Preparing Paraeducators to Assist Students with Autism

The Autism Spectrum

Disorders Academy

Paraeducator Training Resources 180 Cook St. #111Denver, CO 80206

303-871-0832 [email protected]

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©Paraeducator Training Resources, Inc. 2009

A Child with Autism …

“If you’ve seen one child with autism,

you’ve seen one child with autism.”

– Brenda Smith-Myles

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Autism Spectrum Disorders Overview

Module A: Overview and History of Autism1. Myths vs. facts

2. History and definitions

3. Common characteristics

4. Research-based interventions

Module B: Communication1. Speech, language, and communication

2. Communication deficits

3. Supporting communication

4. No-tech, low-tech, and high-tech communication systems

5. Demonstrate a communication device

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Overview - Continued

Module C:Visual Supports1. Why visual supports?

2. Functions of visual supports

3. Illustrate a variety of visual supports

4. How visual supports are used with students

5. Making visual supports

Module D: Structured Teaching1. Key features of structured teaching

2. Physical structures

3. Work systems

4. Prompting hierarchy

5. Discrete trial instruction, errorless learning, data collection

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Overview - Continued

Module E: Social Skills1. Social skills in naturalistic settings

2. Joint action routines

3. Social stories, rule cards, Power cards

4. Pivotal Response Training

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Questions to Be Addressed in Module A

What is autism?

• What are the myths and facts about autism?

• How has autism been identified throughout the years?

• What labels are associated with the autism spectrum?

• What causes autism?

• What are the common characteristics of autism?

• What are research-based interventions for ASD?

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Myths vs. Facts

1. … eye contact

2. … touched

3. … all flap hands or look through fingers

4. … challenges across environments

5. … don’t communicate

6. … want friendships, don’t know how

7. … can’t learn

8. … genius / savant

9. … don’t have feelings

10. … contagious

11. … affectionate

12. … marry, have children, and friends

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Myth vs. Fact - Continued

13. … are all boys

14. … could act “normal”

15. … have difficulty with social skills

16. … like same things as other people

17. … right treatments yield “normalcy”

18. … can live productive lives as adults

19. … will outgrow it

20. … families deserve pity

21. … have a “normal” person inside

22. … danger to society

23. … obsessive interests and rituals

24. … violent

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Headline History of Autism

1940s• Roots in medicine and psychiatry• Emphasis on description• Not much happens in schools

1970’s• First special education law passes• Emphasis on “Childfind”• Deinstitutionalization• Schools gear up

1980s• More research on autism

• Education gets a “heads-up”

• Mainstreaming is the buzz word9


Headline History of Autism

1990s• Autism label is listed as a disability

• Numbers increase drastically

• Inclusion is the new IDEA!

2000s• Use of scientifically researched

practices

• Education is a proven intervention

• Teaching methods emphasize students’ strengths

• Numbers continue to grow

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What’s in a Label?

• Autism

• Asperger Syndrome

• Autism Spectrum Disorder (ASD)

• Pervasive Developmental Disorder (PDD)

• Pervasive Developmental Disorder - Not Otherwise Specified (PDD-NOS) / Atypical Autism

• Childhood Disintegrative Disorder

• Rhett Syndrome

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Relationship Among Autism Spectrum Disorders

- adapted from Lord & Risi (2000)

Overlapping circles represent that symptoms overlap although the disorders do not. Autism appears in the center, other disorders extend in decreasing severity and in decreasing number of domains affected.

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Diagnosing Autism Spectrum Disorders

• Difficult to diagnose

• Atypical development in young children may be related to other things

• No blood tests

• No DNA markers known yet

• Extensive observation is necessary

• There are so many differences in children with ASD - don’t all have the same characteristics or behaviors

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Study Group Directions

• Look at handout H9 – Study Group Assignments to see which interventions or practices your group will read about.

• Identify one or two of the most important characteristics of the intervention or practice.

• Find the rating the intervention has been given and try to understand why it received this label, based on the information you are provided.

• Be ready to explain to your “Home Group” why it was given that rating.

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Jigsaw Directions

Step 1: Home Group

Step 2: Study Pairs Step 3: Back to

Home Group

Step 4: Whole Group Debrief

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Questions to Be Addressed in Module B

• What is communication?

• How are speech, language, and communication related to one another?

• What problems with communication are sometimes evident in students with ASD?

• What can a paraeducator do to support communication?

• How can paraeducators assist students who use unaided (no-tech), and aided (low-tech and high-tech) systems?

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What Is Communication?

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Communication is when someone sends a messageto another person and the message is received and understood.

Everyone Communicates!• Communication is not just speech.

• Communication may occur through behavior, signs, gestures, pictures, body language, symbols, vocalizations, etc.

• Communication often relies on language

• Language is a system of symbols and rules that govern the use of the symbols to convey meaning.


Communication Problems Associated with ASD

• Limited inclination to share enjoyment, interests, or achievements with other people

• Primary purposes for communication tend to be:

• requests (get someone to do something)• protests (get someone / something to

stop)

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Communication and Behavior

• Lack of other communication system– few words, symbols, signs, or meaningful gestures – may result in behaviors we see as problematic

• Adults need to understand behavior –look deeper to understand the communication that is occurring

• Behaviors may communicate:• Frustration• Fear or other emotional upset• Discomfort – need to escape noise, light,

sensory irritation• Boredom• Physical needs – thirst, hunger, bathroom• Protest • A request • Many other things….

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Communication Deficits in Students with Autism

Major Deficits

1. The capacity for joint attention

2. The capacity for symbol use

3. Verbal communication

4. Nonverbal communication

Prizant, Schuler, Wetherby, & Rydell, 1997

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Support communication

Everyone communicates Communicate with students Expect them to respond

Focus on positive aspects of what they can do

Encourage communication with peers Let the other kids experiment with a variety of

ways to communicate Create communication opportunities

Be a supportive communication partner Eye contact Your volume and tone of voice Listening & watching Other avenues

Be an interpreter

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Echolalia is…

• A literal repetition of others’ speech either

• Immediately (immediate echolalia)

• May / may not include understanding of the meaning of the message

• Later (delayed echolalia)

• Reflects an ineffective attempt to connect language meaning with an event

• May be equivalent to a single word, or longer utterance

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Functions of Echolalia

• Some research suggests that echolalia may be an early but productive, stage of language development

• It may be a language learning strategy – eventually leading to more efficient communication

• It may be child’s best effort to communicate

• We should honor the effort, try to understand the intent and help the child move forward in language development

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Assisting Students with Echolalia

Adults can assist a student who is using echolalia to communicate

Step 1: try to understand the communicative intent

Step 2: provide supports that help him/her get his/her message across

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Echolalia Activity Directions:

To learn some ways to support students who are echolalic

form groups of about 5 people

assemble the puzzle pieces in your set

when you make a match, stop for a moment, read aloud, and discuss the suggested way to assist

Before you go on to the next piece, stop and discuss how you see yourself using this suggestion with students you know.

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No-Tech / Unaided Communication Systems

• American Sign Language (ASL)

• Learn 8 signs for common needs:• All done – finished• Pizza• Work• Drink• Bathroom • Sad• More• Cookie

• Signed Exact English (SEE)

• “Home Signs”

• gestures made up by the student

• Supporting a student that uses ASL, SEE, “Home Signs” or gestures

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Aided Communication Systems

(Low-Tech)

Involves objects or pictures

Involves storage of objects or pictures

Involves displaying objects or pictures for communication purposes

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A Picture-Based Communication Approach

Two adults are often involved at the start, each in a different role

No verbal prompts

Present one picture at a time

Do not plan to do it all in one session – plan many sessions across the day

Use different items paired with corresponding symbols or pictures in different sessions

Modify the picture or symbol to match motor skills of student

Two teaching methods: Backward Chaining Two-Person Prompting

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Monitoring Progress

Date Trial Pick Up Picture

or Object

Reach toward

communication partner

with picture or object in

hand

Release the picture or

object to the communication partner

Picture or

Object Used

Type of Activity

1 1:1

2 1:1

3 1:1

4 1:1

5 1:1

6 1:1

7 1:1

8 1:1

9 1:1

10 1:1

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Key: + = Independent ; FP=Full Physical Prompt; PP=Partial Physical Prompt


High Tech, Assistive, Alternative and Augmentative

Communication Devices

Name ofDevice

Why a student would use this kind of device

How it works

Strengths / Limitations

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Questions to be answered in Module C

What are visual supports?

What do they do?

Why should a student use visual supports?

Which ones make sense for students with ASD?

How do I get them or make them?

How do I use them?

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What are visual supports?

• Things you can see, for example…• You!

• use gestures / body movements to communicate meaning.

• smile and frown• nod your head• shake your head side to side• hold out your hand• Point• hold objects up for someone else to see

• Environmental cues! • Pictures, posters, photos, books, labels, signs,

objects, logos

• Things you make to address student needs!

• Schedules• Calendars• Choice boards• Rule charts• Lists• Instructions• Behavior cues

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What Do Visual Supports Do For Students with ASD?

• Provide information

• Establish the rules for behavior

• Give directions

• Illustrate what their choices are

• Prepare students for what comes next

• Show what will happen later

• Demonstrate how classes or activities will begin and end

• Help students get through the day without adults telling them every step

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Show & Tell Questions:

• Why would a student use this kind of visual support?

• How does it work?

• What are the limitations and strengths of this type of visual support?

• How did the student first learn to use the device?

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Notes Page for Activity 3.1

Examples

AS3.1a• This is an example of___________________________• A student would use this to______________________• The limitations and strengths are__________________• To teach a student to use this, I would_____________

AS3.1aa• This is an example of___________________________• A student would use this to______________________• The limitations and strengths are__________________• To teach a student to use this, I would_____________

See Handouts for additional space to write about examples of visual supports

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Teaching Students to Use their Visual Supports

1. Introduce

2. Demonstrate

3. Act it out

4. Video

5. Prompt (but not too much)

6. Use it in multiple settings

7. Signs that it is working: Fewer tantrums You repeat your directions less Child initiates actions Child uses more positive social behaviors You feel less stressed Student feels less stressed The day goes better overall Others notice that you’re smiling more Maybe more…..

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Making Visual Supports

• What kinds of visual supports are necessary?

• When do you make them?

• Where do you get the materials?

• Develop a relationship with Velcro!

• Use real objects

• Use pictures

• Organization

• Lamination

• Simplicity

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Questions Addressed in Module D

• What is structured teaching?

• How can I create structure in unstructured situations?

• How do I navigate among the levels of prompting and assistance?

• How do I teach students using discrete trial methods?

• What is errorless learning?

• How do I document a student’s progress on lessons taught through structured approaches?

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Structured Teaching

• An intervention philosophy or approach

• Developed by TEACCH at the University of North Carolina

• Allows for numerous instructional methods (e.g. picture exchange techniques, sensory integration strategies, music/rhythm interventions, discrete trial)

• 3 Key features:

• Structures the physical environment

• Incorporates visual instruction, visual organization, and visual clarity in tasks

• Employs systematic teaching methods, to:• make it easier to learn • decrease confusion/anxiety• provide positive behavioral supports

• Considers a student’s special interests

• Relies on data to make or change programming

• Increases independent functioning in many environments

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Jig for Table Setting

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Physical Structure

• Depends on student needs and environment • Needs vary • Some environments provide substantial structure• Some environments provide little structure • Fading

• Physical Structures:• Define where that environment begins and ends• Clarify what happens in that location • Protect the “space” needs • Provide a safe place for belongings • Reduce outside noise • Limit visual distractions• Reduce internal distractions

• Room Design • Provides specific places for activities• Affects performance of tasks• Separates materials for specific functions

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Visual Schedule Example

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Grid Paper

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Example of a Work System

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1. Question: What work?Answer: Rug Rats, Itsy Bitsy Spider, etc.2. Question: How Much Work?Answer: 4 things.3. Question: How do I know I’m making progress?Answer: Take cards off and match to

corresponding folders that contain work.4. Question: What happens next?Answer: Name card tells me to check my

schedule.


Discrete Trial Terms

• Cause-effect learning vs. observational learning

• Discrete trial instructional method• Stimulus• Discriminative stimulus• Prompting stimulus• Verbal prompting• Modeling• Physical prompting• Gestural prompting• Positional prompting• Response• Reinforcing stimulus• Inter-trial interval• Generalization 45


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Data Sheet B


Stimulus

Response

Word Splash

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Questions to Be Addressed in Module E

• What types of social skills need to be taught to students with ASD?

• How can I embed social skills into daily classroom routines?

• How do I create and use social stories?

• How do I pair the student’s special interests with social skills to make the skills more appealing?

• How do I create and use social scripts and power cards?

• How do I keep data on the student’s use of social skills?

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Social Skills

• • Difficulties include:• • •

• May not be motivated by social reinforcement

• LEAP identifies five key social skills to teach young children with ASD:

1. Getting your friend’s attention

2. Sharing – e.g. giving a toy

3. Sharing – e.g. requesting a toy

4. Play organizer – e.g. let’s play zoo, you be zookeeper

5. Giving a compliment

• These are not all of the social skills that a student needs to know, but they:

• Are a good foundation• Are critical life skills• Are important predictors of future success• As important to teach as academics• Build on strengths to encourage children with ASD to

socialize

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Age-Equivalent Example ofLEAP Social Skills – Older Students

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Other Social Skills Students May Need

Preschool1.

2.

3.

4.

5.

Elementary School1.

2.

3.

4.

5.

Middle School1.

2.

3.

4.

5.

High School1.

2.

3.

4.

5.

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How Do I Include Social Skills into Classroom Routines?

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Principles of Social Stories

Social Stories:

• Don’t work with every student.

• When they do work, they really work!

• Help students understand social situations.

• Include four types of sentences:1. Descriptive

2. Perspective

3. Directive

4. Affirmative

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Do’s and Don'ts of Social Stories

Do:• Keep it simple.

• Choose one social situation per story.

• Choose something that is difficult for student.

• Write it from the child’s perspective.

• Keep it positive.

• Include pictures to illustrate the words.

• Read the story at a teachable moment.

• Provide repeated exposure to the story.

• When a problematic situation occurs, remind student what to do using words from the story.

Avoid:• Trying to do more than one situation in a story.

• A lot of “bossy” statements.

• Negative statements.Adapted from Carol Gray’s Social Stories and from Autism Inspiration;

http://www.autisminspiration.com

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Special Interests

• Special interests can be:• An object• A subject

• Students with ASD tend to have interests that are different from their peers:• in focus (pictures of bowling balls)• in intensity (they ALWAYS have to play with or

want to talk about Thomas the Tank Engine)

• Including special interests increases• Success• Motivation• Engagement

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How Do I Create and UseSocial Scripts and Power Cards?

Social Scripts:• Can be written using the child’s favorite

cartoon character or movie star as the main character of the story.

• Can be written in the form of directions for what to do in social situations.

• Can be used to teach a specific skill.

Power Cards:• Small card that gives the key points of

navigating a difficult social situation.• Include a picture or mention of the child’s

special interest.• Students carry the cards with them and use

them to remind themselves of what to do in a given situation.

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Documenting Use of Social Skills

• Data should inform WHAT is taught.

• Data help us know HOW we should teach social skills by showing us what worked most effectively in the past.

• Data help us know WHEN the skill is mastered and, therefore, WHEN we can move on.

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Accepting Item

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Cooperative Play

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Name: Caesar

Objective: Caesar will play build a tower that is 8 blocks in height by taking turns with a peer during block center

Criteria: 8 blocks in height, 2 minute duration, 3/5 times across 3 trials Date Prompting Minutes Date Prompting Minutes Date Prompting Minutes 1/3 I G/V PP FP R 0 I G/V PP FP R I G/V PP FP R

1/5 I G/V PP FP R 0 I G/V PP FP R I G/V PP FP R

1/7 I G/V PP FP R 30 secs. I G/V PP FP R I G/V PP FP R

1/9 I G/V PP FP R 1 minute I G/V PP FP R I G/V PP FP R

1/11 I G/V PP FP R 1 minute I G/V PP FP R I G/V PP FP R

I G/V PP FP R I G/V PP FP R I G/V PP FP R










Key: I = Independent G/V = Gestural/ Verbal PP = Partial Physical Assistance FP = Full Partial Assistance R = Refusal


Sharing

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