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Presented by
Wendy Ward
Teaching Students with Autism Spectrum Disorder (ASD)
Requirements
1. School boards must offer students with ASD special education programs and services, including, where appropriate, special education programs using ABA methods.
Applied Behaviour Analysis
Applied behaviour analysis (ABA)5 uses methods based on scientific principles of learning and behaviour to build useful repertoires of behaviour and reduce problematic ones.
ABA methods can support students with ASD in a number of ways. For example, ABA methods can help a student to:
develop positive behaviours (e.g., improve the ability to stay on task, improve social interaction);
learn new skills (e.g., comprehensive skills, including language skills, social skills, motor skills, academic skills);
transfer a positive behaviour or response from one situation to another (e.g., from completing assignments in a special education class to maintaining the same performance in a regular class).
Under Regulation 181/98, principals are required to ensure that an IEP is developed for each exceptional student within thirty school days of the start of the student's placement. School boards also have the discretion to develop an IEP for students who have not been formally identified as exceptional. Students with ASD have a wide range of educational needs. Principals are required to ensure that ABA methods are incorporated into the IEPs of students with ASD, where appropriate.
The Ontario Ministry of Education Policy/Program Memorandum N0.140. http://www.edu.gov.on.ca/extra/eng/ppm/140.html
According to Pond Network (Province of Ontario Neurodevelopmental Disorders,
Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder with impairments in social communication and a pattern of repetitive stereotyped behaviours. Onset is early in childhood and the presentation changs with development over the life span.
https://pond-network.ca/master-categories/autism-spectrum-disorder-asd/
IEP - The IEP is a written program plan that describes the special education program and/or services required by a student on the basis of a thorough assessment and understanding of the student’s strengths and needs.
IPRC - Independent Placement and Review Committee. This is usually comprised of Principals, teachers and Special Education Resouce Teachers. Parents and students (if 16 years of age
or older) are invited to attend the IPRC meetings and participate
in the committee discussions
Most students with ASD have special education needs that need to be considered in an Individual Education Plan (IEP). This includes students who have been identified as exceptional by an IPRC, and also students who may have received a diagnosis of a disorder within the range of ASD but may not be formally identifiedby an IPRC as an exceptional pupil.
Effective Educational Practices for Students with Autism Spectrum Disorders. Teaching and Learning.
Tools and Techniques. (2007) p. 28 https://learn.etfo-aq.ca/content/enforced/49882- A3221ESummer2018G/assets/docs/autismSpecDis.pdf?_&d2lSessionVal=tCiEwhLHUOPUmMO Mg7auf5Jrb&ou=49882
Strategies for Teachers
Teachers need to:
• monitor oral and written instructional language
• offer instruction of sufficient duration and intensity
• Offer cumulative review of important concepts and skills
• Provide guided practice as a bridge between what they know and don’t know
• Provide instruction which integrates BOTH foundation skills and higher-order processes concurrently so that students are able to apply their knowledge and skills
• Offer explicit instruction about how to apply learning to situations
(Education for All, Ontario Ministry of Education, 2005a).
Writing
Difficulties with handwriting have been identified as one of the most significant barriers to academic participation for students with ASD in schools today (Simpson, 2007).
Difficulties with handwriting have been identified as one of the most significant barriers to academic participation for students with ASD in schools today (Simpson, 2007).
Barriers with fine motor skills can be overcome by using technology
Strategies for Teachers:
• Use of technology as a writing instrument is a preferred activity by many students with ASD
• Fill-in-the–blanks and cloze exercises
• Multiple-choice answers to questions (e.g., students point to the correct answer)
• Scribing
• Exemplars (e.g., samples of work that demonstrate the expectations of the task)
• Reduction in the length or number of written responses
• Division of written tasks into manageable components that focus on one section at a time • Visuals or graphic organizers to support the written task (e.g., pictures of the sequence of a story)
• Word bank of key vocabulary or frequently used words
• Rubric for task completion that specifies the essential components of a task in a clearly
outlined format
Effective Educational Practices for Students with Autism Spectrum Disorders.Teaching and Learning
(2007) p.64 https://learn.etfo-aq.ca/content/enforced/49882-A3221ESummer2018G/assets/docs/autismSpecDis.pdf?_&d2lSessionVal=X391aqoIRNpFhfwu39YFSG5mC&ou=49882
Strategies for Teachers: Math
• Create a binder with visuals of each specific math concept
• Create a personal dictionary of mathematical terms for the student
• Break up the period into specific math segments to retain the student’s attention
• Use a variety of manipulatives such as number stamps
• Use computers where appropriate
• Use multiple choice formats so that the student can point to the answer
https://misterreedswriting.wordpress.com/2015/01/09/supporting-students-with-autism-spectrum-disorder-math/
As students with A.S.D reach higher grades and the work becomes more challenging, many students have difficulty completing homework assignments. Here are some strategies which can be useful for students.
Strategies for Teachers: Homework
• Reduce the number of questions to be answered
• Change the writing expectation to be shorter
• Watch a video demonstration of how to complete a task
• Play games such as card games instead of working through math worksheets
• Provide students with opportunities to work on ‘homework’ assignments at school
http://raisingchildren.net.au/articles/homework.html
#46. Visual Sentence Strip
According to the Effective Educational Practices for Students with Autism Spectrum Disorders.Teaching and Learning (2007) document (p. 60),
"As the student acquires more words, it is essential to provide activities in which these words are used in meaningful contexts. Ongoing practice in sentence construction enables the student to understand how words are organized to express thoughts and needs, as well as how pronouns, articles, and prepositions are used in context."
Looking at the top row, horizontally
(L to R).
Picture #1:
"I"
Picture #2: "like"
Picture #3: Teddy Bears"
Using a visual with where the words are associated with pictures, puts reading words into meaningful contexts for students.
The following information was retrieved from: Effective Educational Practices for Students with Autism Spectrum Disorders. Teaching and Learning. Tools and Techniques. (2007) p. 15 https://learn.etfo-aq.ca/content/enforced/49882- A3221ESummer2018G/assets/docs/autismSpecDis.pdf?_&d2lSessionVal=tCiEwhLHUOPUmMO Mg7auf5Jrb&ou=49882
Diagnosis of ASD
The complex nature of ASD makes it difficult to diagnose, and there is no single medical test to determine if a student has ASD. In general, the perspectives of various professionals are required as part of the diagnostic process, which usually includes an assessment conducted by a qualified professional who specializes in developmental disorders, such as a child psychiatrist, developmental pediatrician, child psychologist, or neuropsychologist.
Accurately diagnosing ASD in a student typically includes the
following:
• assessments of multiple areas of functioning, such as intellectual
and communication skills
• a review of developmental history
• parental input
"Diagnosis is not a quick process and is much like putting together pieces of a puzzle"
http://ipadkids.com/april-autism-awareness-month/
Effective Educational Practices for Students with Autism Spectrum Disorders. Teaching and Learning (2007) pp.60-67 https://learn.etfo-aq.ca/content/enforced/49882- A3221ESummer2018G/assets/docs/autismSpecDis.pdf?_&d2lSessionVal=X391aqoIRNpFhfwu39 YFSG5mC&ou=49882
Effective Educational Practices for Students with Autism Spectrum Disorders. Teaching and Learning. Tools and Techniques. (2007) p. 171 https://learn.etfo-aq.ca/content/enforced/49882- A3221ESummer2018G/assets/docs/autismSpecDis.pdf?_&d2lSessionVal=tCiEwhLHUOPUmMO Mg7auf5Jrb&ou=49882
Photo Source https://thevarsity.ca/2017/03/19/u-of-t-researcher-uncovers-genes-associated-with- autism- spectrum-disorder/
Photo Source, Math. Mister Reed’s Writing. (2018) https://misterreedswriting.wordpress.com/2015/01/09/supporting-students-with-autism- spectrum-disorder-math/
The Ontario Ministry of Education Policy/Program Memorandum N0.140. (2012) http://www.edu.gov.on.ca/extra/eng/ppm/140.html
Pond Network (Province of Ontario Neurodevelopmental Disordershttps://pond-network.ca/master- categories/autism-spectrum-disorder-asd/Raising Children (2018) http://raisingchildren.net.au/articles/homework.html