Transcript Building Your Future Intensive Training Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices.

Building Your Future Intensive Training
Orientation & Foundations in Autism Spectrum
Disorders (ASD) & Effective Practices
Today’s Itinerary
• Morning:
– Orientation to the START Project and BYF
Intensive Training
– Foundations in ASD
• Afternoon:
– Meeting Mechanics
Michigan Students with an ASD Eligibility Label
16000
15,976
14000
Number of students
12000
10000
8000
6000
4000
2000
1,208
0
1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012
Purpose of START
START serves as a
coordinating and
supporting entity for
regional sites across the
state of Michigan to
increase access to local
resources, training and
support for students with
autism spectrum
disorder.
START Primary Components
Team-based Intensive Training
START Early Childhood Intensive Training
START K-12 Intensive Training
START Building Your Future Training
Making Professional Development Effective
Lang & Fox (2003)
•
•
Traditional professional
development (training
without follow up to
support implementation)
yields a 5-10%
implementation of
strategies success rate.
With follow up, that
number can rise to 7590%
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
w/out follow-up
w/follow-up
START Intensive Training Goals
•
Acquire content knowledge
•
Apply content knowledge
•
Develop teaming and collaborating skills
•
Develop systems to assure implementation
Systems Change
• Big change only happens when we change
whole systems
Systems Change
Common principles/practices for supporting students with ASD
• Positive behavioral interventions & supports
• Integration of students and peer supports
• Team approach for planning, development, and implementation
• Training and coaching to support implementation
• Assessment and planning for program improvement
• Networking and sharing across districts and counties
Big Ideas
Independence & Socialization
Team Process and
Problem Solving
Universal Supports
Goals for Individuals
with ASD
Socialization Skills
Independent Skills
Employment
START Primary Components
Student and Family
School Building Coaches & Teams
Intermediate & Local School District Trainer/Coaches
SMART
West
MAC
NAN
UPAN
CAN4
GCA
CMAC
CRAN
Thumb
Kent
CAN
Lake
side
LEAN
Great
Lakes
MAC
OCAN
Wayne
SMAC
Regional Collaborative Networks (RCNs)
START/ Autism Education Center at GVSU
WIN4
Autism
START Primary Components
• Annual START Conference, Leadership
Meetings, Summer Institute
• START Website
http://www.gvsu.edu/autismcenter/transition-312.htm
• Products and Materials developed by START
partners (i.e. RCN)
START Conference 2014
April 29, 2014 @ Lansing Lexington
KEYNOTE:
Evidence-based intervention in transition and
adulthood
Peter Gerhardt, Ph.D.
START Primary Components
Resources for Evidence-Based
Practices for Students with ASD
• NPDC: (http://autismpdc.fpg.unc.edu/)
• OCALI: AIM (Autism Internet Modules)
(http://www.autisminternetmodules.org)
• National Autism Center: National Standards Project
(http://www.nationalautismcenter.org)
Evidence-Based
Why Demand Use of Effective Practices
• Improved Student Outcome
• Legally Defensible
• Efficient use of Time and Money
The Future
A START Partner for Life!?
We are committed to supporting our
training sites for the duration of our
grant funding through Regional
Collaborative Networks and Coaches
with a goal of improving outcomes for
all students with ASD.
START Building Your Future:
Secondary Transition
Intensive Training
Michigan Students with an ASD Eligibility Label
16000
15,976
14000
Number of students
12000
10000
8000
6000
4000
2000
1,208
0
1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012
Number of Michigan Students with ASD by Age
* Based on 2011 MDE, OSE Eligibility Count
1400
1307
1270
1187
1200
1158
1143
1124
1059
1036
983
1000
942
872
803
800
616
600
552
409
400
294
210
208 197
200
162
129 136
104
65
9
1
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
Post-Secondary Outcomes
• Access to Higher Education
• Employment
• Independent Living
• Social Opportunities
National Data: Housing
• 2008 Easter Seals study showed more than 80% of adults with ASD
ages 19-30 live at home with their parents
• Majority of adult children with ASD are living with aging parents
Adults 19-30 with Autism
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With parents or guardian 81%
Independently, with spouse or partner 3%
With other family member/spouse/partner 0%
Supported residence for individuals with special needs 14%
Other 2%
Adults 19-30 with Asperger
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With parents or guardian 71%
Independently, with spouse or partner 9%
With other family member/spouse/partner 5%
Supported residence for individuals with special needs 7%
Other 7%
Easter Seals, 2008
Engagement in education, employment, or training after leaving school
Other health impairment
Learning disability
Speech / language
impairment
Hearing impairment
Emotional disturbance
Traumatic brain injury
Visual impairment
Orthopedic impairment
Mental impairment
Multiple disabilities
Autism
0
NLTS2, 2009
20
40
60
Percentage
80
100
120
Employment Outcomes
Despite the passage of the Americans with
Disabilities Act, the Supreme Court decision in the
Olmstead v. L. C. (1999) case with its emphasis on
full community integration for individuals with
significant disabilities, the majority of individuals
with significant disabilities currently are not
working in competitive employment.
Paul Wehman, W. Grant Revell, and Valerie Brooke (2003). Has It Become the
"First Choice" Yet? Journal of Disability Policy Studies, 14(3), 163-173.
Michigan Response
• Michigan ASD State Plan
– http://www.asdplan.cenmi.org/
• Autism Insurance in Michigan
– http://www.michigan.gov/autism
– http://autismallianceofmichigan.org/newsinfo/autism-legislation/ (Autism Alliance of
Michigan)
START’s Response
Regional
Collaborative
Networks:
PST Goal
START
Building Your
Future (BYF)
Projects
Technical
Assistance
(TA)
Intensive
Training
(IT)
Purpose of the BYF IT
• Increase Knowledge of ASD & Implementation of
Effective Transition Practices
• Increase Collaborative Teaming Practices
• Improve Transition Outcomes for Individuals with
ASD:
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–
–
–
Access to Higher Education
Employment
Independent Living
Community Involvement
Training Curriculum
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•
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Orientation and Foundations
Meeting Mechanics and Guiding Principles
Looking at ASD Differently / Adults
“Stop It” and Other Behavioral Strategies
Asperger
Natural Supports
Discovery & IEP
Systems Change
Getting STARTed:
Today’s Trip
• Daily Schedule:
– 8:30am - 3:30pm
– Lunch provided
– AM & PM Breaks
• Materials:
– Module Materials
– Tool Kit (Review)
• Activities:
– Content & Discovery Process activities with each module
– Action plan development
– One meeting per team outside of START training
Snow Days
START Training is canceled if…
“insert decision here”
• Phone Tree Plan:
“insert decision here”
• Make sure to get home / cell #s
Getting STARTed
• Table Folders
– Important Information
– Save the Dates
– Sub team lists / email addresses
• Sub-Team Email List Update
– Sign in each session
– Notify START continuity staff with changes
• CEUs
Improving the Journey
Training Expectations Activity
• Wait for Team Time to Talk
– Write notes if needed
• Cell Phones on Silent
• CONTRIBUTE
– Everyone has a contribution to make
• OTHERS:
– Sub-Team Expectations
– Large Group Expectations
ASD 101 / Foundations
What do you know coming in?
• Novice
• Intermediate
• Advanced
Changing Rate of ASD
1994
2012
DSM IV
CDC
4-5 in 10,000
(1 in 2,000)
1 in 88
Foundations of ASD
Autism identified in
1943 by Leo Kanner
Asperger Syndrome
identifed in 1944 by
Hans Asperger
Autism’s First Child
In 1943, Donald Triplett of
Forest, Mississippi became
the first person to be
diagnosed with ASD. His
parents chose not only to
accept him as he was, but
created a hometown
environment of love and
friendship that refused to
allow others to misinterpret
or misrepresent him or his
“oddity.”
The Atlantic Monthly
Impairment in
Socialization
Restricted &
Repetitive
Behavior
Impairment in
Communication
Triad of
ASD
Impairment in
SocialCommunication
Restricted &
Repetitive Behavior
Continuum of Skills for Individuals with Autism
Measured IQ
Social
Interaction
Communication
Motor Skills
Fine & Gross
Sensory
Severe MR
Aloof
Gifted
Passive
Active/Odd
Non-verbal
Verbal
Awkward
Agile
Hyposensitive
Hypersensitive
The Advocate (2003)
ASD is a neurbiological disorder
that impacts:
• Processing
• Attention and shifting
• Basic social behaviors
• Interaction with the environment
• Learning
Lord, 2010
Socialization Skills and
Development
Social Characteristics
 Limited appropriate use of nonverbal behaviors
in social situations (e.g., eye gaze, gestures,
body language)
 Difficulties recognizing and responding to subtle
social nuances, cues, and unspoken messages
 Identifying and responding to people’s tone of
voice, facial expressions, posture, etc.
Social Challenges
• Social attempts may look like problem behaviors
• Developing relationships often challenging
Social Deficits and Difficulties
• Social reciprocity and perspective taking
• Responding to social bids
• Social initiation
• Social repair
• Social isolation
Social Characteristics
 Theory of mind deficits – difficulty with
understanding and appreciating the thoughts
and feelings of others
 Theory of mind is the ability to attribute
mental states—beliefs, intents, desires,
pretending, knowledge, etc.—to oneself and
others and to understand that others have
beliefs, desires and intentions that are different
from one's own
Theory of Mind
 What I see is what others see.
 What I know is what others know.
 What I feel is what others feel.
 What I believe is what others believe.
Autism is a Social Learning
Disability
• We are wired to read social information into
everything
• We are experts on faces and emotions most of the
time
• Yawning (Senju et al., 2007)
• Social information is protective since it enables us to
read situations
Communication Skills and
Development
Communication
• Facial expression doesn’t augment
communicative intent
• Prosody tends to be flat or exaggerated and
voice can be too loud or soft with rate of speech
being too slow or too fast
• Language can be repetitive, overly formal,
idiosyncratic
• Echolalia (processing the utterance as a whole
“chunk”, not as individual words)
• Difficulty with conversations
Three ASD Communication
“Facts”
1.
In ASD expressive language and receptive
language are not equal
Understanding Meaning
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I didn’t say she stole my money (but someone said it).
I didn’t say she stole my money (I definitely didn’t say it).
I didn’t say she stole my money (but I implied it).
I didn’t say she stole my money (but someone stole it).
I didn’t say she stole my money (but she did something with
it).
• I didn’t say she stole my money (she stole someone else’s).
• I didn’t say she stole my money (she took something else).
Three ASD Communication Facts
2. If you didn’t write it down you didn’t say it.
Communication-Stress & Anxiety
3. Understanding and communicative
expression breaks down under stress– Even if a student has verbal language, it
may be difficult for him to communicate
when upset
– A student under stress needs more visual
and less verbal input
Individuals with delays in language
development are at risk for using
challenging behaviors as a way to
communicate their needs and wants.
Florida State University , 2005
Restricted and Repetitive
Patterns of Behavior
Restricted and Repetitive
Patterns of Behavior
• Narrow interest of abnormal intensity or focus
• Fascinations: numbers, sports facts, computers
• Inflexible adherence to specific nonfunctional
routines or rituals
• Distress at unexpected changes
Restricted and Repetitive
Patterns of Behavior
• Stereotyped, repetitive motor mannerisms
 Hand or finger flapping
 Complex whole body movements
• Persistent preoccupation with parts of
objects, such as spinning the wheels on a
toy car
Sensory Differences
Associated with ASD
• Not necessary in the diagnosis of ASD but
virtually all individuals demonstrate sensory
processing issues
• Strong reactions to everyday
sensations
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Hypersensitivity
Hyposensitivity
(too sensitive)
(minimally responsive)
Sensitivity to bright light or
the flicker of fluorescent lights
Being fascinated with light and
reflection
Intense perception of colors
The smell or taste of any food
is too strong
Intolerance of the texture of
certain foods
Painful reaction to loud and /
or high noises
Overreaction to hot/cold
Intolerance of the feel of
clothes or shoes
Extreme touch sensitivity
• Seems not to feel pain or
temperature.
• Prone to inadvertent selfinjury
• Seeks deep pressure (e.g.
crawls under heavy carpets)
and tight clothes
• Appears not to hear certain
sounds
• The person might wave
his/her hands around or rock
back and forth or make
strange noises in order to
stimulate the senses
Signs of Sensory Difficulties
• Putting hands over ears (sensitivity to noise),
vocalizing to override the sound
• Flicking fingers in front of eyes (visual sensitivity)
• Having meltdowns (sensory overload)
• Not appearing to hear certain sounds or showing
panic reactions to certain unexpected sounds
(noise)
• Rocking, pacing, fleeing
Autism Spectrum Disorders
Sensory Characteristics
When I was a child, large
noisy gatherings of
relatives were
overwhelming, and I would
just lose control and throw
temper tantrums.
» Temple Grandin
Autism Spectrum Disorders
Symptoms of Anxiety
• Pacing, motor over-activity
• Perseveration –preferred topics or activities,
questions asking
• Increased self-talk
• Social withdrawal/avoidance
• Poor decision making
• Decreased attention span
• Outbursts
Autism Spectrum Disorders Sources
of Anxiety
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Sensory under- or over-stimulation
Changes in schedule, routine
New people, events, environments
Unfamiliar task demands
Immersion in social settings
Teasing
“People expect cognition
and social functioning to be
equally developed. When
kids with Asperger’s
Syndrome experience
difficulty they wrongly
assume it is deliberate
misconduct.”
(A. Klin and F. Volkmar, 1997)
IDEA ‘04
“Almost 30 years of research and experience had
demonstrated that the education of students with
disabilities can be made more effective by having
high expectations…”
The Universally Designed Classroom
(2005)