life Skills and Adaptive Behavior
Self-Management
Assignment from SPED 860: Education of Children and Youth with Disabilities: Autism Spectrum Disorder
Final Grades for SPED
Individual Assignments 100%
Collaborative Assignments 92.92%
Video Textbook Assignments 100%
Knowledge Check Quizzes 84.06%
Module Feedback 100%
Total 95.75%
JR loved water play; however, please note that here
he is not interacting with peers, but enjoying the
water alone.
JR, who sat during videos and didn't interact with peers, dancing with his friends and even mimicking moves he sees others doing!
Self-management is an important skill to learn for individuals with autism. Those diagnosed with ASD show a deficit in the areas of regulating their own behaviors and acting appropriately in a variety of places such as home, school, and in the community. Interventions are needed in order to teach those with autism to discriminate between appropriate and inappropriate behaviors, to monitor their own behaviors, and to see the rewards in behaving appropriate without having to be rewarded by others.
JR
AFIRM (Autism Focused Intervention Resources and Modules), also used as a supplement in my KU classes, are "designed to help you learn the step-by-process of planning for, using, and monitoring an EBP with learners with ASD from birth to 22 years of age" (2018).
“Autism Focused Intervention Resources and Modules.” AFIRM Modules | AFIRM, UNC FPG Child Development Institute, 2018, afirm.fpg.unc.edu/afirm-modules.
Video showing JR and I working together on
a variety of skills. He did extremely well
with ABA instruction.
** I have signed parent permission to
use photos and videos of my
students
Paper written for National Board submission on JR, a child in my class, and how I approached instruction.
Autism Internet Modules Post-Assessment Functional Behavior Analysis Module
Competency 1:11 Use Specialized Instruction to Enhance Social Participation Across Environments
Reminder chart to help student self-monitor:
Competency 1:12 Plan Systematic Instruction Based on Learner Characteristics, Interests, and Ongoing Assessment
Self Assessment Example
for student to use:
AIM (Autism Internet Modules), used to supplement instruction through my KU classes, provides "high-quality information and professional development for anyone support, instructs, works with, or lives with someone with autism" (2018).
“Autism Internet Modules.” Autism Internet Modules , ESC of Central Ohio, 2018, www.autisminternetmodules.org/dash.php?cat=dash_tab_mn.
Paper on Structured Teaching from SPED 860: Education of Children and Youth with Disabilities: Autism Spectrum Disorder
Social Narrative
Autism Internet Modules: Post-Assessment for Structured Teaching Module
Example of Break Cards for Student
to request break from work:
Importance of Teaching Across Environments
It is vital that teachers use Evidence Based practices
when working with students with special needs. Time is important and wasting it on unproven practices just makes no sense!
In this section you will see information on the following Best Practices for working with individuals with ASD:
As a teacher who works with children with autism, I see the importance of helping my students learn to use appropriate social behaviors no only in school, but at home and in community environments, too. At the beginning of every conference I ask parents about any concerns they have regarding school or home. I address the school issues first, then discuss worries from home. I work to come up with an intervention that parents can try, ask if they are interested, and make all materials needed to implement the solution. I also use 1:1 time to begin the instruction at school and reinforce appropriate home behaviors, too. Teaching students how to behave appropriately in a variety of situations and environments provide life long lessons that they will have as needed.
One of my students was having difficulty at home with his sisters. If they were playing and he didn't get their attention immediately he would have a very aggressive tantrum, screaming, hitting and kicking, throwing toys, and knocking over furniture. I wrote this social story to help him make better choices at home. We read it often in school, role played using the doll house and dolls, and even sent home a reminder "poster" to put on the wall. It made a big difference in the home situation.
AIM (Autism Internet Modules), used to supplement instruction through my KU classes, provides "high-quality information and professional development for anyone support, instructs, works with, or lives with someone with autism" (2018).
“Autism Internet Modules.” Autism Internet Modules , ESC of Central Ohio, 2018, www.autisminternetmodules.org/dash.php?cat=dash_tab_mn.
Autism Internet Modules: Post Assessment
Peer-Mediated Instruction and Intervention
Slides from Verbal Presentation for ABSC 850:
Principles of Behavior Analysis
JR's first Verbal Mand, "Phone"
EV's 2nd day of Discrete Trial Training
Videos of my students participating in ABA instruction.
Do you want to play?
Remember:
Look at that face! JP shows the reason for REWARDS!
JP's lesson using Errorless Learning
** I have signed parent permission to
use photos and videos of my
students.
1. Use your words.
Can I
play?
Family Involvement is an important part of working with children with special needs. Building a strong relationship leads to working together as a team to help the individual with ASD, to trust that the teacher is putting the needs of their child first and is appropriately planning the best instruction for them, and having parents look to you as a support who will understand the stress they go through and who will do what is needed to help them in difficult situations regarding their child. We meet once a month with the parents and students to help build this bond. On these days we do home visits, workshops at school, and have special activities that involve the students and their parents.
Scavenger Hunt and activities at the park
Movement workshop
at school
AIM (Autism Internet Modules), used to supplement instruction through my KU classes, provides "high-quality information and professional development for anyone support, instructs, works with, or lives with someone with autism" (2018).
“Autism Internet Modules.” Autism Internet Modules , ESC of Central Ohio, 2018, www.autisminternetmodules.org/dash.php?cat=dash_tab_mn.
Delivering holiday crafts and singing for the elderly
Trip to the Library
A trip to the farm
Behavior analysis is the scientific study of behavior and is an evidence based practice in teaching children with autism. Applied Behavior Analysis (ABA), the application of principles of Behavior Analysis, which explain how learning takes place. The teaching of appropriate behaviors for learning, social skills, and other life skills in a positive manner is the basis of ABA instruction. These techniques include, but aren't limited to:
Please enjoy the videos of my students participating in
ABA instruction.
Dudley the therapy dog
came to read with us.
Workshop with Support Organizations
providing information to parents
End of Year Celebration
2. Watch quietly until they finish playing.
3. Take the timer to go play. When it goes off, sisters are ready to play!
You can make great choices!
: ) : ) : )
AFIRM (Autism Focused Intervention Resources and Modules), also used as a supplement in my KU classes, are "designed to help you learn the step-by-process of planning for, using, and monitoring an EBP with learners with ASD from birth to 22 years of age" (2018).
“Autism Focused Intervention Resources and Modules.” AFIRM Modules | AFIRM, UNC FPG Child Development Institute, 2018, afirm.fpg.unc.edu/afirm-modules.