Workshop #3 xlearners.wordpress Rachel Karlsen

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Workshop #3http://xlearners.wordpress.com

Rachel Karlsen

Learning goals/discussions: •Define/discuss characteristics and accommodations for students with Emotional and Behavioral Disorders (EBD)•Define/distinguish between Autistic Spectrum Disorders andPervasive Development Disorders; characteristics and accommodations•Define/discuss time, space and classroom management

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Approximate Schedule

• 6:00-6:45 Greeting, quickwrite, highlights, reactions to readings/discussion, assignments due, books!

• 6:45-7:00 Posters on Wall (questions for midterm)• 7:00-7:40 Guest Speaker Presentation • 7:40-8:00 Video…Learning Disabilities• 8:00-8:30 Break• 8:30-9:45 Presentations, EBD, ASD, Time/Space notes• 9:45-10:00 Exit Papers, Group scores, share take

aways, questions

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Focus Questions for teaching students with EBD:

• What characteristics, causes and percentage of students in your class would you expect to have prevailing EBD?

• What is the general education teacher’s role in identification and assessment of students with EBD?

• What characteristics of teacher-student relationships enhance positive outcomes for students with EBD?

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Focus questions for teaching students with ASD

• What are autism spectrum disorders (ASD) and what disabilities are included in this category?

• What are the most prevalent characteristics of children with ASD?

• What types of assessments are done to identify students with ASD?

• What general instructional accommodations would you consider for students with an ASD?

• What might you do to assess a student with ASD who engages in severe challenging behavior?

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Scheduled Workshops

• Workshop #1: December 6

• Workshop #2: December 13

• Workshop #3: January 3





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Guest Speaker (7:00)• Eric English

– Middle/High School Behavior Teacher

Questions:

1) How do you incorporate technology into teaching students with behavior issues?

2) How do you communicate with general education teachers?

3) How can general education teachers support your students?

4) What is the role of a staff/instructional assistant?

5) How can general education teachers support a behavior teacher?

6) What are some ideas for dealing with behavioral issues in a general education classroom?

7) What is the role of a behavior teacher in the education of a student with behavior issues?

8) What happens if the goals of an IEP are not met?

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Inspirational WPC reading:

Acts 28:16, Acts 28:30-31

“When we entered Rome, Paul was allowed to stay by himself with the soldier who was guarding him…” “And he stayed two full years in his own rented quarters and was welcoming to all who came to him.”

It is an expectation of our culture that truly successful adults will eventually find a way to own property. However, the “American Dream” is changing for many.

Point for Prayer:

How do you measure success?

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Greeting

Galatians 6:11 (NIV)

“See what large letters I use as I write to you with my own hand!”

Job 5:7 (NIV)

“Yet man is born to trouble as surely as sparks fly upward.”

• Prayer? Favorite quote/Bible verse?

• Anything special this week?

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Quickwrite: Thoughts, reactions, implications for teaching, esp. students

with special needs.• “The having of wonderful ideas is what I

consider the essence of intellectual development….There are two aspects to providing occasions for wonderful ideas. One is being willing to accept children’s ideas. The other is providing the setting that suggests wonderful ideas to children – different ideas to different children – as they are caught up in intellectual problems that are real to them.” Eleanor Duckworth, 1996

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Reactions/Reflections/Ideas you would like to try in your classroom • Chapter 8: Teaching Students with

Emotional and Behavioral Disorders

• Chapter 9: Teaching Students with Autism Spectrum Disorder/PDD

• More article: Digital Stories Targeting Social Skills for Children with Disabilities

• Journals…

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Books!

• Inspire: Connecting with Students to Make a Difference (by: Lee J. Colan, Ph. D.)

• Joey Pigza Loses Control (by: Jack Gantos)• What Great Teachers Do Differently (by: Todd

Whitaker)• ADHD Living Without Brakes (by: Martin L.

Kutscher, MD)• Learning with a Visual Brain in an Auditory

World (by: Ellyn Lucas Arwood, Ed.D. and Carole Kaulitz, M.Ed.)

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File folder

• Important moments (purple): Use to record thoughts, ideas, etc. (take with or leave)

• Exit sheet (yellow): toward end of class~fill out (leave in file)

• Presentation Evaluation: (orange) score your group members for practice and feedback, average

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Accommodations and Evidence of Learning in students with disabilities

• Temporary Disabilities: Physical

• Technology example (prezi) student with EBD/social goals [email protected] jriz0018

student with ADHD/math goals [email protected]

hsah0021

mailto:[email protected]

mailto:[email protected]

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Assignments due tonight Workshop #3

• Mid-Term exam handed out last week-need another copy?– (due next Workshop #4)

• Reflection journal (at least 3 pages, APA style)• Learning teams presentation: lesson plan (intro,

class participation activity, information, conclusion),topics: a. Emotional/behavioral disorders, b. Autistic Spectrum disorder, c. Pervasive Development Disorder d. Time, space and classroom management ideas

• Read chapters 8 and 9• Read More, C. (2008)• Prepare to discuss EBDs and Autism

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Final presentation (Case Study)

• CHOOSE TOPIC TONIGHT, IF READY• About 10 to 15 minutes• Intro/Concl• Diagnosis/behavior/treatment• Teaching techniques• Annotated reference/handout for each person in class • Disability from any category

– Physical– Psychological– Learning– Developmental– Other

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Final paper (same topic as presentation)

• 8 to 10 pages, APA– Diagnostic criteria– Behaviors associated with criteria– School’s legal responsibility– Assessments that would aid student– Helpful teaching techniques and tips– Ideas to assist and educate parents of disabled

children– Least Restrictive Environment– Create a hypothetical Case Study, which combines

these components

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Case Study Example: TBI http://www.nvcc.edu/home/elanthier/methods/case-study-samples.htm

• Phineas Gage– railroad worker in 1848 – accident at work.

• forcing gun powder into a rock with a long iron rod • gun powder exploded.

– iron rod shot through cheek and out through top of head– damaged frontal lobe. – did not appear very hurt.

• memory and mental abilities were intact • could still speak and work.

– personality totally changed (ill-tempered, dishonest)– drove coaches; worked on a farm

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Assignments due next meeting Workshop #4

• Choose topics for final paper/presentation• Read chapters 10 and 11 (change to match syllabus to new textbook)• Read Curtis, S. E. (2005)• Midterm Exam (anyone need questions?)• Discussion topics next week:

– Developmental Disorders– Physical Disabilities– Health impairments and TBIs

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Posters on Wall

• Directions:– Write ideas to answer each of the questions

on sticky notes and attach to poster.1. Compare and contrast IDEA 2004 (PL 108-442) with NCLB (107-110)

and the ADA (PL 101-336).

2. You have a student in your classroom that you suspect has a Learning Disability. Beginning with the referral and ending with placement, explain the necessary steps according to the IEP process.

3. Of all of the disabilities, students with EBD are often referred to as “the most difficult to educate.” Why might this statement be correct?

4. Pervasive Development Disorders offers the widest spectrum of conditions among any disability. Support this claim using what you have learned in this semester.

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Presentations

• Emotional/ Behavioral Disorders

• Autistic Spectrum Disorders

• Pervasive Development Disorders

• Time, space and classroom management ideas

Score group mates. I will give average of all scores. Your evaluation sheet will not be given to group mates. If you choose to not participate, I will assume 100%.

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VideoVideo

How Difficult Can This Be?How Difficult Can This Be?

DiscussDiscuss

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Definitions of Behavioral and Definitions of Behavioral and Emotional DisordersEmotional Disorders

There is no clear line between those who have and There is no clear line between those who have and those who do not have emotional and behavioral those who do not have emotional and behavioral disorders.disorders.

Emotional disorders or behavioral disorders refers to Emotional disorders or behavioral disorders refers to students whose behavior falls considerably outside the students whose behavior falls considerably outside the norm, is chronic in nature, and is socially or culturally norm, is chronic in nature, and is socially or culturally unacceptable (Hallahan, Kauffman, & Pullen, 2009).unacceptable (Hallahan, Kauffman, & Pullen, 2009).

Several definitions of EBD exist but the two most Several definitions of EBD exist but the two most prevalent are the federal government and the Council prevalent are the federal government and the Council for Children with Behavioral Disorders (CCBD) for Children with Behavioral Disorders (CCBD) definitions.definitions.

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Federal Definition v CCBD DefinitionFederal Definition v CCBD Definition

Federal DefinitionFederal Definition Uses the term emotional Uses the term emotional

disturbance in its criteria disturbance in its criteria for placementfor placement

Critics of definition find it Critics of definition find it vague and ambiguousvague and ambiguous

A large concern is the A large concern is the exclusion of students who exclusion of students who are socially maladjusted, are socially maladjusted, but not emotionally but not emotionally disturbed is dangerous disturbed is dangerous

CCBD DefinitionCCBD Definition Advocates of definition Advocates of definition

feel it couches EBD in feel it couches EBD in school, age, and school, age, and ethnic/cultural contexts ethnic/cultural contexts and focuses on early and focuses on early identification and identification and interventionintervention

Definition incorporates Definition incorporates the idea that students can the idea that students can have more than one have more than one disability – co-morbiditydisability – co-morbidity

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Prevalence of Students with EBDPrevalence of Students with EBD

Prevalence varies depending on the criteria used to Prevalence varies depending on the criteria used to classify students.classify students.

Current reports show EBD in the general population Current reports show EBD in the general population range from range from 6% to 10% 6% to 10% in the school-age population in the school-age population (Kauffman & Landrum, 2009)(Kauffman & Landrum, 2009)

50% 50% of referrals for special services occur in the of referrals for special services occur in the elementary grades, and peak with students in early elementary grades, and peak with students in early teensteens

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Prevalence of Students with Disabilities in Prevalence of Students with Disabilities in Juvenile CorrectionJuvenile Correction

Survey reveals Survey reveals 33.4% 33.4% of all youth in juvenile justice were of all youth in juvenile justice were identified and received special education servicesidentified and received special education services

47.8% 47.8% of these students were identified as EBDof these students were identified as EBD

38.6% 38.6% of these students were identified as SLDof these students were identified as SLD

These students exhibited significant difficulties in These students exhibited significant difficulties in reading and reading and writing writing as well as as well as social and emotional social and emotional difficultiesdifficulties

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Types and Characteristics of EBDTypes and Characteristics of EBD

Externalizing BehaviorsExternalizing Behaviors Conduct disordersConduct disorders Acting outActing out AggressionAggression TantrumsTantrums Bizarre behaviorsBizarre behaviors

Internalizing BehaviorsInternalizing Behaviors FearFear ImmaturityImmaturity TensenessTenseness WithdrawalWithdrawal WorryWorry

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Types of Anxiety DisordersTypes of Anxiety Disorders

Generalized Anxiety Disorder

Obsessive-Compulsive Disorder (OCD)

Panic Disorder

Posttraumatic Stress Disorder (PTSD)

Social Phobia (Social Anxiety Disorder)

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Mood DisordersMood Disorders

DepressionDepression – involves prolonged and persistent – involves prolonged and persistent feelings of dejections that interferes with life feelings of dejections that interferes with life functioningfunctioning

Bi-polar disorder Bi-polar disorder – characterized by extreme mood – characterized by extreme mood swingsswings

Mood swings Mood swings can vary in terms of frequency and can vary in terms of frequency and degreedegree

CausesCauses can come from genetic, environmental, or can come from genetic, environmental, or a combinationa combination

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DefianceDefiance

Oppositional defiant disorder (ODD) Oppositional defiant disorder (ODD) – students – students who habitually question authority, intentionally who habitually question authority, intentionally misbehave and ignore rules, are temperamental misbehave and ignore rules, are temperamental and negative, and blame others for their actions, and negative, and blame others for their actions, and social and academic progress is inhibited and social and academic progress is inhibited (Hommersen, Murry, Ohan, & Johnston, 2006).(Hommersen, Murry, Ohan, & Johnston, 2006).

Usually occurs with mood or conduct disordersUsually occurs with mood or conduct disorders ODD often occurs before the age of 8 and ODD often occurs before the age of 8 and

exacerbates with ageexacerbates with age

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Conduct and AggressionConduct and Aggression

Conduct disorders Conduct disorders – students who are consistent – students who are consistent in ignoring the rights of others and are cruel, in ignoring the rights of others and are cruel, destructive, deceitful, or truantdestructive, deceitful, or truant

Covert Behaviors Overt Behaviors

StealingLyingBurglaryUse of drugs and alcohol

CoercionBullyingManipulation of othersEscalated interactions with teachers, parents, and peers

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Socialized AggressionSocialized Aggression

Antisocial behavior Antisocial behavior – – involves acts that can involves acts that can cause mental and physical harm to others and to cause mental and physical harm to others and to their property.their property.

Socialized aggression Socialized aggression – – a term used to refer to a term used to refer to students who routinely engage in antisocial students who routinely engage in antisocial behavior.behavior.

Socialized aggression is associated with Socialized aggression is associated with group behaviorgroup behavior..

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GangsGangs

Students attracted to gangs due to desire for Students attracted to gangs due to desire for companionship, acceptance, success, or companionship, acceptance, success, or perception of safety because of membershipperception of safety because of membership

Law enforcements categorizes gangs in four Law enforcements categorizes gangs in four groups:groups:– Delinquent youth gangsDelinquent youth gangs– Turf-based gangsTurf-based gangs– Crime-oriented gangsCrime-oriented gangs– Violent hate gangsViolent hate gangs

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Five Types of AggressionFive Types of Aggression (Lancelotta & Vaughn, 1989)(Lancelotta & Vaughn, 1989)

Provoked Physical Aggression – one student hits or taunts another, who retaliates

Unprovoked Physical Aggression – student acts aggressively with no apparent prompting

Verbal Aggression – one student screams, yells, or uses another verbal expression to attack another

Outburst Aggression – student “blows up”

Indirect Aggression – student does something sneaky or tricky to get back at another student

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ImmaturityImmaturity

Immature students are identified by teacher when Immature students are identified by teacher when they show little interest in schoolworkthey show little interest in schoolwork

Immature student is usually overly dependent on Immature student is usually overly dependent on parents and caregivers and have difficulty being parents and caregivers and have difficulty being responsible members of a groupresponsible members of a group

Behaviors include:Behaviors include:– Lack of perseveranceLack of perseverance– Failure to finish tasksFailure to finish tasks– Short attention spanShort attention span– Poor concentrationPoor concentration– Frequent daydreaming or preoccupationFrequent daydreaming or preoccupation

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Causes of EBDCauses of EBD

BiologicalBiological

EnvironmentalEnvironmental

– Home conditionsHome conditions

– Community conditionsCommunity conditions

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Response to Intervention for Students Response to Intervention for Students With EBDWith EBD

Tier 1 RTI Tier 1 RTI – involves implementation of:– involves implementation of:– Explicit teaching of rules and consequences, use of research-Explicit teaching of rules and consequences, use of research-

based universal strategies for general classroom management, and based universal strategies for general classroom management, and universal screeninguniversal screening

Tier 2 (secondary) Tier 2 (secondary) – are typically small group interventions – are typically small group interventions that provide students with:that provide students with:– Self-control, self-monitoring, social, and self-management skills Self-control, self-monitoring, social, and self-management skills

they need to benefit from universal strategies they need to benefit from universal strategies

Tier 3 (tertiary) Tier 3 (tertiary) – begin with a comprehensive functional – begin with a comprehensive functional behavior assessment (FBA) behavior assessment (FBA)

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Critical Steps in Designing an Effective Critical Steps in Designing an Effective FBA FBA

(Shippen, Simpson, & Crites, 2003)(Shippen, Simpson, & Crites, 2003)

DefiningDefining the target behavior in behavioral terms. the target behavior in behavioral terms. Collecting and monitoring Collecting and monitoring the target behavior through the target behavior through

ongoing data collection.ongoing data collection. RecordingRecording the events and behaviors that precede and the events and behaviors that precede and

follow the target behavior.follow the target behavior. DevelopingDeveloping a hypothesis of the conditions under which the a hypothesis of the conditions under which the

target behavior occurs.target behavior occurs. DevelopingDeveloping an intervention plan that considers the an intervention plan that considers the

antecedents and reinforcers.antecedents and reinforcers.

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Teaching Guidelines and AccommodationsTeaching Guidelines and Accommodations

Changing behaviorChanging behavior Resolving conflicts and promoting self-controlResolving conflicts and promoting self-control Teaching self-monitoring skillsTeaching self-monitoring skills Teaching self-management skillsTeaching self-management skills Teaching social skillsTeaching social skills Using social learning strategiesUsing social learning strategies Implementing school-based wraparoundImplementing school-based wraparound Adapt instructionAdapt instruction

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Benefits of Teaching Self-Monitoring Benefits of Teaching Self-Monitoring SkillsSkills

It is practical and takes little extra time on the teacher’s part.It is practical and takes little extra time on the teacher’s part. It can be used to improve a variety of academic and social skills.It can be used to improve a variety of academic and social skills. Is uses monitoring systems, such as charting progress that provide Is uses monitoring systems, such as charting progress that provide

students with evidence of improved behavior.students with evidence of improved behavior. It provides more immediate feedback.It provides more immediate feedback. It increases students’ independence and helps them be responsible for It increases students’ independence and helps them be responsible for

their own behavior.their own behavior. It facilitates communication with parents.It facilitates communication with parents. It encourages individual improvement rather than competition across It encourages individual improvement rather than competition across

students.students.

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Steps to Developing a Self-Steps to Developing a Self-Management PlanManagement Plan

Teacher and student identify and agree on behavior to be Teacher and student identify and agree on behavior to be changed.changed.

Identify when and where the behavior most frequently Identify when and where the behavior most frequently occurs.occurs.

Establish realistic goals for changing the behavior.Establish realistic goals for changing the behavior. Identify a timeline showing how long the plan will be in Identify a timeline showing how long the plan will be in

effect.effect. Identify reinforcers and consequences.Identify reinforcers and consequences. Self-evaluate the success of the program each day.Self-evaluate the success of the program each day.

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Elements of a Successful Wraparound Elements of a Successful Wraparound System System (Eber & Keenan, 2004)(Eber & Keenan, 2004)

Use services that are based in the community.Use services that are based in the community. Individualize supports and services and base them on student Individualize supports and services and base them on student

strengths.strengths. Use culturally appropriate practices.Use culturally appropriate practices. Involve families as active members.Involve families as active members. Collaborate with family, child, agencies, and community services to Collaborate with family, child, agencies, and community services to

create plan and provide services as a team.create plan and provide services as a team. Investigate flexible use of resources and funding.Investigate flexible use of resources and funding. Involve collaborative team in establishing goals and evaluating Involve collaborative team in establishing goals and evaluating

outcomes.outcomes. Maintain a strong commitment to the wraparound system.Maintain a strong commitment to the wraparound system.

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Definitions of ASD/Asperger Syndrome Definitions of ASD/Asperger Syndrome and PDDand PDD

Pervasive Developmental Disorder Pervasive Developmental Disorder (PDD) is a diagnostic (PDD) is a diagnostic category used by the APA to describe five related category used by the APA to describe five related disabilities:disabilities:– AutismAutism– Rett SyndromeRett Syndrome– Childhood Disintegrative DisorderChildhood Disintegrative Disorder– Asperger SyndromeAsperger Syndrome– Pervasive Development Disorder – Not Otherwise SpecifiedPervasive Development Disorder – Not Otherwise Specified

Autism Spectrum Disorder Autism Spectrum Disorder (ASD) is a term to describe a (ASD) is a term to describe a subgroup of PDD, namely autism and Asperger syndrome.subgroup of PDD, namely autism and Asperger syndrome.

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AutismAutism

Autism is a developmental disability that Autism is a developmental disability that typically appears during the first 3 years of typically appears during the first 3 years of life.life.

In order to diagnose a child with autism In order to diagnose a child with autism features must be documented in three areas:features must be documented in three areas:– Six or more combinations of the following:Six or more combinations of the following:

Impairments in social interactionsImpairments in social interactions Impairments in communicationImpairments in communication

– Stereotypical behaviorStereotypical behavior– Onset before age 3Onset before age 3

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Asperger SyndromeAsperger Syndrome

Asperger syndrome Asperger syndrome is the next most is the next most common PDD. These students have common PDD. These students have impairments in social skills, abstract impairments in social skills, abstract thinking, and the ability to relate to and thinking, and the ability to relate to and identify emotions but have normal IQs and identify emotions but have normal IQs and extensive verbal abilities.extensive verbal abilities.

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Diagnosis of Asperger SyndromeDiagnosis of Asperger Syndrome

Asperger syndrome is diagnosed by documenting Asperger syndrome is diagnosed by documenting behaviors in six different areas:behaviors in six different areas:– Qualitative impairment in social interactionsQualitative impairment in social interactions– Stereotypical behavior such as abnormal preoccupation with Stereotypical behavior such as abnormal preoccupation with

one or more areas of interest or focus, inflexible adherence one or more areas of interest or focus, inflexible adherence to routines or rituals, and stereotyped motor mannerismsto routines or rituals, and stereotyped motor mannerisms

– Presence of an impairment in a social, occupational, or Presence of an impairment in a social, occupational, or vocational areavocational area

– No clinically significant delay in languageNo clinically significant delay in language– No clinically significant delays in cognition, self-help, No clinically significant delays in cognition, self-help,

adaptive skills, or curiosity about the environmentadaptive skills, or curiosity about the environment– Must not meet the criteria for schizophreniaMust not meet the criteria for schizophrenia

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Rett SyndromeRett Syndrome

A child diagnosed with Rett syndrome must have normal A child diagnosed with Rett syndrome must have normal prenatal and perinatal development, normal psychomotor prenatal and perinatal development, normal psychomotor development for the first 5 months, and normal head development for the first 5 months, and normal head circumference.circumference.

Child must exhibit normal development in the following areas Child must exhibit normal development in the following areas until a loss of skills occurs between 5 and 48 months:until a loss of skills occurs between 5 and 48 months:

Deceleration of head growth

Poor gait or trunk movements

Loss of hand skills Severely impaired receptive and expressive communication

Loss of social engagement

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Childhood Disintegrative DisorderChildhood Disintegrative Disorder

Child must have a normal pattern of development Child must have a normal pattern of development through age 2through age 2

Between age 2 and 10 child demonstrates a Between age 2 and 10 child demonstrates a regression of skills in two of the following areas:regression of skills in two of the following areas:

Language Motor skills

Social skills Delay in social interaction

Adaptive skills Delay in communication

Bowel or bladder control Delay in stereotypic behavior

Play skills

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Characteristics of Students with Characteristics of Students with ASD/Asperger SyndromeASD/Asperger Syndrome

Social skills:Social skills:– Do not interact with other people in a typical Do not interact with other people in a typical

fashion (National Research Council, 2001)fashion (National Research Council, 2001)– Have difficulty seeing the world from the Have difficulty seeing the world from the

perspective of another personperspective of another person– Have difficulty regulating their emotionsHave difficulty regulating their emotions

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Communication skills:Communication skills:– Many children with autism do not talk at all Many children with autism do not talk at all

(National Research Council, 2001)(National Research Council, 2001)– Those who develop language use it in unusual Those who develop language use it in unusual

waysways– Body language rarely matches what students Body language rarely matches what students

are sayingare saying– Have difficulty expressing wants and needsHave difficulty expressing wants and needs

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Repetitive behaviors and routines:Repetitive behaviors and routines:– Many students with autism engage in repetitive Many students with autism engage in repetitive

behaviors and routines behaviors and routines (National Research Council, 2001)(National Research Council, 2001)

– Some tend to insist on sameness or Some tend to insist on sameness or consistency in the environmentconsistency in the environment

– May be preoccupied with very specific interestsMay be preoccupied with very specific interests

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Identification and Assessment of Identification and Assessment of Students with ASDStudents with ASD

Most are diagnosed in early childhoodMost are diagnosed in early childhood Teachers will be involved in initial Teachers will be involved in initial

evaluations and assessments as well as evaluations and assessments as well as ongoing assessment and reevaluationongoing assessment and reevaluation

Assessment of contextual variables is Assessment of contextual variables is important, many students may only exhibit important, many students may only exhibit skills in one contextskills in one context

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Curricular and Instructional Curricular and Instructional Guidelines for Students with ASDGuidelines for Students with ASD

Assess preferencesAssess preferences– Get a “picture” of the student’s likes and dislikes in terms of Get a “picture” of the student’s likes and dislikes in terms of

activitiesactivities– Assess contexts students find difficultAssess contexts students find difficult– Assessments should be conducted two times per yearAssessments should be conducted two times per year

Establish a classroom routineEstablish a classroom routine– Organize classroom activitiesOrganize classroom activities– Communicate daily routine to studentsCommunicate daily routine to students– Involve student as much as possible in routine developmentInvolve student as much as possible in routine development– Consider students’ high- and low-preference activities in designConsider students’ high- and low-preference activities in design– Establish routine earlyEstablish routine early

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Teach Communication SkillsTeach Communication Skills– Develop a comprehensive plan of skills to be taughtDevelop a comprehensive plan of skills to be taught– Daily schedule should involve massed trials strategyDaily schedule should involve massed trials strategy– Teach communication skills as part of natural contextTeach communication skills as part of natural context– Collaborate with speech and language pathologist to identify best Collaborate with speech and language pathologist to identify best

augmentative or alternative communication (AAC) deviceaugmentative or alternative communication (AAC) device

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Teach Social SkillsTeach Social Skills– There is a great deal of overlap between communication and There is a great deal of overlap between communication and

social skillssocial skills– Teach skills to initiate appropriate social interactions, Teach skills to initiate appropriate social interactions,

respond to social initiation from others, and termination of respond to social initiation from others, and termination of social interactionssocial interactions

– Teach students how to use social skills in appropriate Teach students how to use social skills in appropriate contextscontexts

– Social skills targeted for instruction include:Social skills targeted for instruction include:

Initiating conversations with others

Maintaining conversations

Responding to initiations Responding to criticism

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Social Problem SolvingSocial Problem Solving

Social problem solving involves teaching social Social problem solving involves teaching social skills you want students to performskills you want students to perform

Skills taught include: maintaining appropriate Skills taught include: maintaining appropriate distance from others when initiating an interaction, distance from others when initiating an interaction, and strategies to monitor and manage behaviorand strategies to monitor and manage behavior

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Social Story InterventionsSocial Story Interventions

Social Story interventions are based on premise Social Story interventions are based on premise that children with ASD are unable to interpret the that children with ASD are unable to interpret the social context or imagine the perspective of others social context or imagine the perspective of others in social interactions.in social interactions.

Social Story is an individualized short story Social Story is an individualized short story designed to clarify a particular social context, the designed to clarify a particular social context, the perspectives of others in that context, and the perspectives of others in that context, and the social skills to be performed.social skills to be performed.

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Guidelines for Developing Social Guidelines for Developing Social Stories Stories (Gray, 2000)(Gray, 2000)

StoriesStories should be tailored to student’s comprehension should be tailored to student’s comprehension level.level.

StoriesStories may consist of a series of simple sentences and/or may consist of a series of simple sentences and/or picture cues that describe the context and provide picture cues that describe the context and provide examples of desired responses, explain perspectives of examples of desired responses, explain perspectives of others, and explain rules of social engagement.others, and explain rules of social engagement.

StoriesStories should provide a description of social context and should provide a description of social context and social exchange and be directive in telling the student how social exchange and be directive in telling the student how to behaveto behave

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Addressing Challenging BehaviorAddressing Challenging Behavior

Challenging behavior Challenging behavior is defined as behavior by a is defined as behavior by a child that results in self-injury or injury to others, child that results in self-injury or injury to others, causes damage to the physical environment, causes damage to the physical environment, interferes with acquisition of new skills, and/or interferes with acquisition of new skills, and/or socially isolates the child socially isolates the child (Sigafoos, Arthur, & O’Reilly, 2003)(Sigafoos, Arthur, & O’Reilly, 2003)

Challenging behaviors Challenging behaviors are a form of are a form of communication for students with disabilitiescommunication for students with disabilities

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Addressing Challenging BehaviorAddressing Challenging Behavior

Ways to address challenging behavior Ways to address challenging behavior include:include:– Functional Behavioral Assessment (FBA)Functional Behavioral Assessment (FBA)

Indirect assessmentIndirect assessment Direct assessmentDirect assessment Functional analysisFunctional analysis

– Positive Behavioral Support (PBS)Positive Behavioral Support (PBS) Based on sound behavioral science of human behaviorBased on sound behavioral science of human behavior Interventions must be practical and based on FBA resultsInterventions must be practical and based on FBA results Consider the social value during assessment and Consider the social value during assessment and

intervention processintervention process

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Autism: Ideas from a parent of a Autism: Ideas from a parent of a 99thth grader with autism (interview) grader with autism (interview)

Sensory issuesSensory issues: challenge faced by : challenge faced by children with disabilitieschildren with disabilities– Light, sound, movementLight, sound, movement

Can triggerCan trigger– aggression, anger, withdrawalaggression, anger, withdrawal

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Autism: tips for the classroom Autism: tips for the classroom environment (parent viewpoint)environment (parent viewpoint)

Weighted lap pads (heavy blanket)Weighted lap pads (heavy blanket) ““Discs” for sitting uponDiscs” for sitting upon Hand held “fidgets”Hand held “fidgets” Bean bag chairsBean bag chairs Allow them to lie stomach down, resting heads on handsAllow them to lie stomach down, resting heads on hands SuckersSuckersSensory rooms: sort of like an exercise roomSensory rooms: sort of like an exercise room

~includes swings, weights, large exercise balls. Exercise, ~includes swings, weights, large exercise balls. Exercise, activity, deep pressure and quiet help calm a personactivity, deep pressure and quiet help calm a person

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Autism tips (parent viewpoint)Autism tips (parent viewpoint)

Shortened school day or week, if possibleShortened school day or week, if possible Ear protection, if noise is difficultEar protection, if noise is difficult Fire drills (common fear): Let child know about fire drills in Fire drills (common fear): Let child know about fire drills in

advanceadvance Teach to strengths: most children with autism are visual…Teach to strengths: most children with autism are visual…

don’t just speak! Write on board! Other visuals!don’t just speak! Write on board! Other visuals! Use daily/weekly/monthly/yearly plannersUse daily/weekly/monthly/yearly planners If mainstreamed, child should sit up frontIf mainstreamed, child should sit up front Invoke student name occasionally, check if on taskInvoke student name occasionally, check if on task All persons working with kids should know about social All persons working with kids should know about social

stories (Carol Gray) and speech bubbles (sort of like comic stories (Carol Gray) and speech bubbles (sort of like comic strip bubbles, portraying thoughts, feelings, emotions)strip bubbles, portraying thoughts, feelings, emotions)

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Scenario #1Scenario #1

Jamie is in fifth grade and was diagnosed with Jamie is in fifth grade and was diagnosed with autism when he was three. He has a very broad autism when he was three. He has a very broad vocabulary but often becomes focused on one vocabulary but often becomes focused on one topic, usually bears. Recently, the classroom topic, usually bears. Recently, the classroom seating chart has been changed to assist other seating chart has been changed to assist other students with behavior issues. This change has students with behavior issues. This change has affected Jamie’s routine and he is now acting out affected Jamie’s routine and he is now acting out in class as well. How could these behaviors have in class as well. How could these behaviors have been either avoided or handled as they are been either avoided or handled as they are occurring? occurring?

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Scenario #2Scenario #2

Ashley, a student with autism, was working Ashley, a student with autism, was working on her worksheet when a fellow classmate, on her worksheet when a fellow classmate, Jack, asked if he could borrow a few Jack, asked if he could borrow a few highlighters. Ashley didn’t respond and highlighters. Ashley didn’t respond and when Jack took one of her highlighters, she when Jack took one of her highlighters, she began violently rocking and bit herself over began violently rocking and bit herself over and over again. As a teacher, what can you and over again. As a teacher, what can you do to assist Ashley with these behaviors?do to assist Ashley with these behaviors?

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If time, Grading and Learning

A~Seven Practices for Effective Learning B~Farce Called Grading C~Students with Emotional Behavioral

Disorders-Promoting Positive Outcomes– Divide into three groups– Skim/scan reading packet– Prepare a large “poster” with a title, main ideas

and some details

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Basic Needs Activity

(See “behavior ideas” file)

Learning goal: People will recognize that all behavior is a way to achieve pleasure and avoid pain.

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Take aways…Exit papersTake aways…Exit papers

Share something you will take away from our Share something you will take away from our time together tonighttime together tonight

Exit/participation papers: Fill out and turn Exit/participation papers: Fill out and turn in….in….

9:45-10:009:45-10:00

Group work….Group work….

Documents

Workshop #3 xlearners.wordpress Rachel Karlsen