Uniquely Human Cranston, Rhode Island www.barryprizant.com - PDF document

!"#$"#$% Special Agents of Change Spring 2015 Webinar Series Trip Hawkins & Janice Toben, M.Ed. WATCH WEBINAR How Games Can Help Children with Special Needs Develop Critical Life Skills ONLINE Uniquely Human: Dr. Shari Robertson WATCH WEBINAR How to Become a Change Agent for Better Readers With Early Collaborative Partnerships ONLINE A Different Way to See Autism and Create Pathways to Success Dr. Martha Burns WATCH WEBINAR The New Science of Learning: Effective Approaches for Older Students with Autism & Attention Disorders ONLINE Presenter: Barry M. Prizant, Ph.D., Childhood Communication Services & Adjunct Professor Brown University Dr. Frances Stetson Moderator: Clay Whitehead Co-CEO and Co-Founder, PresenceLearning WATCH WEBINAR Five Easy Ways to Fail in Education ONLINE Dr. Barry Prizant Tuesday JUN 16 Uniquely Human: A Different Way of Seeing Autism for Parents, Educators & All Humans Watch the webinars at plearn.co/change-2015 #SPEDAhead #SPEDAhead #SPEDAhead #SPEDAhead June 16, 2015 Barry M. Prizant Ph.D., CCC-SLP • ! 2014 Recipient of ASHA Honors of the Association, the highest recognition given by ASHA for its 150,000 members. • ! Adjunct Professor at Brown University • ! Former Associate Professor in the Department of Psychiatry, Brown University Program in Medicine • ! Expert in ASD and emotional regulatory approach to preventing problem behavior • ! International consultant, author, researcher and private practice director of Childhood Communication Services Uniquely Human Cranston, Rhode Island www.barryprizant.com www.SCERTS.com A Different Way to See Autism and Create Pathways to Success #SPEDAhead #SPEDAhead Why “Uniquely Human”? • ! D'.3B*903(%)3E'0+6"0'3-59+6%9<%-.*(/0'+% 1*2.%=>?%.3B'%:''+%7*64+/'06299/@%3+/% 'B'+%/'.473+*F'/% Learning Outcomes • ! GB'+%/'')%*+2'0'626%3+/%620'+,2.6%%%%%%%%%%%% .3B'%:''+%0'<'00'/%29%36%9:6'66*B'%3+/% )'06'B'035B'@%('3/*+,%29%3E'7)26%29%% • ! &'()*+,%-.*(/0'+%1*2.%34567%64--''/%% 0'/4-'%90%'(*7*+32'%2.'7%% % • ! =2%:'62@%73+A%:'.3B*903(%)3E'0+6%.3B'%:''+% • ! 8.3+,'%)'0-')59+6%3+/%)03-5-'6%:36'/%9+% H4/,'/%*+3))09)0*32'%1*2.942%36I*+,%J&KL% 4+/'0623+/*+,%2.'%4+*;4'+'66%9<%624/'+26% • ! M37*(A%'N)'0*'+-'%9<%=>?%O%/'6-0*:'/% 1*2.%=>?@%3+/%73+A%)03-5-3(%13A6%1'%-3+% )0*730*(A%36%3%203,'/A%P%+92%3--4032'% .'()%624/'+26%1*2.%34567%3-.*'B'%:92.%*+% • ! =%:'.3B*903(%)'06)'-5B'%/97*+32'6@%%%%%%%%%% 6-.99(%3+/%*+%(*<'%9426*/'%9<%6-.99(C% :42%1'%3(69%+''/%3%/'B'(9)7'+23(@%%%%% )'069+O-'+2'0'/%)'06)'-5B'% • ! G66'+53(%29%)09B*/'%3%790'%3--4032'% )'06)'-5B'%<90%64--'66%*+%6-.99(6% #SPEDAhead #SPEDAhead #SPEDAhead #SPEDAhead #%

!"#$"#$% Focus on Four Issues ASD is a shared human experience #C ! 4+/'0623+/*+,%2.'%:'.3B*90%9<% T.*6%6.30'/%'N)'0*'+-'%)0'6'+26%% 624/'+26%1*2.%=>?%O%2.'*0%-.3(('+,'6% 3+/%'N)'0*'+-'% #C%%8.3(('+,'6%% QC ! 4+/'0623+/*+,%2.'%'N)'0*'+-'%%%%%%%%% 9<%)30'+26%O%2.'*0%-.3(('+,'6%%%%%%%%%% 3+/%'N)'0*'+-'%% RC ! /':4+I*+,%2.'%:'(*'<%2.32%=>?%3% 203,'/A%<90%2.'%-.*(/%3+/%<37*(A%% QC%%U92'+53(%<90%,0912.% SC ! /':4+I*+,%2.'%:'(*'<%2.32%=>?%*6%% <90%3((%624/'+26%3+/% 9+(A%1*2.*+%2.'%-.*(/% 2.'%6-.99(%-9774+*2A% #SPEDAhead #SPEDAhead #SPEDAhead #SPEDAhead #SPEDAhead #SPEDAhead Common descriptions of the Consequences: Misunderstanding behavior behavior of students with ASD of students with ASD +9+O-97)(*3+2"624::90+% • ! V*E('%+''/%29%4+/'0623+/@%64))902%90% % % 29%'7)32.*F'@%H462%29%-32',90*F'%36% 73+*)4(35B'% % /'6*03:('%90%4+/'6*03:('%% %)'06'B'035B'%90%04/'% • ! W2X6%2.'%624/'+2%1.9%+''/6%29%-.3+,'% :*F300'"3B9*/3+2% • ! Y'Z'-5B'%)03-5-'%[*7)3-2%9<%940% /'B*3+2"-.3(('+,*+,% :'(*'<6%3+/%:'.3B*90\%*6%+92%3%)0*90*2A% 9:6'66*B'"6'(<O6574(3290A% <90%)09<'66*9+3(6%3+/%64))902%623]% % +9+O<4+-59+3(% • ! W<%92.'0%624/'+26%/9+X2%4+/'0623+/@% % % % .*,.'0%(*I'(*.99/%9<%:4((A*+,% 7'3+*+,('66"*00'('B3+2% )'06'B'035B'% % +9+O-9774+*-35B'% % % #SPEDAhead % % #SPEDAhead #SPEDAhead #SPEDAhead What we’ve learned from experience and research: • ! T.'0'%*6%+9%64-.%2.*+,%36%34565-% :'.3B*90%O%*2%*6%3((%.473+%:'.3B*90%%% • ! D'.3B*903(%)3E'0+6%-3+%:'62%:'% 4+/'06299/%36^% • ! 0'3-59+6%29%-9+<46*9+@% 620'66%3+/%3+N*'2A%% • ! 30'%9b'+%3E'7)26%29% -9774+*-32'%3+/%-9)'% % % ????????????????????????? ? • ! JG%_GG?%T`%=>a% J&KL% ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ????????????????????????? ? ? #SPEDAhead #SPEDAhead #SPEDAhead ? #SPEDAhead ? Q%

!"#$"#$% Essential steps to increase understanding & better serve students ! ! D4*(/%c+/'0623+/*+,% _''/%29%0'<037'%940%4+/'0623+/*+,%9<%'-.9(3(*3@% *+Z'N*:('@%d-9+209((*+,e%:'.3B*90@%9:6'66*B'%*+2'0'626% ! ! Y'6)9+/%1*2.%-97)366*9+%% =6I%1.A%3%624/'+2%/9'6%1.32%1'%9:6'0B'@%20A%29% 4+/'0623+/%.*6".'0%)'06)'-5B'% ! ! GN)0'66%=))0'-*359+%% f*B'+%2.'%+'409(9,*-3((A%:36'/%-.3(('+,'6%[69-*3(@% 6'+690A@%'2-C\@%('2X6%(99I%32%1.32%*6%,9*+,%0*,.2%3+/% 3))0'-*32'%.91%.30/%*2%73A%:'%<90%3%624/'+2% ! ! U09B*/'%>4))902% G00%9+%2.'%6*/'%9<%)09B*/*+,%3))09)0*32'% *+2'0)'069+3(%3+/%('30+*+,%64))902% #SPEDAhead #SPEDAhead #SPEDAhead Parents of children and persons with Actions that schools can take ASD are often misunderstood and at times, have gotten a “bum rap” ?*63:*(*2A%3+/%34567%3130'+'66%)09,0376%% !"#$%&'()*#+),+'-%"*.-/+0"1-2&)% ^%%% ! ! -.3(('+,*+,% >24/'+26%1*2.%=>?%23(I*+,%3:942%2.'*0%34567% ! ! 3,,0'66*B'% ! ! +9+O-97)(*3+2% U30'+26%1.9%<''(%-97<9023:('%23(I*+,%29% 624/'+26%3+/%623]% ! ! 4+0'3(*65-% ! ! /*6'+,3,'/% =/4(26%1*2.%=>?%-9+64(5+,%29%6-.99(6% ! ! 9B'0(A%)092'-5B'%%% #SPEDAhead #SPEDAhead #SPEDAhead #SPEDAhead Consequences: What we’ve learned from experience, Misunderstanding of parental responses research, and from parents: • ! _',35B'(A%*7)3-26%-9((3:90359+%% ! ! T.'A%30'%9b'+%/9*+,%2.'%:'62%2.'A% • ! U09<'66*9+3(6%/9+X2%('30+%29%(*62'+%1'((% -3+%P%dH4,,(*+,%3%7*((*9+%:3((6e% ! ! T.'A%299%9b'+%<''(%H4/,'/% • ! g4/,7'+23(%3h24/'6%)0'B3*(% ! ! W<%2.'A%/9+X2%<9((91%2.094,.@%2.'A% • ! ?*6)09)9059+32'%<9-46%9+%)09:('76% 73A%+92%4+/'0623+/%.91%29@%/9+X2% 032.'0%2.3+%64--'66'6%1*2.%)30'+26C%% .3B'%2.'%57'%90%30'%/'3(*+,%1*2.% • ! V*5,359+%790'%(*I'(A% 92.'0%*664'6%*+%2.'%(*<'%9<%2.'%<37*(A% % % % % % #SPEDAhead #SPEDAhead #SPEDAhead #SPEDAhead R%

!"#$"#$% Steps to increase understanding Actions that schools can take and better serve families >23]%203*+*+,%*+%<37*(AO-'+2'0'/%)03-5-'% ! ! D4*(/%c+/'0623+/*+,% 3+/%-9774+*-35+,%1*2.%)30'+26% 620'66%9<%4+-'023*+2A@%20A%29%4+/'0623+/%1.'0'%2.'%<37*(A%*6%*+% 2.'*0%H940+'AC%%1.32%)0'B*946%'N)'0*'+-'6%.3B'%2.'A%.3/%:92.% )96*5B'%3+/%+',35B'@%3+/%1.32%30'%2.'*0%.9)'6%<90%2.'%<4240'% M4((O57'%623]%1*2.%'N)'056'%*+%<37*(A%6A62'76% ! ! Y'6)9+/%1*2.%-97)366*9+%% 1)3+'-%"*.#+45#.+,""/+6+7#8+319+-+'-%"*.+:)"#+31-.+3"+ )0#"%2";+.%9+.)+5*:"%#.-*:+1&#<1"%+'"%#'"$(2" %9b'+@%2.'A% >4))902%)30'+2%3/B*690A%-977*E''6% /9*+,%2.'%:'62%2.'A%-3+%<90%2.'*0%-.*(/@%3((%2.'%H4,,(*+,@% 0'3-59+6%*+%)4:(*-@%<90%697'@%-.09+*-%3+N*'2A% ! ! GN)0'66%=))0'-*359+%% >)'-*3(%64))9026%<90%<37*(*'6%P%3b'0O6-.99(% =&2"*+.1"+*"5%)/)>&$-//9+0-#":+$1-//"*>"#+?#)$&-/;+#"*#)%9;+".$@;+ /))8+-.+31-.+&#+>)&*>+%&>1.+&*+.1"+,-4&/9+-*:+-''%"$&-."+1)3+1-%:+ -9B'03,'%<90%d)30'+26%+*,.2%942e% &.+4-9+0"+ P%3))0'-*32'%1.32%2.'A%/9%<90%2.'*0%-.*(/0'+%3+/%<37*(*'6% ! ! U09B*/'%>4))902% ('2%2.'7%:'%.'30/@%6.91%0'6)'-2@%.'()%)30'+26%)0*90*5F'% 1.32%*6%7962%*7)9023+2@%B3(*/32'%2.'*0%*+24*59+6%3:942%1.32% *6%:'62%<90%2.'*0%-.*(/ +A++B &91%-3+%W%.'()L%%J.32X6%7962% #SPEDAhead #SPEDAhead *7)9023+2%29%A94%<90%46%29%190I%% #SPEDAhead “Blind Tom” Thomas Wiggins 1846-1908 Myth d&'0'%*6%3%79+62096*2Ai% 2.'%694(%9<%697'% 4+<9024+32'%/'<4+-2% 746*-*3+%7*6:'.3B*+,%%%%% ASD is nothing more than a 9+%'302.eC% tragedy for the child and family dW%2.*+I%9<%.*7%730B'(946(A% ,*b'/%:A%+3240'C%&'%*6%3+% 3+,'(%6'+2%:A%f9/e% % #SPEDAhead #SPEDAhead #SPEDAhead #SPEDAhead The notion of autism as a tragedy d=4567%*6%3%(962@%.'((*6.%190(/e%% P%a*0:A@%<097%.*6%:99I@% !"#$%&'%()*(+,-. %% “Autism is a lost, %% hellish world” jW%'7)(9A'/%2.'%2'07%d.9(9-3462%i%%%%%% 36%W%6204,,('/%29%k+/%3+%'N)0'66*9+%29% -9+B'A%2.'%-3236209).*-%203,'/A%9<% David Kirby, 34567%1.*-.%.36%+91%/'6209A'/%2.'% “Evidence of Harm” (2005) (*B'6%9<%9B'0%Ql%7*((*9+%-.*(/0'+%3+/% 6.3E'0'/%2.'*0%<37*(*'6Cj%% P + Y9:'02%a'++'/A%g0C%m492'%[S"n"#$\%% #SPEDAhead #SPEDAhead #SPEDAhead #SPEDAhead S%