![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 sequencing McGinnity, K. & Negri, N. (2005), Quill, K. (2000), Notbohm, E. (2005)](https://image.slidesharecdn.com/effectiveteachingstrategiesforstudentswithasd09-090915205551-phpapp02/85/Effective-Teaching-Strategies-For-Students-With-A-S-D-09-4-320.jpg)
Effective Teaching Strategies For Students With A S D 09
- 1. September 12 th , 2009 University of Colorado at Denver
- 2. Impairment in social interactions Impairment in communication Restrictive/ Repetitive repertoire of behaviors, activities and interests Common Additional Challenges Motor/ Movement Sensory
- 3. 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)
- 4. 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 sequencing McGinnity, K. & Negri, N. (2005), Quill, K. (2000), Notbohm, E. (2005)
- 5. 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 planning McGinnity, K. & Negri, N. (2005), Quill, K. (2000), Notbohm, E. (2005)
- 6. 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)
- 7. 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)
- 8. How do we support this learning style?
- 9. 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 Individualizing Dawson & Osterling (1997) & Dawson & Romanczyk (1999) as cited in National Research Council-NRC , 2001, p. 149
- 10. 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)
- 11. 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?
- 12. (ALWAYS START HERE!) Physical Structure Work/ Activity Systems Routines and Strategies Structured Tasks Visual Supports
- 14. 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
- 15. Clear physical and visual boundaries Clear visual pathways Minimized auditory and visual distractions
- 16. Group Activity Telephone Visual Motor Auditory
- 17. Visual Supports
- 18. Whole group/ class Daily Schedule Classroom Rules/ Expectations Sit Raise hand Sit quietly (Brainstorm classroom expectations and how to make visual) Areas defined 1 on 1 area Large group Break/ leisure Independent work
- 19. Individual visual supports Schedule Object Picture Words Pictures and words First/ Then I’m working for… Expectations Steps of a specific activity Classroom “rules”
- 20. 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
- 21. 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
- 22. One item at a time Top to bottom sequence Left to right sequence Multiple rows
- 23. Teacher hands student schedule info Stationary schedule in a central area Table, shelf, wall Portable schedule On clipboard, in notebook
- 24. 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
- 25. Work Systems
- 26. 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 ?
- 27. 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
- 28. 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
- 32. Routines & Strategies
- 33. 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.
- 36. 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
- 37. When the student is not attending, ask: M Is the activity M eaningful? O Is the activity O rganized? M Is the activity M otivating?
- 40. 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
- 41. Components of DTF Clear beginning and end Presentation 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 response Consequence – delivered immediately Data collection Between trials-interval Maurice, C. et al. (1996), NRC (2001), Neisworth, J. & Wolfe, P. (2005)
- 42. 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
- 43. Effective Teaching Techniques Task Analysis Chaining Forward Backward Shaping
- 44. 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
- 45. Programming/ Supports (Asperger) General Education Classrooms Focus on Adaptations/ Modifications Speech and Language Pragmatics Social Skill Development Occupational Therapy Physical Therapy
- 46. 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 time Person Environment Amount of support Expectations Maurice, C, Green, G. & Luce, S. (1996); Neisworth, J. & Wolfe, P.S. (2005)
- 47. 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)
- 48. 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)