Instructional Strategies - Autism State Conference

Instructional Strategies to Increase Academic Achievement in Learners with Autism Spectrum Disorders Jennifer Alward, M.Ed Trube Miller, M.Ed Tawana Stallworth, M.Ed

DSM IV-TR Criteria for Autism  A total of 6 or more from each of these 3 areas, with 2 from the social area and 1 each from communication and behavior:  Qualitative impairment in social interaction  Qualitative impairments in communication  Restricted, repetitive, and stereotyped

American Psychiatric Association. (2000).

Dividing Line To

be diagnosed with Autism, the child

For

Aspergers Disorder to be diagnosed,

Absence

of a clinically significant delay in American Psychiatric Association. (2000).

Defining Characteristics of AS I

have trouble being

Sometimes

I

sometimes have

I

have trouble

smells,

I

don’t always know

I

may have a large

Rationale for providing learning supports  Students

with AS frequently experience

What does “impaired social interaction” look like? Marked

   



impairment

Failure

to establish

Eye-to-eye gaze, Facial expressions, Lack of Body posture, Gestures to regulate social interactions, (i.e. waving hi and bye)



Lack 

of social or

What does “qualitative impairments in communication” look like? Delay

In



in, or total

individuals with

Stereotyped

Lack

and

of varied,

What does “restricted, repetitive, and stereotyped patterns of behaviors…” look like?    Encompassing

 Stereotypic

Persistent Apparently

and

Defining Characteristics of Aspergers Syndrome (AS) I

find social situations

I

find it hard to make

I

say what is on my

I

find it hard to figure

I I

take things literally. have difficulty

I

follow the rules and

I

have very specific

I

sometimes have

I

am good at picking

I

do not enjoy

Academic Characteristics When

I am

I

 I

may need some

I

can get over-

need to understand

Learning Characteristics of Students with ASD A tendency to be easily confused by ambiguous assignments that may have multiple components (Jackal, 1996)  Present content in a controlled fashion by structuring the lesson around key ideas to minimize ambiguity  Highlight the most important concepts  Establish alternate modes for completing assignments  If task is complex with multiple components, break the assignment down into clear and manageable pieces  Clearly specify your expectations for the assignment 



We Know All This Now.... What Can We Do?

Instructional Strategy Organization

of an alphabetizing activity:

Present content in a controlled fashion by structuring the lesson around key ideas to minimize ambiguity

Hume, K. (2006). Get engaged! Designing instructional activities to help students stay on-task. Reporter 11(2), 6-9.

Instructional Strategy Organization

of a math worksheet: limited

Hume, K. (2006). Get engaged! Designing instructional activities to help students stay

•Present content in a controlled fashion by structuring the lesson around key ideas to minimize ambiguity •Highlight the most important on-task. Reporter 11(2), 6-9. concepts

Instructional Strategy Organization

of an art activity: steps are •Establish alternate modes for completing assignments •If task is complex with multiple components, break the assignment down into clear and manageable pieces

Hume, K. (2006). Get engaged! Designing instructional activities to help students stay on-task. Reporter 11(2), 6-9.

Instructional Strategy Clarifying

the sequence of steps: numbers

•If task is complex with multiple components, break the assignment down into clear and manageable pieces

Hume, K. (2006). Get engaged! Designing instructional activities to help students stay on-task. Reporter 11(2), 6-

Alternate Strategies for Older Students Having

the student make a list of adjectives or

 Giving

the option of audio-or videotaping the

 Allowing

students to use the computer to take

Learning Characteristics of Students with ASD 

Students



with ASD may have difficulty

It may be necessary to emphasize the most important aspects of the task or activity in an effort to make the meaning more salient. This may require the use of color coding, numbering, highlighting, or adding additional visual cues.

Instructional Strategy Clarifying

the item to recycle: both pictures

Emphasize the most important aspects of the task or activity, while using multiple examples for each skill is essential if generalization is to occur (Horner, Dunlap, & Koegel, 1988) Hume, K. (2006). Get engaged! Designing instructional activities to help students stay on-task. Reporter 11(2), 6-9.

Instructional Strategy Organization

of desk area: all materials are

Presenting materials by color coding, numbering, highlighting, or adding additional visual cues

Hume, K. (2006). Get engaged! Designing instructional activities to help students stay on-task. Reporter 11(2), 6-9

Alternate Strategies for Older Students Provide

the student with visual material that

 

When reading a book aloud to the class, give the student a copy of the book so he or she can read and follow along.

 

Write everything the student needs to know on a flash card. This can also be used later to study for tests.

 

Send home a summary sheet which emphasizes the most important information contained in the next day’s (or week’s) lesson.

 

Write out a step-by-step list of instructions that are sequential for the student. Show a completed model so the student knows what the completed assignment

Learning Characteristics of Students with ASD Difficulty

with processing high amounts of



 

 There

is substantial evidence that students

Instructional Strategy The

materials define the task in this activity

Decreases amount of auditory stimulation while proving instruction through visuals

Hume, K. (2006). Get engaged! Designing instructional activities to help students stay on-task. Reporter 11(2), 6-9.

Instructional Strategy

Graphic and Visual Organizers  Students with ASD benefit more from having one already developed for them.  http://www.specialconnections.ku.edu/cgi-bin/cgiwrap/sp  This also helps with maximizing comprehension and content retention. 

Graphic Organizers cont. Hierarchical-

Unit

can also provide a concise

Organizer-can be used to tie

Additional Strategies for Older Students Send

home outlines of upcoming curriculum



Suggest

background (reference) material, such



Have

the students read up on a future content



Provide 



the student with extra set of texts for

Instructional Strategy Guided   

Notes –

Learning Characteristics of Students with ASD Students



with ASD may find it challenging

Incorporating the unique interests of students with ASD into the content and/or layout of instructional activities may increase both engagement and meaning.

Instructional Strategy Reading

comprehension activity using

Hume, K. (2006). Get engaged! Designing instructional activities to help students stay on-task. Reporter 11(2), 6-9.

Instructional Strategy Fine

motor lacing activity incorporating

Hume, K. (2006). Get engaged! Designing instructional activities to help students stay on-task. Reporter 11(2), 6-9.

Instructional Strategy Packaging

activity featuring McDonalds

Hume, K. (2006). Get engaged! Designing instructional activities to help students stay on-task. Reporter 11(2), 6-9.

Alternate Strategies for Older Students Embed additional activities within the lesson to increase the student’s interest and motivation for listening to the class lecture. 

 

Develop a list of words that might be said during a lecture. Give the student a marker and a list of those words. Every time a word is spoken, the student should highlight the word they hear.



Relate the material to the student’s preoccupations (interests).  For a student excited by dates, have him or her answer questions about what date a given event occurred. 



Importance of Time on Task The

amount of time a student with an

Increasing Time on Task Minimize



Set



up alternative “cueing” systems for

Secret



Use



adult interactions during the

signal.

white boards to write down

Nonverbal



prompting.

Learning Characteristics of Students with ASD Students on the spectrum may demonstrate rigidity or inflexible behavior if classroom scheduling is inconsistent or absent. 









Providing a predictable environment and routine is an important component of classroom programming for students on the autism spectrum (Iovannone, Dunlap, Huber, & Kincaid, 2003). Provide concrete and specific information and expectations. Provide specific concrete beginning and ending points, even with activities that may continue over several days or class periods. Prepare the student ahead of time.

Instructional Strategy Video

priming for field trip to zoo. Additional visuals to support comprehension

Instructional Strategy A

product sample. Provide specific concrete beginning and ending points, even with activities that may continue over several days or class periods

Instructional Strategies Antecedent Management Strategies.





    

Antecedent intervention approaches focus on structuring the environment to prevent problems and enhance motivation (Kerns, & Clemens, 2007). Picture or written schedule http://www.mayerjohnson.com http://www.do2learn.org/disabilities/diagnosis/autism_strate

Antecedent Strategies for Stress/Anxiety Use Use

of predetermined quiet spot. of a social story to explain the quiet

Use Use

visuals for a reminder of quiet spot. stress barometer to determine

Have

a “safe place and person” assigned to

Teach

relaxation and problem solving skills.

Concrete Problem Solving Formula Name

the problem (what is the problem,

Claim the problem (whose problem is it?) Aim the problem (what can I do about it?) Tame the problem (what is the plan to

Moyes, 2004

Alternate Strategies for Older Students Priming:

method of previewing information







Modified Social Stories



Video Priming

Homework Assist

the family in developing an

Create

a homework schedule and limit the

Modify the amount of homework required. Review the student’s schedule for

Provide

a written checklist of the homework

Ernsperger, 2004; Myles, 2005

Basic Principles of Behavior

Florida PBS

Behavior Defined Anything we SAY or DO It is HOW WE REACT to our environment Behaviors are often LEARNED and continue We

engage in behaviors because we have

Florida PBS

Defining Behavior Lying Poor

on the floor

impulse

Angry,

hostile,

Paying attention Stubborn  

High

pitched

Hitting with fist Kicking over chairs Completing work crying 

Observational Definition From primary to precise  Primary s: “There is too

much

Precise There were

30 more

The ABC’s of Behavior: A B C 

= Antecedent = Behavior = Consequence

Florida PBS

The ABC’s of Behavior:  Understanding

the function of behavior is the

Understanding

comes from repeated

 A

– Antecedent (stimulus/trigger before the

 

B – Behavior (the observable and

 

Florida PBS C – Consequence (occurrence after the

Antecedent Interventions Rules, procedures, high levels of structure Precorrection – errorless learning Provide reminders  Picture schedules  Pictures of appropriate behaviors  Timers Provide choices Ensure high levels of academic success  Opportunities to respond Provide effective and functional instruction Teach student to self-monitor desired  

Scheuermann, Sherman Professional Development, 2007

Applied Behavior Analysis Operant Conditioning Behavior Principles 

Reinforcement 

Positive Reinforcement 







is the

Implemented directly after behavior You are adding something Increases behavior

Negative Reinforcement 





 

Implemented directly after the behavior You are taking away something aversive Increases Behavior

Punishment 

  



Implemented directly & consistently after behavior Adding or taking away Decreases behavior Natural consequences for behavior Used as a LAST resort

Extinction 

 

Where a previously reinforced behavior is no longer reinforced Decreases behavior

Three Procedures to Reduce Behavior  Eliminate

the Behavior’s Motivative

 Terminate  Replace

the Behavior’s Reinforcement

the Behavior with an Alternative

Effective Delivery of Reinforcers Value/Motivation Effort/Contingency Rate/Schedule Magnitude/Size Immediacy

Functions of Behavior The

purpose or reason the behavior



Why is it important for us to know the function/purpose of the problem behavior?     

To understand why the behavior is occurring To find an appropriate replacement behavior To develop the best behavior support plan To target the appropriate antecedents and consequences



Florida PBS

Functions of Behavior 

Behavior has two  To get something   



major functions:

To get a preferred task or activity To get the attention of an adult or peer To get a specific item or object

To get away from something (avoid)   

To get away from a specific task or activity To get away from an adult or child To get away from a specific item or object



Florida PBS

Functions of Behavior GET

ATTENTION

TANGIBLE

SENSORY

(objects & activities)

GET AWAY Florida PBS

Functions of Behavior One

behavior can have multiple functions

 

Example: John can hit at home in order to get out of cleaning his room and other times he can hit in order to get adult attention.

Florida PBS

Functions of Behavior Several

behaviors can have the same

 

Example: John can use multiple behaviors such as hitting, screaming, and running away in order to get out of cleaning his room.

Florida PBS

Children misbehave for a reason Many

Also,

students have learned that their

these students learn at a young age,

Scheuermann, Sherman Professional Development, 2007

represents a failure to learn a more appropriate alternative 

A

good rule of thumb: 

If you seldom or never see the student behave appropriately in similar situations, assume he does not know HOW to exhibit the expected behavior.

Scheuermann, Sherman Professional Development, 2007

behave best when the environment is clear and predictable  When When When

they can predict success; they can predict reinforcement; they understand what is expected of

When

they know the rules and limits.

Scheuermann, Sherman Professional Development, 2007

Functions of Behavior  Remember,

the goal is to understand the

Florida PBS

Behavioral Objectives Components Identify  Identify  Identify  Identify

the Learner the Target Behavior the Conditions of Intervention Criteria for Acceptable Performance

Example Goal:

Jason will master basic computation

 Objective:

Given a worksheet of 20 single-

“Without data, you’re just another person with an opinion”

Leahy & Muniz, APBS Conference, 2008

Data Collection Data may be collected on:  entire classroom of students  select individuals within classroom Target those select individuals

that are

 for the bulk of incidences OR Target the entire class to obtain more 

information if many students are



problem behavior or to help clarify



Herrmann & White, APBS Conference, 2008

Identify & Analyze the Problem Direct Observation Data  Frequency/Event Recording  Duration Recording  Scatter Plot  Anecdotal/ABC  Time Series Recording 

Herrmann & White, APBS Conference, 2008

Steps in Functional Behavior Assessment (FBA) Collect data  A. Indirect: opinions about behavior  B. Direct: observation in contexts where behavior occurs Analyze data Develop hypotheses Develop intervention (Behavior Intervention    

Modify antecedents Teach new skills Reinforce prosocial alternatives Use behavior reduction interventions

Monitor intervention Adjust if needed 



Scheuermann, Sherman Professional Development, 2007

Recording Special Connections http://www.behaviordoctor.o A 

method of recording a tally or frequency of behavior occurring during an

 period Used to track specific problem behavior(s) Example:  Counting the number of times students yell out  in class or how often students are out of their seat in class. 

Herrmann & White, APBS Conference, 2008

4 Strokes for Every Poke Lanyard





20 beads

Start in the morning with all 20 beads on your left side 





Every time you compliment a child on their appropriate behavior move a bead to the right side. Every time you reprimand a child move 4 beads back to the left side.

permission to use & copy with credit to original author copyright Riffel 2008

Paper clips Put

30 paper clips in your

Every

time you compliment

Every

time you “get after” a

3x5 index card

Te a rs fo r p o sitive s 1 1 t o 5

Te a rs fo r n e g a tive s

Duration Recording Special Connections

A 

method of recording the amount of time – Define with clear beginning and end of

Used

for behaviors that last more than a

Examples:  Recording the time spent off task  Recording the time spent out of seat  Length of time taken to comply with a request 

Herrmann & White, APBS Conference, 2008

Scatter Plot Special Connections 

A 

method of recording occurrence and nonoccurrence of behavior across



routines, and time periods, providing a

 

display of patterns – Identifies patterns of responding in



– May suggest possible sources of

Example  Record occurrence of talking out and the specific times of the occurrence/subject being taught when the behavior is exhibited. Herrmann & White, APBS Conference, 2008

ABC Recording Special Connections

A

method of recording the antecedents and    



Identify events that precipitate the behavior Identify variables that maintain the behavior Identify behavior and environmental patterns Aides in determining function of the behavior

ABC Behavior Antecedent

What happened before the behavior? What triggered the behavior?

What a person says or does (Define)

Consequence

Immediately follows the behavior.

Under what circumstances does the behavior occur? What outcomes are produced?

Baseline Data Collection Guidelines Define 

the behavior that you wish to

Be specific…Observational Definition

Decide

which type of behavioral recording

 suited to monitor the behavior. Determine if observation data should 

focus

select individuals or the entire

Decide who will observe the behavior. Decide how long your observations will last. Observe and record classroom behavior.

Transition Strategies Dim

the lights when a new activity is about

Allow

the student to move through a

Provide

a visual schedule and place

Provide

picture cues of what is coming

Social Interventions Two  

social skill interventions from Carol

Comic Strip Conversations Social Stories

Comic Strip Conversations Uses

simple drawings to illustrate

Uses

eight symbols to represent basic

Uses

different colors to describe emotional

May

provide insight into a student’s

May

be uses as a prerequisite activity

Social Stories Defined by Carol Gray in 1991. The story is a process that ends

in a

Product

is a short story that describes

Results

strive to create a sensitivity in

Formula 1

directive sentence: 



 

identify a response or choice to a situation by gently guiding the person’s behavior. make sure to develop these sentences paying careful attention to literal interpretation. begin sentence with “I will,” “I can,” or “I will try.” may also be a series of response options.

Formula Continued… 2

– 5 descriptive, perspective, and 





Descriptive: free of opinion, truthful statements of fact, majority of the story, and contains answers to the “wh” questions. Perspective: describes an individual person’s internal thoughts, feelings, beliefs, opinions, motivations, and physical conditions, may describe internal state of student whom story is being written for. Affirmative: enhance meaning of other statements, express a shared value or opinion of a culture, usually immediately follows a descriptive, perspective, or directive sentence.

Back to School Ideas Create

a student profile for students with

Develop a list of reinforcements. Create reinforcement bags or buckets

for

Color code school subjects and folders. Map of school (if new to building). Make checklists for each class (includes List peer buddies and/or trusted adults. Written classroom rules and teacher

Ernsperger, 2004; Myles, 2005

6 Core Elements of Effective Educational Programming Individualized

supports & services for

Systematic instruction; Comprehensible/structured

learning

Specialized curriculum content; Functional approach to problem Family

behavior;

involvement. Iovannone, Dunlap, & Huber, 2003

Interventions of Individualized Supports & Services Target Behaviors

Interventions

Increase social engagement with peers

Functional use of children’s unique obsessive behaviors as play themes

Increase engagement in tasks & schedules

Picture activity schedules & graduated guidance

Self-initiation of question- Motivational procedures asking & generalization (incorporation of preferred items, natural reinforcers) Decreasing rates of disruptive behavior & increasing engagement in instruction

Task interspersal (difficult/easy); least to most prompting; progressive time delay

Increase engagement & on-schedule behaviors

Photographic activity schedules and graduated guidance

Target Behaviors & Interventions of Systematic Instruction Target Behaviors

Interventions

Increase on-task behaviors Self-management & school performance

Increase discrete behaviors (language, social behaviors, motor skills, etc.)

Intensive DTT compared to eclectic treatment

Interventions of Comprehensible Environment Target Behaviors

Facilitating transitions between activities Increase acquisition of daily living skills Decrease disruptive behavior during transitions

Interventions

Visual schedules, subschedules, “finished” boxes, and timers Pictorial self-management system Video priming

Target Behaviors & Interventions of Specific Curriculum Content Target Behaviors

Interventions

Effects of switch training Least-to-most prompts on functional communication Increase conversational exchanges Increase social participation with peers

Script-fading with embedded textual cues as stimulus Peer mediation

Target Behaviors & Interventions for Problem Behavior Target Behaviors

Decrease challenging behaviors & increase appropriate behaviors

Interventions

School team-based functional behavior assessment

Reduction in challenging Functional analysis & behavior antecedent manipulations Decrease challenging behavior

Functional behavior assessment

Target Behaviors & Interventions in Family Involvement Target Behaviors

Decrease challenging behavior and increase appropriate behavior

Interventions

Parent training of functional behavior assessment

Prevention of challenging Social stories as behavior antecedent intervention in home setting

Freebies!!

http://www.behaviordoctor.org/files/tools/caugh http://www.behavioradvisor.com/11583.html Behavior Charts http://www.latitudes.org/behavioral_charts.htm Welcome Back to School!! ProTeacher! Behavior management and positiv

References

American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed., text rev.). Washington, DC: Author Baron-Cohen, S., Leslie, A. M., & Frith, U. (1985). Does the autisitc child have a “theory of mind”? Cognition, 21, 37–46. Barnhill, G. P. (2001). Social attribution and depression in adolescents with Asperger Syndrome. Focus on Autism and Other Developmental Disabilities, 16, 46–53. Barnhill, G. P., & Myles, B. S. (2001). Attributional style and depression in adolescents with Asperger syndrome. Journal of Positive Behavior Interventions, 3, 175-183. . Frith, U. (1991). Autism and Asperger syndrome. Cambridge, UK: Cambridge University Press. Hume, K. (2006). Get engaged! Designing instructional activities to help students stay on-task. Reporter 11(2), 6-9. Iovannone, R., Dunlap, G., Huber, H., & Kincaid, D. (2003). Effective educational practices for students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 18, 150-166 Myles, B. S., & Adreon, D. (2001). Asperger syndrome and adolescence: Practical solutions for school success. Shawnee Mission, KS:Autism /Asperger Publishing Myles, B. S., & Southwick, J. (1999). Asperger syndrome and difficult moments: Practical solutions for tantrums, rage, and meltdowns. Shawnee Mission, KS: Autism/ Asperger Publishing. Ozonoff, S., Rogers, S. J., & Pennington, B. F. (1991). Executive function deficits in high functioning autistic individuals: Relationship to theory of mind. Journal of Child Psychology and Psychiatry, 32, 1107–1122. Siegel, D., Minshew, N., & Goldstein, G. (1996). Weschler IQ profiles in diagnosis of high-functioning autism. Journal of Autism and Developmental Disorders, 26, 389–406. Williams, K. (1995). Understanding the student with asperger syndrome: guidelines for teachers. Focus on Autistic Behavior, 10, 9-16.