From TED 2009 in Charlotte, NC: In response to community need, the presenters designed a set of online courses with paired field experiences for teachers of students with autism. This session explores similarities and differences among involved stakeholders’ perceptions, key components of courses on autism, and information regarding best practices in both autism and online instruction.

1. Beyond OJT Effective Online Autism Teacher Preparation Dr. Susan Blanchard Dr. Danielle Eadens St. Petersburg College Florida

2. Where are we going? What pieces do we need?: Incorporating stakeholder input Putting the pieces together: Teaching skills critical to ASD How do we deliver the pieces?: Effective online strategies

3. What pieces do we need? Incorporating stakeholder input

4. Parents and teachers… Two views from the same mountain…

5. Then, there’s the professor’s view…

6. It’s about the students…

7. Data Sources

8. What do you feel has had the MOST effective overall results in helping your child with ASD at both home and school? Parents Ranked in order: Speech/language therapy- (54.55%) Other - (39.39%) – mostly OT Behavioral therapy/intervention (e.g. ABA, Lovaas) - (27.27%) Picture Symbols/Scheduling (e.g. PECS) - (27.27%) Medication (Prescription) - (24.24%) Music Therapy - (24.24%) Art Therapy - (21.21%) Nutritional pill supplements (vitamins, minerals, etc.) - (6.06%) Special Diet (e.g. Gluten-free) - (6.06%) Teachers Ranked in order: Behavioral therapy/intervention (e.g. ABA, Lovaas) - (61.54%) Picture Symbols/Scheduling (e.g. PECS) - (53.85%) Other - (53.85%) (varied responses) Speech/language Therapy - (38.46%) Medication (Prescription) - (23.08%) Music Therapy - (15.38%) Art Therapy - (7.69%) Nutritional pill supplements (vitamins, minerals, etc.) – 0% Special Diet (e.g. Gluten-free) – 0%

9. Interesting… 100% of the respondents felt that teaching preservice teachers behavior techniques was important or very important (question 13). However, 30% of respondents stated that knowing how to do formal assessments is not important. (Question 14) Collecting data and interpreting data was rated as not important by 18% of respondents. (Question 12) 24% finds FBA and analyzing causes of behaviors as not important.(Question 10)

10. Teachers wanted new teachers to know “Outward behavior towards others is a reflection of inner turmoil and past experience.” ~R.K. “Appropriate behavior gets your kids farther than some curriculum skills.” ~Anonymous “Take time to get to know each child and their parents.” ~D.R. “Hold them to the highest expectations you can. Expect much from them, and you will get much from them.” ~J.K. “Everyday - have a plan (usually FBA) for every child - stay focused - be consistent - look to the child's future…There is no ‘best thing’ - it's a ‘big picture’ with process.” ~D.R.

11. Parents wanted new teachers to know “Build on their strengths. Remember or learn about the method of learning that fits the person best. Allow response time. Learning does not have to be done at a table.” “Do not always assume that he understands.” “Do not assume the child is not intelligent. Often they are quite intelligent and if a teacher does not look past the behaviors, especially when they first start working with the child, they might miss it.” “That sometimes they can do things that they cannot do at other times. They are not just being defiant, sometimes the words get stuck or they're overwhelmed with sensory input.”

12. Parents wanted new teachers to know “In 3rd grade, my son asked his teacher if he could go to the bathroom. She said only if it was an emergency. Five minutes later, he asked again....same answer. He came home with damp, urine-stained shorts. When I asked what happened, he said the teacher said he could only go to the bathroom if it was an emergency, but the fire alarm never went off. I talked to his teacher about it the next day....she felt terrible, but now had a better understanding of how literally he interpreted things.”

13. Parents wanted new teachers to know “If a child denies they did something it might be a perception issue and not just them trying to get out of a punishment.” “That the aggressive / annoying behaviors are not only a part of ASD, but usually an indication that something else is going on with the child - whether it be illness, fatigue, need for more/less sensory input... to learn about each child as an individual and to communicate with the family and the rest of the treatment team to successfully serve the child.”

14. Parents wanted new teachers to know “When a child with autism is worked up and having a "melt down", it is better to soothe them and give them time to calm themselves, without putting them into time-out. Yes they may need to be removed from having direct contact with the other students, but they should NEVER be secluded or left alone. It's not their fault they are the way they are, and it should not be punished, but rather understood. Empathy is the greatest trait ANY type of teacher should have, in my opinion.”

15. Parents wanted new teachers to know “Do not expect them to soothe themselves without anything.” “Focus on the positive and realize that these kids need opportunity for sensory input. Try to listen if the class is too loud or there are smells or even a fluorescent light bulb blinking or buzzing. A child can become so focused on that they can't think of anything else.” “I want the school systems to help more with understanding the CAUSES of behaviors and apply the appropriate therapies/supports rather than REACT to behaviors with referrals and negativity without understanding why they are happening.”

16. Parents wanted new teachers to know “Do not see their limitations, but only their possibilities.” “Every student is a unique individual, not part of a monoculture attached to a label.” “The potential is there, we just need to find and use the key to unlock it.” “One plan does not fit all.” “Our children do not fit into round holes....square holes or triangles...” “Don’t give up on us.”

17. Putting the pieces together: Teaching skills critical to ASD

18. Finding the pieces State standards Best Practices E.g. TEACHH, ABA, AT Differentiating instruction for various levels of expertise Exchange & enrich Menu of options Field experience

19. Florida Standards

20. How do we deliver the pieces? Effective online strategies

21. What works in online instruction? Visual appeal & ease of use E.g. Softchalk Lesson Builder Interactive learning vs. correspondence course Establish interdependence & collegial atmosphere Frequent communication Effective use of instructor’s time through design

22. Presenter Contact Info PPT available at slideshare.net Dr. Susan Blanchard Blanchard.Sue@spcollege.edu Dr. Danielle Eadens Eadens.Danielle@spcollege.edu Information about SPC’s autism endorsement courses: http://www.spcollege.edu/bachelors/autism/