Wake County Workshop - Autism

After the ACSI convention, I realized how helpful it can be to take notes on the blog.  I can find it when I need it, but I can also share it with you all.  I am sitting in a workshop offered by Wake County Public Schools on High Functioning Autism.

Must have impairment that interferes with life in at least three of these:
- Communication
- Social Interaction
- Sensory Response
- Restricted, repetitive, or stereotypic patterns of behavior interests and/or activities.

The Iceberg Effect - You can only see the behavior "above the surface," but there may be a lot more going on underneath that contributes to that behavior.

Cognition
You may see that a student:
- takes everything literally
- struggles with abstract thinking
- can't seem to keep up
- is difficult to motivate
- doesn't understand another person's point of view
- struggles with change in routine
But you may not know the reason you see it is:
- disorganized thinking skills
- dependence on routines for understanding expectations
- need for visual information in order to process
You should try:
- organizing tasks for the student, so they can think about tasks rather than organization
- provide visual cues
- provide demonstrations
- display materials in the order they will be used
- use checklists
- decrease writing demands where possible

Social Interaction with Peers
You may see that a student:

- butts into conversations

- talks during instruction

- shows little empathy

- won't participate

But you may not know the reason you see it is:

- confusion when more than two people are present

- confusion caused by unpredictability

- misinterprets mannerisms, facial expressions, or comments

- doesn't get metaphors

You should try:

- teaching coping strategies

- provide a safe place to get away

- structure as many social interactions as possible.

Language and Communication

You may see that a student:

- always wants to talk on is agenda

- talks without directing comments to anyone in particular

- can remember isolated details without the ability to identify relevance

- doesn't establish eye contact

But you may not know the reason you see it is:

- difficulty processing verbal information

- don't know what is important to focus on

You should try:

- Chunk directions

- Get attention before giving directions

- label things for them

Sensory Input

You may see that a student:

- twiddling

- no sense of personal space

- inspects things

But you may not know the reason you see it is:

- immature neurological system

- heightened senses or dulled senses

- perceives sensory input differently

You should try:

- schedule times for input

- provide a place for minimized input

- cover sections of reading with numbered sticky notes so that they can read in proper sequence without being overwhelmed

Use a First --> Then --> Next chart to give instructions.

Older students can use a flow chart for more complex instructions.

Color coded folders for each step can help them know what comes next.

Answer four questions ahead of work:

1.  What work?

2.  How much work?

3.  When is it finished?

4.  What happens next?

Talking to them will not calm them down.  Visual cues are more helpful.  

Book The Incredible Five Point Scale shows ways to allow students to take ownership of how to identify their feelings and then deal with them.  Teach it in isolation.  Then use it in the classroom. 

Comic Conversations allows students to draw themselves telling a story of how they feel.

Break tasks down into smaller steps.  If you know the student gets anxious about, break that part down even more.  

Provide prompts using

- verbal

- physical

- physical assistance

- modeling

- gesturing

- using an object to get attention