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Disorder
Dr. Shazia Iqbal Hashmi
Faculty Of Psychology & Education
Universiti Malaysia Sabah
What is ASD?
Autism Spectrum Disorder (ASD) is a
developmental disorder that impacts the
way individuals communicate and interpret
their environment, often resulting in
challenges with social interactions and
processing information.
Famous people
Behavior programs
Structure is Key!
Make information
accessible
Spell out where homework
goes and where to get
materials for the day
Provide structure
Make task expectations
clear
Create a predictable
classroom
Radio playing
Messages flickering on TV screen
Fluorescent lights
Classroom Strategies
Talking to a child with autism:
Attention: make sure you get the childs attention before
talking to them.
Unnecessary Language: be short and to the point (For
example, instead of saying, You need to come and sit in
your seat like all the other children until its time to go
outside, point to the chair and say, Sit please.
Do vs. Dont: Tell the child what you want him/her to do
instead of what not to do. Avoid using dont because a
child with autism may not understand or catch the reversed
meaning of the statement beginning with dont.
Classroom Strategies
Priming
PECS
Visual Schedules
Visuals
Social Stories
5 point scale
Comic Strip Conversations/Cartooning
Power Cards
Priming
Priming is exposure to academic course
material or tasks before instruction
It gives students the chance to become
familiar with the material or skills, and
increases the likelihood they will learn and
use key concepts
PECS
PECS has six stages of implementation:
1.Physical exchange
2.Spontaneity increase
3.Training to discrimination
4.Structure of a sentence
5.Answer to the question What do you want?
6.Commenting
Visual Schedule
Providing a daily schedule in a visual
format will make the day predictable, ease
transitions, and reduce stress.
full day, may break the day into sections,
or display only a part of the day at a time.
may use photos, line drawings, picture
symbols or words
(Crissey, 2005).
Visual Schedule
Spelling
Lunch
Reading
Bathroom
Math
Recess
Bathroom
ABT
Activity
CCC Lab
Visuals
Other types of visual supports include:
reminders of what to do, such as posted rules
to do checklists,
charts displaying consequences for inappropriate actions.
Visually displaying free time or other choices helps the child to
understand the process of decision making.
Presenting a card is often easier for the child than asking for help. Using
simple cue cards for the child to give to an adult or to place in a certain
location may be helpful.
(Crissey, 2005, p. 4)
I need help
I need a
break
Example
The scale:
Yelling
(sirens, shouting, screaming, fire alarm)
Loud
(announcements over the intercom)
Conversation
(friends talking, easy to hear but not too loud)
Whisper
(have to be really close to hear, talk into ear)
No sound
(peaceful)
Example
Looks
Like
Kicking or hitting
Feels
Like
My head will
explode
I Can
Try to
Call my mom to go
home
Go see Teacher
Regular kid
Good
Enjoy it
Playing
A million bucks
Social Stories
Social Stories present appropriate social behavior in the form
of a book and include:
relevant social cues that a child might miss if not directly taught
specific behaviors/actions the child is to expect in a given situation
details for the child to know what is expected of him
Comic Strip
Conversations/Cartooning
Comic Strip Conversations (aka: Cartooning) are visual systems used to
enhance the ability of children and youth with social-cognitive challenges to
understand their environment, including the hidden curriculum.
Insight: The adult shares his/her personal insights during the cartooning
process when the natural opportunity occurs. (NOTE: student should have
as much control as possible during the cartooning session and adults
should strive to achieve a balance between gathering insights into the
students perspective, while sharing accurate social information.
Provide sequence or structure: Use comic strip boxes in which the
student can draw the figures, particularly if the student has organizational
problems. This way boxes can be numbered if the events are drawn out of
sequence.
Summarize the cartoon: This allows participants to discuss the comic
strip in chronological order. The student should verbalize independently, as
much as possible, with the adult only clarifying as needed. Summarization
ensures that both the child and the adult have the same understanding of a
given situation.
Identify new solutions: The adult and student work together, again with
the student performing as independently as possible, to identify new
outcomes of the pictured event. The adult and student jointly analyze each
item, discussing the advantages and disadvantages of each. The student
retains the list, which becomes a plan for future situations.
(Myles, Trautman, & Schelvan, 2004, p. 28-29)
Power Cards
The power card strategy is a visual aid that incorporates the childs
special interest in teaching appropriate social interactions including:
routines
behavior expectations
the meaning of language
the hidden curriculum.
The Power Card Strategy consists of presenting on a single sheet or in
booklet form a short scenario, written in the first person, describing how
the childs hero solves a problem and a small card, the POWER CARD,
which recaps how the child can use the same strategy to solve a
similar
problem himself.
(Gagnon, 2001, p. 19)
Calm in Crisis/
How to Handle a Meltdown
Dont:
Loud voices
Negative statements/threats (e.g. You had your chance, You made your choice,
now you need to leave class)
Taking away preferred or comforting materials or activities
Physical redirection
Angry tone or body language
Punishments (e.g., You just lost your sticker on your behavior chart)
Do:
One of the most important skills a teacher can have is the ability to be calm and
comforting in a crisis or meltdown situation. A comforting teacher may:
talk softly and share encouraging words
repeat a calming phrase
or simply keep ones own body relaxed
(Kluth)
The more you try to control the situation, the less control you will have!
Things to Consider:
Its important to consider the following things:
Ask previous teachers and/or parents what typically occurs
when the child has a meltdown (does he/she throw things, hit,
kick, etc.)
Find out if there are triggers or warning signs that a meltdown
might occur and if so what are those triggers or warning signs
Talk with teachers, parents, administrators, etc and discuss
the best way to deescalate the situation
Determine when you should call for additional support
Have a Plan
Plan for what the other students should do (Drill and Practice):
Examples:
Develop a code word for clearing the room. Discuss this with your
class when the student is out of the room.
Develop a place they should go when they leave the room (e.g.
classroom across the hall, library, etc).
Designate a student who will go to the office, get another teacher,
etc. to notify someone
Make sure that everyone involved with the student is aware of the
plan
Additional Resources
www.scautism.org
www.autismspeaks.org
www.futurehorizons-autism.com
www.teacch.com/welcome.html
www.paulakluth.com
www.tonyatwood.com.au
www.thegraycenter.org/