September 12th, 2009University of Colorado at Denver

Impairment in social interactions Impairment in communication Restrictive/ Repetitive repertoire of

behaviors, activities and interests

Common Additional Challenges Motor/ Movement Sensory

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VISUAL LEARNERS!!!

Concrete thinking – literal interpretations and physical experiences

Concrete perceptual associations

Excessive focus on details – may misinterpret the information or only receive fragments of the information

May misinterpret the meaning of experiences McGinnity, K. & Negri, N. (2005), Quill, K. (2000), Notbohm, E. (2005)

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Limited ability to learn from [just] modeling

Distractibility and/ or “differently dispersed attention” (McGinnity, K. & Negri, N. (2005) p. 146)

Difficulty with combining or integrating information that has been learned

Difficulty with organizing and sequencingMcGinnity, K. & Negri, N. (2005), Quill, K. (2000), Notbohm, E. (2005)

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Difficulty applying learned skills or information

Difficulty generalizing skills or information

Limited ability to regulate responses to sensory stimuli (over- and/ or under-responsive)

Difficulty with motor planningMcGinnity, K. & Negri, N. (2005), Quill, K. (2000), Notbohm, E. (2005)

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Movement Differences (tics, perseveration, starting, stopping, combining, switching, etc.)

Limited communication skills (verbal & nonverbal)

Limited and/ or differences in social understanding/ interactions

Organizing and remembering information as a gestalt rather than analyzing the interrelated meaning of its parts

McGinnity, K. & Negri, N. (2005), Quill, K. (2000), Notbohm, E. (2005)6

Need for predictability and routine

Processing information that is visual, organized, frequently repeated, and that does not change rapidly

McGinnity, K. & Negri, N. (2005), Quill, K. (2000), Notbohm, E. (2005)

How do we support this learning style?

Specific Curriculum Content Highly Supportive Teaching Environments Generalization Strategies Predictable Routines Functional Approach to Problem Behaviors Planned Transitions across Settings Active Family Involvement Highly Trained Staff Adequate Resources Recognize the Importance of

IndividualizingDawson & Osterling (1997) & Dawson & Romanczyk (1999) as cited in National Research Council-NRC , 2001, p. 149

Definition – Based on the TEACCH Model (Treatment and Education of Autistic and Related Communication Handicapped Children), this method of teaching uses a highly structured environment, predictable routines and visual strategies (Neisworth, J. & Wolfe, P., 2005).

TEACCH was originally developed for elementary aged children in 1972 in North Carolina.

Standardized training protocol has allowed TEACCH to be replicated internationally (Denmark, France, Norway, Sweden and Switzerland).

NRC (2001)

Think multi-tiered “Birthday Cake”• Physical Structure• Visual Supports• Work/ Activity Systems• Routines and Strategies• Structured Tasks

Answer the following questions:• What is expected of me?• How do I know I’m making progress?• How do I know I’m finished?• What’s next?

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(ALWAYS START HERE!) Physical Structure

Work/ Activity Systems

Routines and Strategies

Structured Tasks

Visual Supports

The way that you arrange the furniture and materials add meaning and context to the area or environment.

Discrete, meaningful, basic teaching areas• Transition Area• Play/Leisure Area• Group Area• Quiet or Break Area • Work Areas

• One to One Area• Independent Work area

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Clear physical and visual boundaries

Clear visual pathways

Minimized auditory and visual distractions

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Group Activity◦ Telephone

Visual Motor Auditory

Visual Supports

Whole group/ class• Daily Schedule• Classroom Rules/ Expectationso Sit o Raise hando Sit quietly(Brainstorm classroom expectations and how to make

visual)Areas defined

• 1 on 1 area• Large group• Break/ leisure• Independent work

Individual visual supports• Scheduleo Objecto Pictureo Wordso Pictures and words

• First/ Then• I’m working for…• Expectationso Steps of a specific activityo Classroom “rules”

A visual cue that indicates what activities will occur and in what order

Visually represent what activities will occur and in what sequence

This is a routine that teaches flexibility

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Object• Object that will be used in the activity• Object that is symbolic of the activity or the

area Photograph Drawing Icon Picture/word combination Single word Phrases or sentences

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One item at a time

Top to bottom sequence

Left to right sequence

Multiple rows

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Teacher hands student schedule info

Stationary schedule in a central area • Table, shelf, wall

Portable schedule• On clipboard, in notebook

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Student goes to schedule with transition symbol• From same room, within view, from various

locations Student travels to schedule using verbal

cue• From same room, within view, from various

locations Student spontaneously checks schedule

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Work Systems

A systematic strategy to do the work that needs to be completed; a visual way to answer the following questions:

What is expected of me? What work?

How much work? How do I know I’m making progress?

How do I know I’m finished? What’s next?

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Presenting a single item task

Arranging tasks left to right

Matching visual symbols• (Colors, letters, numbers, shapes, letters) to

containers (baskets, files…)

Matching words on cards to containers

Following a written list to select assignments

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Materials “disappear” into containers on right side

Materials are placed on a shelf or table on right

side

All visual symbols are gone from work system and

matched to assigned containers

All visual symbols on work system are turned over

as tasks are completed

All items on list are marked/ checked off as tasks

are completed

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Routines &

Strategies

Systematic and specific ways of approaching daily activities and carrying out specific tasks

First - Then

Check schedules

Follow work system

Left to right/top to bottom

Visuals that support, explain, or review routines, expectations, or procedures

For routines and strategies to be truly supportive, they must be predictable and used consistently.

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Giving meaning to the activity by showing the student what to do with the materials to complete the task

Visual clarity - refers to methods for highlighting the salient cues of the task

• Materials define the task

• Organize and limit materials• Clear visual beginnings and endings• Picture instructions• Written instructions

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When the student is not attending, ask:

M Is the activity Meaningful?

O Is the activity Organized?

M Is the activity Motivating?

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Developed by Lovaas – a component of Applied Behavior Analysis (ABA)

Definition - DTF is a highly structured, consistent, and concrete method of teaching. It includes a stimulus (antecedent), a behavior and a consequence.

OR DTF is “… distinct and repeated practice of

correct responding to a signal, followed by reinforcement.” Neisworth, J. & Wolfe, P. (2005) p.48

Components of DTFClear beginning and endPresentation of SD (discriminative stimulus) – the

cue used by the teacher to facilitate behavior/ response

Prompt(s) – Must be faded for independence• Physical prompt• Gestural prompts• Positional prompts• Verbal prompts

Student responseConsequence – delivered immediatelyData collectionBetween trials-intervalMaurice, C. et al. (1996), NRC (2001), Neisworth, J. & Wolfe, P. (2005)

Most-to-least (new skills)◦ Full physical◦ Partial physical◦ Gestural or Modeling◦ Positional◦ Verbal

Least-to-most (maintenance or spontaneity)◦ (Opportunity for independence)◦ Verbal cues◦ Positional◦ Gestural or Modeling◦ Partial physical◦ Full physical

Watch for dependency GOAL – FADE, fade…fade… - caution w/ verbal

Effective Teaching Techniques Task Analysis Chaining

◦ Forward◦ Backward

Shaping

Programming/ Supports (Autism)

Small Student: Teacher ratio (NRC, 2001)

◦ 1:1 – 1:8 (average 1:3 and daily 1:1 time)◦ The ratio must ensure that each child’s individual

needs are met Speech and Language Occupational Therapy Physical Therapy Direct teaching of Social Skills

Programming/ Supports (Asperger)

General Education Classrooms◦ Focus on Adaptations/ Modifications

Speech and Language◦ Pragmatics

Social Skill Development Occupational Therapy Physical Therapy

Definition – The ability to learn a skill in one situation and be able to appropriately apply that skill in another, similar (but different) situation (across people too).

Strategies to facilitate generalization• Teach in the environment the skill will be used• Teach in multiple environments• Use a variety of teachers to teach the skill• Change one thing at a timeo Persono Environmento Amount of supporto Expectationso Maurice, C, Green, G. & Luce, S. (1996); Neisworth, J. & Wolfe, P.S. (2005)

Effective Teaching Strategies Must Incorporate:

• Specific Knowledge of your student(s)• Under what conditions does he/ she learn best?• What are his/ her interests?• Routines/ Schedules – individualized• Support transitions• Give Choices• Breaks & Safe Place• Teach to Strengths too

Kluth, P. (2003)

Autistic children don’t deserve to be molded into someone they are not. They deserve to learn and grow, and feel comfortable about themselves. Their worlds can expand to include new experiences, and they can become teachers, opening others to their viewpoints. (O’Neill, cited in Kluth, 2003, p.1)