1、Teaching Students with Autism-Step by Step,Step I-learn as much about the students as possible before school begins,Teaching Students with Autism-Step by Step,-classification -health alerts -modifications,Teaching Students with Autism-Step by Step,-skill strengths and weaknesses -learning style Prio
2、r educational settings,Teaching Students with Autism-Step by Step,-related services -assistive technology -ability levels,Step II-Working with Parents,send a letter home introducing yourself-may want to include the brochure-see example,Step II-Working with Parents,-meet with parents individually or
3、in group,Step II-Working with Parents,-discuss parents role and responsibilities,Step II-Working with Parents,-discuss the parents expectations,Step II-Working with Parents,-discuss symptoms versus problems and educate the parent on how to identify potential problems,Step II-Working with Parents,-di
4、scuss parents involvement with homework and rules to follow to avoid frustration,Step III-Working with Related Service Providers,-Send out letters to the related service providers for each child introducing yourself and asking for a time to get together-see example,Step III-Working with Related Serv
5、ice Providers,-Discuss schedules, goals, expectations,Step III-Working with Related Service Providers,-discuss that you will be the case manager for the IEP,Step IV-Other Teachers Involved with your Students,-Send out a letter to each teacher introducing yourself-offer some background if you are new
6、-see example,Step IV-Other Teachers Involved with your Students,-Follow up the letter with a personal meeting,Step IV-Other Teachers Involved with your Students,-talk about roles-define responsibilities and discuss scheduling,Step IV-Other Teachers Involved with your Students,-discuss modifications
7、for students and leave teacher with a written statement of these modifications,Step IV-Other Teachers Involved with your Students,-discuss curriculum concerns and adapting curriculum-your role,Step V-Setting up your Room,-Different classroom models Learning center oriented model Teacher center model
8、 Small group instruction Individual instruction,Curriculum-Instructional Program,A-Attending Sitting in a chair, making eye contact, . Attending skills are often the starting point to an educational program for a child with autism.,Curriculum-Instructional Program,Instructional Area I Readying Self
9、for Table WorkSitting in a chair when requested Sitting at the table when requested,Curriculum-Instructional Program,Instructional Area II Readying Self for InstructionMaking eye contact in response to name Making eye contact in response to “Look at me“ at the table Placing hands in lap when request
10、ed,Curriculum-Instructional Program,Making eye contact in response to name from a distance Making eye contact in response to “Look at me“ from a distance,Curriculum-Instructional Program,Making eye contact in response to name during a teaching activity Making eye contact in response to name during f
11、ree play,Curriculum-Instructional Program,Saying, “What?“ in response to name Making eye contact during group instruction,Curriculum-Instructional Program,Instructional Area III Attending Jointly with AnotherAttending to a nearby object/event jointly with an adult Attending to a distant object/event
12、 jointly with an adult,Curriculum-Instructional Program,Attending to a nearby object/event jointly with a peer Attending to a distant object/event jointly with a peer,Curriculum-Instructional Program,B-ImitationGross motor imitation, fine motor imitation, oral motor imitation, imitating blocks, copy
13、ing drawings,Curriculum-Instructional Program,Much of the typical learning that children do is based on their imitating the actions and words of the people around them. Teaching imitation to a child who may not do it as naturally, then, is a very important step in laying the groundwork for future le
14、arning.,Curriculum-Instructional Program,Instructional Area I Imitating Motor ActionsImitating gross motor actions Imitating fine motor actions Imitating with objects,Curriculum-Instructional Program,Instructional Area II Imitating VocalizationsImitating sounds Imitating words Imitating phrases,Curr
15、iculum-Instructional Program,Instructional Area III Complex Imitation Imitating sequenced actions Imitating block constructions Imitating drawn lines, curves, and simple polygons Imitating simple drawings,Curriculum-Instructional Program,C-Receptive, Expressive and Abstract languageFollowing directi
16、ons, making requests, asking and answering questions, labeling, conversation, .,Curriculum-Instructional Program,Language (be it spoken, sign, or picture/symbol-based) instruction is often the largest, and most important, portion of a program for a child with autism,Curriculum-Instructional Program,
17、Instructional Area I Imitating Vocalizations “Echoics“ or verbal behavior that mimics a given model of verbal behavior. Imitating sounds Imitating words Imitating phrases,Curriculum-Instructional Program,Instructional Area II Following Directions Typically non-verbal behavior in response to spoken w
18、ords. Following one-step directions Following directions involving possession Following two-step directions,Curriculum-Instructional Program,Following directions involving objects not in immediate view Following directions involving delayed action Following directions as part of a group Following il
19、lustrated directions Following written directions,Curriculum-Instructional Program,Instructional Area III Making Requests “Manding“ or verbal behavior used to fulfill an internal need. Pointing to desired items that are in view Pointing to the location desired items that are out of view,Curriculum-I
20、nstructional Program,Requesting preferred items that are out of view Asking for help Asking to use the bathroom Asking for information,Curriculum-Instructional Program,Instructional Area IV Labeling “Tacting“ or verbal behavior that puts a name to stimuli in the environment.,Curriculum-Instructional
21、 Program,Labeling general nouns (objects, people, places) Labeling verbs (actions) Labeling environmental sounds Labeling emotions Labeling colors Labeling numbers Labeling letters,Curriculum-Instructional Program,Labeling professions Labeling possession Using the carrier phrase, “I see a .“ Using t
22、he carrier phrase, “I have a .“ Using the carrier phrase, “I hear a .“ Using the carrier phrase, “I feel a .“,Curriculum-Instructional Program,Instructional Area V- Conversation “Intraverbals“ or verbal behavior as a response to spoken words,Curriculum-Instructional Program,Completing word associati
23、ons Animal noises Associated objects Completing songs and nursery rhymes Answering WH-questions What,Curriculum-Instructional Program,Answering social questions Questions about personal information Questions about family Questions about school Questions about preferences Questions about emotions,Cur
24、riculum-Instructional Program,D-Pre-academics Matching, sorting, sequencing, numbers, letters, reading, counting, . Ahh, the stuff of school. Included here are those skills that can help build readiness for school, as well as some skills that your kids might typcially be working on during their firs
25、t few years in school.,Curriculum-Instructional Program,Instructional Area I-Matching Matching identical objects Matching objects to identical pictures Matching identical pictures Matching non-identical objects Matching number to quantity Matching uppercase and lowercase letters,Curriculum-Instructi
26、onal Program,Instructional Area II-Sorting Sorting by color Sorting by size Big/large and little/small Big/large, medium, and little/small Sorting by shape Sorting by texture Sorting by two attributes Sorting by common function Sorting by common feature,Curriculum-Instructional Program,Instructional
27、 Area III-Sequencing Sequencing by size Sequencing numbers Sequencing the alphabet Logical Sequences Sequencing a story,Curriculum-Instructional Program,E-Academics Higher level functional academicsInstructional Area I-Alphabet Identifying uppercase letters in a single typeface Identifying lowercase
28、 letters in a single typeface Identifying letters in multiple typefaces,Curriculum-Instructional Program,Instructional Area II-Numbers Identifying numbers in a single typeface Identifying numbers in multiple typefaces Matching numbers of varying typefaces Sequencing numbers,Curriculum-Instructional
29、Program,Instructional Area III-Counting and Quantity Counting on fingers Matching numerals with quantities Giving a requested quantity Quantitative vocabulary More Less All Some None Most Least,Curriculum-Instructional Program,Instructional Area IV-Mathematics Big / Small Tall / Short Full / Empty R
30、elative comparisons More / Less Bigger / Smaller Taller / Shorter Fuller / Emptier Addition Subtraction,Curriculum-Instructional Program,Insructional Area V-Reading Letter sounds Teaching sight words Words that should be taught by sight Suggested literature,Structured Teaching,Autistic students resp
31、ond well to structure.,Structured Teaching,A teacher must structure the classroom in order to effectively teach autistic students.,Structured Teaching,Definition: Physical structure refers to the way in which we set up and organize the persons physical environment,Structured Teaching,It emphasizes w
32、here/how we place the furniture and materials in the various environments including classrooms, playground, workshop/work area, bedroom, hallways, locker/cubby areas, etc.,Structured Teaching,Close attention to physical structure is essential for a number of reasons:,Structured Teaching,Physical str
33、ucture provides environmental organization for people with autism.,Structured Teaching,Clear physical and visual boundaries help the person to understand where each area begins and ends.,Structured Teaching,The physical structure minimizes visual and auditory distractions.,Structured Teaching,The am
34、ount of physical structure needed is dependent on the level of self-control demonstrated by the child, not his cognitive functioning level.,Structured Teaching,As students learn to function more independently, the physical structure can be gradually lessened,Structured Teaching,Physical structure co
35、nsists of a number of components:,Structured Teaching,Location: Physical structure should be considered in any environment in which the person with autism interacts, including classrooms, playground, workshop/work area, bedroom, hallways, locker/cubby areas, etc.,Structured Teaching,Design/Layout. “
36、Design / Layout“ Clear visual and physical boundaries:,Structured Teaching,Each area of the classroom (or environment) should be clearly, visually defined through the arrangement of furniture (e.g., bookcases, room, dividers, office panels, shelving units, file cabinets, tables, rugs, etc.),Structur
37、ed Teaching,and use of boundary markers, such as carpet squares or colored floor tape.,Structured Teaching,Children with autism typically do not automatically segment their environments like typically developing children. Large, wide-open areas can be extremely difficult for children with autism to
38、understand:,Structured Teaching,What is to occur in each area; Where each area begins and ends, and How to get to a specific area by the most direct route.,Structured Teaching,By strategically placing furniture to clearly visually define specific areas, it will decrease the childs tendency to random
39、ly wander/run from area to area.,Structured Teaching,Example: During group story time, a carpet square or taped-off square can provide the child with autism clear visual cues as to the physical boundaries of that activity. Floor tape can also be used in gym class to indicate to the child with autism
40、 the area in which he should stay to perform certain motor skills, like warm-up exercises.,Structured Teaching,Example: Color coded placements (according to each childs assigned color) can be used for snack or mealtimes. The placements will visually and physically define each childs “space“ (and foo
41、d items) on the table.,Structured Teaching,These visual cues will help children with autism better understand their environment, as well as increase their ability to become more independent in their environment and less reliant on an adult for direction.,Structured Teaching,Minimize visual and audit
42、ory distractions: Visual distractions can be minimized:,Structured Teaching,By painting the entire environment (walls, ceilings, bulletin boards, etc.) a muted color (e.g., off-white);,Structured Teaching,By limiting the amount of visual “clutter“ which is typically present in most classrooms in the
43、 form of art projects, seasonal decorations and classroom materials;,Structured Teaching,By placing sheets/curtains to cover shelves of classroom materials, as well as other visually distracting equipment (e.g., computer, copy machine, TV/VCR, etc.);,Structured Teaching,By storing unnecessary equipm
44、ent/materials in another area.,Structured Teaching,Example: In the play area, limit the number of appropriate toys which the children can use and then, on a weekly basis, rotate in “new“ toys, while putting away the “old“ ones.,Structured Teaching,Through the use of natural lighting from windows to
45、reduce visually distracting fluorescent lighting;,Structured Teaching,By controlling the amount of light through the use of blinds, curtains, or shades, thus creating a warm and calm environment;,Structured Teaching,By placing study carrells and individual student work areas, bordered by a wall or c
46、orner of the classroom, away from group work tables can also reduce environmental visual distractions;,Structured Teaching,By carefully considering where the child with autism will sit in the regular education classroom.,Structured Teaching,Example: Tony, a student with autism was seated in the fron
47、t of the class, facing away from the door or windows and away from shelves with instructional materials in order to minimize visual distractions.,Structured Teaching,Auditory distractions can be reduced through the use of carpeting, lowered ceilings, acoustical tiles, P.A. system turned off (or cove
48、red with foam to mute the sound) and headphones for appropriate equipment, such as the computer or tape players.,Structured Teaching,Develop appropriate instructional, independent, recreation and leisure areas in each physically structured environment,Structured Teaching,In a classroom setting, thes
49、e areas may include: Small group work area; Independent work area; 1:1 work area; Play/recreation/leisure area; Sensory motor area; Crash/quiet area.,Structured Teaching,At home, these areas may include: An independent work area; Play area; Crash/quiet area.,Structured Teaching,Again, these specific
50、 areas should have clear visual boundaries to define each area for the child with autism. It is also important to keep in mind the various distractions which may be present in each area, and make accommodations accordingly.,Structured Teaching,Organization: A physically structured environment must be extremely organized to effectively implement a structured teaching approach.,
