Effective Teaching and Learning for Students with Autism

“How the Special Education Brain Learns”

David Sousa

Theresa Knipstein Meyer tknipste@butler.edu

What we hope to accomplish?Overview about AutismStrategies to ConsiderAdaptationsSee it, Play it, Relay it, Weigh it,

Autism Spectrum Disorders (ASD)Every 25 min. someone is

identified 1 in 166 children are affected4 out of 5 are malesQuestion to ask…are more

children developing ASD or we just are getting better at finding those who already have it?

Experts believe both are true…Do you?

Pervasive Developmental Disorders (PDD)Classic Autism-autistic disorderAsperger syndromePervasive developmental

disorderRett Syndrome

Pervasive Developmental DisordersAppear when several neural networks

malfunction early in child’s life. Characterized by varying degrees of

impairment in communication Social interactions are impaired Restricted, repetitive, stereo typed

patterns of behavior are notedBrain seems unable to balance the

senses appropriately. (Sounds, textures, tastes, smells) Sensory diets are helpful.

Asperger SyndromeAsperger syndrome solve problems

involving spatial working memory well.

Often referred to as a mild form of autism.

Better communication skills and higher mental functioning than those with typical ASD.

Life long condition; no cure; children do not outgrow it.

Big Key…Identify Early!Symptoms usually appear before three

years of ageParents could note hints at birth in way

baby reacts to people and unusual behaviors become apparent (between 12-36 months old is noted age to see behaviors)

The earlier the disorder is diagnosed the sooner the interventions can assist the child. (medication, special education support, family team work)

Brain BasicsCheck the environment-clutter

free, compatible colors, music, lamps, plants

Brain Food-fish, eggs, poultry, nuts, turkey-dark meat, orange juice, tuna, white meat, whole grains, bananas, pears, peaches, apples, yogurt

Pure water 8-15 glasses per day-Hydrate

Strategies to ConsiderUse visual aids whenever possible and

support verbal information with blank graphic organizers

Need structure-organize materials, clear instructions, establish patterns, provide consistency, stability, and predictability

No surprises-prepare students for upcoming changes and have plan for unexpected ones (yellow dot)

Lots of repetitionPredictable environment and routine-scheduleProcess time to take in expectations

Strategies to ConsiderState expectations clearlyConcentrate on changing unacceptable

behaviors and do not worry about “odd” ones

Break tasks into manageable segments Do not rely on emotional appeals by

assuming students want to please you.Don’t confuse lack of tact with rudenessTeach appropriate social responses and

social conductAvoid abstract language (metaphors and

irony)

Strategies to ConsiderHave strategy ready in case the

student cannot cope due to overstimulation or confusion

Look for stressors in their environment and try to reduce or eliminate them

Give students space and timeUse an unemotional tone of voice

when giving directionsGive sincere praise

Say I t, Play I t, Relay I t, Weigh I t C.L.A.S.S. Decision Making Process for Twenty-First Century

Learners

Weigh I t: “The weigh it light is ALWAYS on.”

How will you assess and evaluate students?

Assessment Tools:

•Literacy Links

•running record

•rubric•rating

sheet•self -assessment•Peer assessment•conference•checklist•anecdotal

notes•test•quiz•exit slip•reflection•worksheet•district or state test

Where do I go from here?__Revise your teaching __Regroup students

__Move on to another skill

__Are students in the right f rame of mind for learning?

__ What is the level of student engagement?

__Do procedures need to be written?

__Has community been built in the classroom?

__How will you use Bloom’s?

__Will you include more than one intelligence?

__How will you involve memory lanes?

__Do students need a brain break?

Say I t:How will you “hook” your students? What will be your venue for direct instruction?C.L.A.S.S. Tools:

__Hallway Greeting__Welcome Message__Agenda

Study TripTechnology

__DVD / Video Clip__Blog, Wiki__Online Resource

Content Text on Essential Question

__Textbook, Trade book__Text f rom modeled,

shared or independent writing__Leveled Readers__Books

PoemSongResource PersonDiscover Process

__Model/ Specimen__Curiosity Bag

Scientific DemonstrationService LearningMovement

Partner Processing:

__Cell Phone Buddies__Meet Your Partner__Talking Pencils__Turn to Your

Partner__Move and Match__Dancing with the

Stars

Whole Group Processing:

__Community Circle__Moving to Music__Sign on the Line__Clipboard Cruising__ I Have, Who Has?__ I ’m on the Line__Quiz, Quiz, Trade__Roundabout

Conversations__To Tell the Truth__Give and Take

Play I t:

What novel structures will you use to help students process and practice what’

they are learning?

Small Group Processing:

__ I ’m Wild About__Star Seekers__Table Talk__Ways We are

Alike__4-2-1__Chart Chats__Create a Question__M&M Processing__Shuffl e and Share__Your Number is

Up__Challenge

Envelopes__Divide and

Conquer__Me, You, Us__Paradise

Processing__Triangle Talk

Relay I t:

What student products or actions can be assessed while extending and applying learning.?

Creating __ Power Point__ Video__ Story__ Expert

Project__ Puppet Show__ Game__ Song__ Advertisement__ Painting__ I nvention__ Experiment__ Article__ Pantomime__ Website__ Webinar

Applying__ I llustration__ Simulation__ Demonstration__ Presentation__ I nterview__ J ournal__ Model__ Diorama__ Scrap Book__ Writing

Prompt__Reader’s

Theater

Analyzing__ Survey__ Chart__ Mobile__ Commercial__ Report__ Graph__ Spreadsheet__ Checklist__ Biography__ Outline__ Venn Diagram__ Art Critique

Remembering__ Retell__ Fact__ Label__ List__ Timeline__ Facts Chart__ Recite a Poem

Evaluating__ Debate__ Panel__ Report__ I nvestigation__ Conclusion__ Persuasive

Speech orWriting

__ Self Evaluation__ Group

Evaluation__ Editorials

Understanding__ Recitation__ Summary__ Collection__ Explanation__ Cartoon Strip __ Flow Chart__ Make a Book__ Speech__ Diagram__ Poster

Say I t:How will you “hook” your students? What will be your venue for direct instruction?

C.L.A.S.S. Tools:__Hallway Greeting__Welcome Message__Agenda

Technology__DVD / Video Clip__Blog, Wiki__Online Resource

Content Text__Textbook, Trade book__Text f rom modeled,

shared, or independent writing

__Leveled Readers__Books

PoemSongStudy TripResource PersonDiscovery Process

__Model/ Specimen__Curiosity Bag

Scientific DemonstrationService LearningPropsMovement

**Any of these structures can be used to promote, social, character, or academic achievement.

Student Behaviors and Reactions:_ Body Language _ Level of Engagement_ Verbal Actions _ Emotional behaviors_ Physical Reactions

Levels of Bloom’s

Character Social Academic Development

AdaptationsSizeTimeLevel of SupportInputDifficultyOutputParticipation

Adaptations ActivitySay It Play ItRelay ItWeigh It

Future of ResearchAutism Treatment Network-

medical and research study and treatment

Supporting efforts to diagnose children by 18 months of age-early diagnosis and intervention will alter disorder’s course

Research on what goes wrong in brain to cause behaviors

Genetic variants for better diagnostic tool

Brain ResearchExplore role of neurotransmitters-lower levels

in ASDMultiple neurotransmitters are being

researched and neurochemical imbalancesPoor interconnections between brain areas

responsible for language and social behavior (Underconnectivity)

Autism Tissue Program-brain images over time and how systems develop-identify gene

Immune system-gastrointestinal problems, food allergies, increase vitamins B12 and folic acid for increase of glutathione(antioxidant)

ResourcesCouncil for Exceptional Children-Asperger Syndrome Education

NetworkAutism Society of America, IncNational Alliance for Autism

ResearchAutism Treatment NetworkIndiana University Autism

Network

Theresa Knipstein Meyertknipste@butler.edu

SHHH…. the best kept secret that CLASS is for all Learners…WE all thank you for teaching us!