Strategies For Students With Autism Spectrum Disorder in Physical - - PowerPoint PPT Presentation

Strategies For Students With Autism Spectrum Disorder in Physical And Health Education

Marty Douglas, PhD marty.douglas@ndsu.edu

Overview

• Autism Statistics and

Characteristics

• Barriers and Challenges
• Supports
• Visual
• Sensory
• Communication
• Social
• Instructional
• Behavioral

Statistics

Diagnostic and Statistical Manual

Previous DSM-IV (2000)

• Pervasive Developmental

Disorders

• Autism, Asperger’s, Retts,

PDD-NOS, Childhood Disintegrative Disorder

• Qualitative impairment in

three areas and delays evident before age of three:

• Verbal & Nonverbal

Communication

• Social Interaction
• Repetitive/Restricted Behaviors

Current DSM-V (2013)

• Autism Spectrum Disorder
• Qualitative impairments in

two areas and delays evident before the age of three:

• Social Communication

Impairment

• Repetitive/Restricted Behaviors
• Hyper/Hypo Sensory Aspects

Barriers and Challenges

• What challenges have you experienced?

thinkingautismguide.com

Barriers and Challenges

• Varied leisure preferences
• Misunderstandings and misinterpretations
• Social challenges of activity
• Ability to modulate sensory and social input
• Negative experiences with peers
• Lack of applicable assessment
• Assessment environment
• Number of students
• Group vs. Individual
• Norm vs. Criterion

Visual Support Strategies

Evidence for Visual Supports

• Information is more effective and more easily interpreted

when presented in a way that he/she can see, rather than hear

• Picture cards and picture schedules can improve overall

performance of gross motor skills & increase on-task time

• Videos have been demonstrated not only to improve task

performance among a number of tasks, but effective in rapid behavioral response and a generalization across skills

• Visual prompts can increase an understanding of the task

Bryan & Gast, 2000; Welton, Vakil, & Carasea, 2004; Breslin & Rudisill, 2011; 2013; Charlop-Christy, Le & Freeman, 2000; LeBlanc et al., 2003; Flynn & Healy, 2012

Environmental Visual Supports

Task/Picture Cards

Previewing

• Introduction to skill/activity/assessment prior to class
• Students often need to see before they do
• May need to coordinate with classroom teachers
• Examples:
• Meeting a student earlier in the day to go over visual steps of a

motor assessment that will be used later in the day

• Having a take home worksheet that will allow students to review

visual steps with family – pictures of actual student beneficial

Previewing

“I want to see how far you can jump! One BIG jump!!!”

Colvin, Markos, & Walker (2016). Teaching Fundamental Motor Skills

Social Stories

• Provides student with social information
• Social cues
• Other’s perspectives
• Provides framework for social interactions
• Use descriptive sentences that depict factual

information

• Not used to change behavior – used to provide

student with improved understand of events and expectations

Social Stories

Describe:

• Situations
• Concepts
• Social Skills
• Relevant Social Cues
• Upcoming Events
• Expectations
• Perspectives
• Common Responses

Are Useful:

• When social information

is lacking

• When a person with

ASD is misreading a situation

• In anticipation of a

troubling situation

• In response to a

troubling situation

Social Stories – TGMD Example

• My classmates and I will be running, leaping, and

galloping in class today. These are important skills to be a good mover!

• Mr. Smith will be watching the class and writing as we

move.

• Mr. Smith will ask the class to stand in line and wait out

turn to do our movement.

• Mr. Smith likes it when we keep our hands to ourselves

when we stand in line.

• When it is my turn, Mr. Smith will say “Brian, it is your

turn.”

• When it is my turn, I will travel towards the blue cone and

do the skill the best I can!

Social Story Apps

• All About Me Storybook ($2.99)
• Story creator and pre-made stories
• Can use your own photos and audio
• iCreate…Social Skill Stories ($4.99)
• Story creator only
• Can use own photos, audio, and text
• PDF of many different apps available:

http://www.lcsc.org/cms/lib6/mn01001004/centricity/do main/21/socialstories.pdf

Video Modeling

• Basic video modeling
• Video of another learner

performing the task

• Video self-modeling
• Using the learner as the

model in the video

• Point-of-view modeling
• POV of learner performing

the task

• Video prompting
• Break skills into steps with

incorporated pauses

Visual Modeling Apps

• Coach’s Eye
• Hudl (formerly Ubersense)
• SlowMo Video Analysis
• Functional Planning System
• Designed for individuals with ASD
• Can do a visual schedule with video modeling integrated
• https://www.conovercompany.com/education/functional-skills-

system/

• iMovie
• iModeling
• https://itunes.apple.com/us/app/imodeling-skills-for-autism-

spectrum-disorder/id457539171?mt=8

Visuals for Motivation

“First-Then”

• Presents tasks in order – clarifying what will occur

and the order of activities

• Second task is the motivator
• Can be made as simplistic or complex as needed
• Can add numerous activities
• Modify the amount of information
• Make reusable and easy
• Apps available
• First-Then Visual Scheduler

First

Throw ball

Then

Blow bubbles

Visuals for Motivation

Visuals for Motivation

First

Push- up Goal: 5

Then

Koosh ball 5 Minutes

Visuals for Motivation

Visual Schedule

• A visual representation of what the student will be

doing during the class.

• Main components include:
• A place to check off when the activity is completed
• The actual skills or activities
• The amount of time or number of trials

10:20

3

Visual Schedule

10 times 10:55

Visual Schedule

Visual Schedule

Sample Task Card

DONE ACTIVITY AMOUNT Red warm-up day 7 minutes Pass ball between you and a partner 8 minutes Shoot ball at goal (Goal: get in 6 out of 10 times) 10 minutes Dribble ball through cones 10 minutes Play game of soccer 10 minutes Cool Down 5 minutes

Visual Countdown Strips

• Visual representation of time
• Get through period of time they do not like
• Help prepare for a transition
• Can also be used to represent reps or trials
• Get creative for higher functioning

START

HALF WAY

ALL DONE

https://handsinautism.iupui.edu/pdf/HowTo-StoplightCountdown.pdf

Visual Countdown Strips

Sensory Support Strategies

Auditory Issues

Noise

• Fans, Speakers, Fire Alarms, Several People Talking at Once,

Other Students Screaming Air Conditioners, Bells, Random Sounds General Strategies

• Note sounds that may cause overload
• Provide ear plugs or music through

earphones to block out sound

• Lower speaker volumes
• Turn off fans and close doors
• Provide information about upsetting sounds

Auditory Issues

Strategies for Assessment

• Flags or lights for Pacer test
• Have target moved instead of

beeps for push ups

• Quiet room for testing
• Music playing during tests –

calming for over-stimulated; preferred for under-stimulated

• Concise verbal instructions for

all tests

Visual Issues

Sight

• Sensitivity to light, natural and/or artificial
• Easily distracted by visual stimuli

General Strategies

• Avoid excessive wall displays
• Display only what is necessary
• Provide an area with dividers
• Alternative light sources to overhead fluorescent

lights

Visual Issues

Strategies for Assessment

• Hats, sunglasses for outdoor mile run
• Test facing a wall or in separate room to avoid

seeing the activity of the gym

• Smaller testing groups
• Choose implements with desired color
• Clear visual markers of action

Tactile Issues

Touch

• Dislike of certain textures
• Light touch may be avoided, may need deep compressive

touch General Strategies

• Avoid very light touch that may distract
• Work on desensitization
• Encourage exploration of new textures
• Allow alternate clothing
• “Fidgets”

Tactile Issues

Strategies for Assessment

• Extra sensory on curl-up strip
• Item to hold while running for counting
• Manual manipulation to show skill
• Ensure equipment is acceptable texture
• May not tolerate skinfold measurement
• Allow for physical object to be carried

throughout testing

Vestibular and Proprioception Issues

Balance and Position

• Hypersensitive may have fearful reactions to movement
• Hyposensitive may seek very intense sensory

experiences such as whirling or spinning General Strategies

• Movement breaks
• Therapy ball or other device for sitting
• Weighted and compression items
• Be aware of challenges in motor planning
• Consider a “sensory diet” as prescribed by OT

Vestibular and Proprioception Issues

Strategies for Assessment

• Allow for sensory supports to be used during the tests
• Motor planning may hinder basic skills in assessments
• Sensory Overload - May need composure times between

assessments

Communication Support Strategies

Receptive Communication

• Simplify language – omit needless words
• Keep facial expressions and gestures clear
• Use concrete, literal language
• Use “what to do” statements, rather than “what not to do”
• ”Sit in the canoe” instead of “Don’t stand in the canoe”
• Use statements rather than questions
• “It’s time to get out of the pool” instead of “Can you get out of

the pool now?”

• Slow down pace
• Avoid vague terms such as “later” or “maybe”
• Check for understanding

Social Support Strategies

Social Skill Accommodations

• Provide situation-specific social

expectations

• Encourage watching and physical

proximity

• Allow for extra personal space
• Maximize opportunities for parallel

participation

• Riding bikes, roller skating, jogging
• Limit demands for conversation
• Limit waiting and turn taking
• Make guidelines when it must occur
• Social scripts

Instructional Support Strategies

Predictability

• Students with ASD need

to know:

• Where things belong
• What is expected of them

in a specific situation

• What comes next
• Structured through:
• Routines
• Physical Organization
• Expectations
• Visual Structure
• Clear endings

Motivation

“Externalize the authority”

• Timers
• Dice
• Give (controlled) choices
• Incorporate interests

Motivation

• Make it purposeful
• Show when goal is accomplished
• Give targets
• Add cause and effect
• Use peers
• Assessment through play
• Story-based movement
• TGMD obstacle course

Staff Assistance

• Sharing lesson plans
• Provide paraprofessionals with outlined lesson plan
• Include:
• What to do in each part
• Accommodations/modifications
• Specific information needed to be effective
• Rubrics
• Teaching Cues
• Game Rules

Communication with Staff

Before Lesson:

• Traffic Light Cards
• Check Sheet
• Group Report Form

During Lesson:

• Help Card

After Lesson:

• Email or paper report
• What did they feel worked or did not work
• Thoughts for next class
• Compliments and Thank You

Check Sheet

______________________"DAY"(Start"of"Class)"

! ! ! ! ! ! ! Comments:)

__________________________________________________________ __________________________________________________________ __________________________________________________________!

! ) Target)Behavior(s))for)Day)

!

____!Initiate!conversation! ____!Reply!to!verbal!prompt! ____!Request!desired!object! ____!Stand!appropriate!distance! Comments:!

__________________________________________________________ __________________________________________________________ __________________________________________________________!

! ! ! !

Group Report Form

! !

______________!DAY!

! ! !

!

Comments:!

___________________________________ ___________________________________ ___________________________________ ___________________________________!

! !

______________!DAY!

! ! !

!

Comments:!

_____________________________________ _____________________________________ _____________________________________ _____________________________________!

!

______________!DAY!

! ! !

!

Comments:!

___________________________________ ___________________________________ ___________________________________ ___________________________________!

! !

______________!DAY!

! ! !

!

Comments:!

_____________________________________ _____________________________________ _____________________________________ _____________________________________!

!

Check Sheet

______________________"DAY"(End"of"Class)"

! ! ! ! ! ! ! Comments:)

__________________________________________________________ __________________________________________________________ __________________________________________________________!

! Thoughts)or)Changes)for)Next)Class:)

__________________________________________________________ __________________________________________________________ __________________________________________________________)

Behavioral Support Strategies

Behavioral Support

• Behavior as

communication

• Escape/avoidance
• To get something desired
• Self-regulation
• Attention
• Play
• Function of the behavior
• May trigger challenging

behavior:

• Not being understood
• Not understanding
• Unpredictable schedules
• Staff absent
• Over stimulation
• Unexpected sounds
• Lack of space
• Social demands
• Demands to do non-

preferred activity

Quick Reference for Challenging Behaviors

Name: Date: Behavior Function of Behavior Preferences Dislikes/Triggers Warning Signals Always Needed Communication System Reaction Procedures

Behavior Reactions

• Emphasis on positive behavior,

therefore reaction should not be a consequence

• Talk softly or stop talking
• Remain calm
• Redirect student back to activity
• Direct student to calming area
• Avoid touching or physically

restraining student

Thank you!

Marty Douglas marty.douglas@ndsu.edu