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Library Services for Youth with ASD, Part 2:
Resources and instructional strategies for youth with ASD
Dr. Lesley Farmer, CSULB
Learning Objectives Identify print resources that work well with youth having
ASD. Identify digital resources that work well with youth having
ASD. Discuss effective reading strategies for youth with ASD. Discuss effective instructional strategies for youth with
ASD. Discuss effective learning activities for youth with ASD.
Autism Spectrum Disorder (ASD) 5 developmental disorders: Autistic Disorder, Rett’s
Syndrome, Childhood Disintegrative Disorder, Asperger Syndrome, and Pervasive Development Disorder
Symptoms can range from mild to extreme Children manifest symptoms of this group of
disorders either at birth (early infantile autism) or by the age of three (regressive autism)
More boys than girls are affected by autism, although diagnosed girls tend to have more severe behaviors (American Psychiatric Association, 1994)
Sensory system for people with autism differs from others; body language may also differ
Universal Design
Use accessible formats and methods, such as ADA-compliant web pages.
Keep processes simple, clear, intuitive. Provide choice and flexibility in seating,
resources, interaction, pacing. Encourage positive communication and
learning environment.
Getting Started Collaborate! Address full scope of deficits. Remember developmental sequences of physical,
communication, social skills. Keep child close to instructional area. Use speech and gestures. Be explicit and literal. Avoid libraryese and library idioms. Take advantage of teachable moments. Reduce behavior incompatible with learning.
Reading Experiences Jan prefers non-fiction because fiction forces his thoughts
to go beyond the literal. Michael loves Harry Potter, and has read the series
repeatedly. Sean runs around the room when the librarian is telling
the story, but he understands it. Karen has read all of the library’s biographies. Miguel rocks gently while poetry is read aloud. Tommy enjoys punching his favorite phrase on a story
available on the iPad; the VoiceOver app provides a gesture-based screen reader.
Reading Preferences Predictable books: chain, cumulative, Q/A, pattern,
repeated phrase Formulaic stories and series Non-fiction (might just look at pictures) Rhymes and songs Motor skills books Visual discrimination and wordless books Realistic fiction NF graphic novels Periodicals
Make Print Resources Accessible
Stabilize (laminate, clip, make lay flat). Enlarge.
Add parts. Simplify.
Make more familiar and or concrete. Add cues.
Add sensory experience.Provide props and realia.
Reading Difficulties Difficulty sounding out words Auditory problems Limited experiences and vocabulary Difficulty determining main idea Abstractions Not motivated to share reading Limited metacognition Note: hyperlexia (decode without meaning)
Reading Strategies Word games: MadLibs, Pictionary, etc. Softly beating time to poetry Thematic word walls with image cues Closed captioning Making predictions Modeling think-aloud reading strategies Retelling and dramatizing stories Creating picture (and other) books
Story Hours Have unique defined space (carpet squares) Have fidget toys Do opening and closing rituals Have predictable rules for behavior Use themes Repeat a story/song/poem from prior session Incorporate visuals and props (multi-sensory) Provide alternative ways to participate Designate a story hour buddy Don’t expect response
Advantages of Tech Aids Involves kinesthetics Provides a variety of input options and info formats Facilitates non-verbal response Can be used repeatedly Can be highly structured with discrete stimuli or
activities Can be very predictable and patient Usually doesn’t require high social skills
Mainstream Technologies Interactive whiteboards Games (http://sites.google.com/site/autismgames) Digital tablets (iPad, etc.) Mobile apps (Squidalicious) Virtual worlds Avatars Blogs
Low End Assistive Tech
Dry erase boards Clipboards 3-ring binders Manila file folders Photo albums Laminated PCS/photographs Highlight tape, etc.Wisconsin Department of Public Instruction
Mid Level Assistive Technology Battery operated devices or
"simple" electronic devices Tape recorders Big Mack recorder Language Master Overhead projectors Timers Calculators
High End Assistive Technology
Touch screens Communication boards with
symbols (e.g., Boardmaker, IntelliKeys)
Voice output devices Cameras (still and video)
Matching Technology with Child and Learning Objective Use most stable, low-tech solution Think accessibility Can child manipulate the technology
independently and comfortably? Does the technology support content and skill? Is the technology manageable in inclusive site? What is the time frame required? Note: tech engagement ≠ learning
Incorporating Technology Aids
Employ universal design principles. Scaffold learning using technology. Photograph steps, people, concepts. Use visual rather than auditory stimulation. Use multimedia versions of a book that replicates
the original, and used with the print copy. Show video clips that demonstrate positive
behaviors in very concrete detail. Use software/web tutorials to teach skills (e.g.,
Reader Rabbit, MathBlaster)
AAC: Augmentative and Alternative Communication
Picture Exchange Communication System Keyboards/written tools Voice-output communication systems Library-specific vocabulary board
Instructional Strategies: Direct Instruction Give objective and concrete benefit Do step-by-step processes Provide lists Use presentation tools Incorporate a variety of senses Provide visual cues Give concrete examples Give study guides Model and reinforce correct responses
Discrete Trial Training Set objective, antecedent, behavior, and
criterion for mastery: e.g., find correct book Analyze skill and clarify sequence of steps Record effort, behavior, interfering behavior Provide reinforcer Build in discriminating training
Collaboration Training Identify tasks that require several people Identify different roles and skills Integrate independent work (e.g., research) Teach group processing skills Incorporate social stories and task cards Keep group members and vary roles (or v.v.)
Constructivist Strategies Builds on prior knowledge and skills so may
be hard (leverage youth’s interests) Connections between two concepts or
experiences may be personal Hard to develop new patterns (can sort into
existing categories) May arrive at unique conclusions (have
difficulty with cause and effect)
Visual Issues Use simple, well-labelled handouts. Use calming light and muted colors. Minimize visual distractions. Face the group. Write in large letters in high contrast. Place a black surface under worksheets. Use closed captioning. Create vocabulary cards that include image. Do visual detail activities.
Language Issues Poetry, humor, irony may be difficult Paralinguistics (tone, stress) may be difficult Simplify language. Ask binary questions: Did he eat a cake or a pie? Ask literal discrete questions. Teach “wh” questions. Provide structured sentence templates. Use graphic organizers.
Echolalia and Perseveration Echolalia: echo/repeat same word/phrase Perseveration: repeat phrase after stimulus
ends
Determine “trigger”: interaction, self-regulation, drawing attention, resisting
Redirect attention Assure and teach support
Learning Activities Parallel play, learning, and reading Ask youth to serve as subject/process expert Use library processes to teach social skills:
circulation, book handling, circle time, lining up Games teach coordination, social interaction,
pattern recognition, memory, literacy Focus on effort and mastery rather than
competition Balance repetition and variety