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Simulations For Teaching Social Interaction[1]

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  • 1. IDE 650 Presentation, July 14, 2008 by Wayne Williams
  • 2. Teaching with Simulations to Improve Outcomes for Autistic Children
    • Simulations can be used to enable children with autism to learn by doing.
    • Simulations are one of the best forms of instruction because they allow students to make mistakes without a negative consequence.
    • Unlike modeling only simulations improve the ability to cross domains by using what has been learned from unlike situations.
  • 3. Example of a Simulation to Aid Communication
    • The autistic child has difficulty looking at faces when establishing communication with an adult.
      • Place pictures of people (faces only) on a computer. People who are smiling, laughing, talking, listening, and any others you like.
      • Allow student to look at pictures without supervision.
      • Supervise student while asking that he/she look only at the screen.
      • Once student looks at faces reinforce with reward.
      • Change process to video pictures of faces.
      • Repeat process above.
      • Move to general environment for confirmation of new behavior.
  • 4.
    • Autism/Pervasive Developmental Disorder (PDD) is a neurological disorder that affects a child’s ability to communicate, understand language, play, and relate to others. PDD represents a distinct category of developmental disabilities that share many of the same characteristics.
  • 5.
    • • Autistic Disorder, • Asperger’s Disorder, • Rett’s Disorder, • Childhood Disintegrative Disorder, and • Pervasive Developmental Disorder No Otherwise Specified (PDD-NOS).
  • 6. Simulation Learning is one of the best:
    • Teaching methods for transferring life skills.
    • Improving Self Determination.
    • Improving social skills.
    • Improving behavior.
    • Improving family relationships.
    • Improving study and academic skills
    • Improving the chances for success after school.
  • 7.
    • Information from the National Institute of Mental Health and the Center for Disease Control and Prevention (CDC) indicates that between 2 to 6 per 1,000 children (from 1 in 500 to 1 in 150) have some form of autism/PDD. These disorders are four times more common in boys than in girls, although Rett’s Disorder has only been reported and diagnosed in girls.
  • 8.
    • • Communication problems (e.g., using and understanding language); • Difficulty relating to people, objects, and events; • Unusual play with toys and other objects; • Difficulty with changes in routine or familiar surroundings; and • Repetitive body movements or behavior patterns.
  • 9.
    • Vary widely in abilities, intelligence, and behaviors.
    • Some children do not speak; others have language that often includes repeated phrases or conversations.
    • Children with more advanced language skills tend to use a small range of topics and have difficulty with abstract concepts.
  • 10.
    • Repetitive play skills, a limited range of interests, and impaired social skills are generally evident as well.
    • Unusual responses to sensory information—for example, loud noises, lights, certain textures of food or fabrics—are also common.
  • 11.
    • Make sure directions are given step-by-step.
    • Find out what the student’s strengths and interests are and emphasize them.
    • Provide social/collaborative interactions throughout the regular school day.
    • Seek help from expert professional resources (including parents) to understand the meanings of the behaviors
  • 12.
    • Have consistent routines and schedules.
    • Work together with the student’s parents and other school personnel.
    • Regularly share information about how the student is doing at school and at home.
    • Provide immediate rewards. Even for the small things.
  • 13. Time for Cleaning
  • 14. Lets teach what cleaner to select.
    • A autistic child can mistake a glass cleaner for dishwasher soap.
    • The bottles may be so much alike that they have problems telling which cleaner is which.
    • To help them tell them apart use color codes.
    • Teach which cleaner is glass cleaner, (Example)
    • Add green dot to glass cleaner, red dot to soap.
  • 15. Teach the difference
    • Teach the difference by practicing with the student.
    • Practice by teaching the code, (the dots)
    • Supply rewards for correct answers.
    • Once mastery is achieved try in home environment.
  • 16.
    • Annual Goal #52 __________ will clean glass (windows and mirrors) appropriately at _____ level/percent for ____ out of ____ opportunities as measured by ____________.
    • Objective #1 Identify when surface needs cleaning.
    • Objective #2 Get materials.
    • Objective #3 Squeeze/spray appropriate amount of cleaner onto surface.
    • Objective #4 Rub top to bottom and side to side and around edges.
    • Objective #5 Dry the surface.
    • Objective #6 Put the materials away.
  • 17.
    • Autism Information Center at CDC 800-311-3435  www.cdc.gov/ncbddd/autism/index.htm    Autism Society of America 800-328-8476   www.autism-society.org    Autism Treatment Network     www.autismtreatmentnetwork.org Center on Positive Behavioral Interventions and Supports (PBIS) www.pbis.org    Center for Implementing Technology in Education (Cited) www.citededucation.org Cure Autism Now 888-828-8476    www.cureautismnow.org   The Family Center on Technology and Disability www.fctd.info/  
    • Indiana Resource Center for Autism www.iidc.indiana.edu/irca     Interactive Autism Network www.ianproject.org/ MAAP Services for Autism & Asperger Syndrome www.asperger.org    National Alliance for Autism Research 888-777-6227  www.naar.org/    NIH Autism Research Network www.autismresearchnetwork.org/AN/    NIMAS Development and Technical Assistance Centers http://nimas.cast.org O.A.S.I.S. Online Asperger Syndrome Information and Support www.aspergersyndrome.org/    Professional Development in Autism Center http://depts.washington.edu/pdacent/    Yale Developmental Disabilities Clinic www.autism.fm    
  • 18. Click to see why autistic children can have a difficult time learning in the environment. YOU-TUBE VIDEO http://youtube.com/watch?v=Stq_fqKqF74&feature=related
  • 19. PLEASE CARE
  • 20. USE YOUR IMAGINATION
    • Use Virtual Realities
    • Role Play
    • Modeling
    • Go out in the real world
    • If we don’t try we don’t learn.