Heidi Carico Slides 2023.pdf
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This document provides information on supporting students with autism spectrum disorder (ASD) in general education settings. It begins with objectives of increasing understanding of ASD, identifying characteristics that impact performance, and identifying modifications to improve outcomes. It then discusses ASD as a complex neurodevelopmental disorder characterized by difficulties with social communication and interactions and restricted, repetitive behaviors. Underlying learning characteristics include differences in auditory processing, learning, executive function, attention, perspective-taking, and sensory processing. The document emphasizes using individualized visual supports including schedules, activity systems, and modified materials to improve classroom performance and behavior by addressing these underlying characteristics. It provides examples of visual schedules, activity systems, and modifying instructions, clarity, and organization of materials
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Heidi Carico Slides 2023.pdf
- 1. EXCEPTIONAL CHILDREN DIVISION Supporting Students with Autism Spectrum Disorder in the General Education Setting Heidi Carico NCDPI Consultant for Autism and Charter Schools
- 2. EXCEPTIONAL CHILDREN DIVISION Objectives • Participants will increase understanding of Autism Spectrum Disorder (ASD) as a complex neurodevelopmental disorder • Participants will identify underlying characteristics of autism that impact student’s academic and functional performance in the educational setting • Participants will identify modifications that can be implemented to improve outcomes for students with ASD
- 3. EXCEPTIONAL CHILDREN DIVISION Autism: A Brief Overview
- 4. EXCEPTIONAL CHILDREN DIVISION Understanding Autism Observable Features Underlying Learning Characteristics
- 5. EXCEPTIONAL CHILDREN DIVISION Many associated medical, psychiatric, and developmental conditions Social communication and interactions Restricted, repetitive patterns of behaviors, interests or activities Diagnostic Features
- 6. EXCEPTIONAL CHILDREN DIVISION Social Communication & Interaction & Restricted Repetitive Patterns of Behaviors Interests or Activities Underlying Learning Characteristics Differences in learning Executive functioning and differences in attention Auditory processing & receptive language Multiple perspectives & social communication Differences in sensory processing
- 8. EXCEPTIONAL CHILDREN DIVISION Characteristic of ASD Description Auditory Processing & Receptive Language Slower auditory processing, difficulty processing more than one mode of information simultaneously (i.e. processing visual and auditory at the same time), difficulties understanding verbal information. Differences in Learning Take in information and generalize/apply the information. Weakness with implicit learning. Executive Functioning & Differences in Attention Skills needed to organize, monitor, and carry out tasks and daily activities from beginning to end. May present as difficulty with planning, initiation, organization, sequencing, time management, shifting and flexibility, goal directed persistence, emotional self-control, and/or metacognition. Focus on details rather than the big picture, difficulty shifting attention, dividing attention, sustaining attention, and understanding what information is relevant. Multiple Perspectives Understanding that other people have thoughts, feelings, and perspectives that are different from one’s own. Difficulties with joint attention and social communication (social initiation, conversational exchanges, turn taking, appropriateness and maintenance of topic, pragmatics, and differences in use and understanding of nonverbals) Differences in Sensory Processing Hyper- or hypo-reactivity to sensory input or unusual interest in sensory aspects of the environment. These may include proprioceptive, interoceptive, and vestibular differences.
- 9. EXCEPTIONAL CHILDREN DIVISION Characteristic of ASD Description Auditory Processing & Receptive Language Slower auditory processing, difficulty processing more than one mode of information simultaneously (i.e. processing visual and auditory at the same time), difficulties understanding verbal information. Differences in Learning Take in information and generalize/apply the information. Weakness with implicit learning. Executive Functioning & Differences in Attention Skills needed to organize, monitor, and carry out tasks and daily activities from beginning to end. May present as difficulty with planning, initiation, organization, sequencing, time management, shifting and flexibility, goal directed persistence, emotional self-control, and/or metacognition. Focus on details rather than the big picture, difficulty shifting attention, dividing attention, sustaining attention, and understanding what information is relevant. Multiple Perspectives Understanding that other people have thoughts, feelings, and perspectives that are different from one’s own. Difficulties with joint attention and social communication (social initiation, conversational exchanges, turn taking, appropriateness and maintenance of topic, pragmatics, and differences in use and understanding of nonverbals) Differences in Sensory Processing Hyper- or hypo-reactivity to sensory input or unusual interest in sensory aspects of the environment. These may include proprioceptive, interoceptive, and vestibular differences.
- 10. EXCEPTIONAL CHILDREN DIVISION Characteristic of ASD Description Auditory Processing & Receptive Language Slower auditory processing, difficulty processing more than one mode of information simultaneously (i.e. processing visual and auditory at the same time), difficulties understanding verbal information. Differences in Learning Take in information and generalize/apply the information. Weakness with implicit learning. Executive Functioning & Differences in Attention Skills needed to organize, monitor, and carry out tasks and daily activities from beginning to end. May present as difficulty with planning, initiation, organization, sequencing, time management, shifting and flexibility, goal directed persistence, emotional self-control, and/or metacognition. Focus on details rather than the big picture, difficulty shifting attention, dividing attention, sustaining attention, and understanding what information is relevant. Multiple Perspectives Understanding that other people have thoughts, feelings, and perspectives that are different from one’s own. Difficulties with joint attention and social communication (social initiation, conversational exchanges, turn taking, appropriateness and maintenance of topic, pragmatics, and differences in use and understanding of nonverbals) Differences in Sensory Processing Hyper- or hypo-reactivity to sensory input or unusual interest in sensory aspects of the environment. These may include proprioceptive, interoceptive, and vestibular differences.
- 11. EXCEPTIONAL CHILDREN DIVISION Characteristic of ASD Description Auditory Processing & Receptive Language Slower auditory processing, difficulty processing more than one mode of information simultaneously (i.e. processing visual and auditory at the same time), difficulties understanding verbal information. Differences in Learning Take in information and generalize/apply the information. Weakness with implicit learning. Executive Functioning & Differences in Attention Skills needed to organize, monitor, and carry out tasks and daily activities from beginning to end. May present as difficulty with planning, initiation, organization, sequencing, time management, shifting and flexibility, goal directed persistence, emotional self-control, and/or metacognition. Focus on details rather than the big picture, difficulty shifting attention, dividing attention, sustaining attention, and understanding what information is relevant. Multiple Perspectives Understanding that other people have thoughts, feelings, and perspectives that are different from one’s own. Difficulties with joint attention and social communication (social initiation, conversational exchanges, turn taking, appropriateness and maintenance of topic, pragmatics, and differences in use and understanding of nonverbals) Differences in Sensory Processing Hyper- or hypo-reactivity to sensory input or unusual interest in sensory aspects of the environment. These may include proprioceptive, interoceptive, and vestibular differences.
- 12. EXCEPTIONAL CHILDREN DIVISION Characteristic of ASD Description Auditory Processing & Receptive Language Slower auditory processing, difficulty processing more than one mode of information simultaneously (i.e. processing visual and auditory at the same time), difficulties understanding verbal information. Differences in Learning Take in information and generalize/apply the information. Weakness with implicit learning. Executive Functioning & Differences in Attention Skills needed to organize, monitor, and carry out tasks and daily activities from beginning to end. May present as difficulty with planning, initiation, organization, sequencing, time management, shifting and flexibility, goal directed persistence, emotional self-control, and/or metacognition. Focus on details rather than the big picture, difficulty shifting attention, dividing attention, sustaining attention, and understanding what information is relevant. Multiple Perspectives Understanding that other people have thoughts, feelings, and perspectives that are different from one’s own. Difficulties with joint attention and social communication (social initiation, conversational exchanges, turn taking, appropriateness and maintenance of topic, pragmatics, and differences in use and understanding of nonverbals) Differences in Sensory Processing Hyper- or hypo-reactivity to sensory input or unusual interest in sensory aspects of the environment. These may include proprioceptive, interoceptive, and vestibular differences.
- 13. EXCEPTIONAL CHILDREN DIVISION Characteristic of ASD Description Auditory Processing & Receptive Language Slower auditory processing, difficulty processing more than one mode of information simultaneously (i.e. processing visual and auditory at the same time), difficulties understanding verbal information. Differences in Learning Take in information and generalize/apply the information. Weakness with implicit learning. Executive Functioning & Differences in Attention Skills needed to organize, monitor, and carry out tasks and daily activities from beginning to end. May present as difficulty with planning, initiation, organization, sequencing, time management, shifting and flexibility, goal directed persistence, emotional self-control, and/or metacognition. Focus on details rather than the big picture, difficulty shifting attention, dividing attention, sustaining attention, and understanding what information is relevant. Multiple Perspectives Understanding that other people have thoughts, feelings, and perspectives that are different from one’s own. Difficulties with joint attention and social communication (social initiation, conversational exchanges, turn taking, appropriateness and maintenance of topic, pragmatics, and differences in use and understanding of nonverbals) Differences in Sensory Processing Hyper- or hypo-reactivity to sensory input or unusual interest in sensory aspects of the environment. These may include proprioceptive, interoceptive, and vestibular differences.
- 14. EXCEPTIONAL CHILDREN DIVISION Impact on Student Academic and Functional Performance ● Problem-solving ● Decision making ● Organization skills ● Difficulty drawing conclusions from facts ● Difficulty engaging in group work ● Difficulty with independence ● Generalizing skills
- 15. EXCEPTIONAL CHILDREN DIVISION Understanding Autism Observable Features Underlying Learning Characteristics Individualized Visual Supports Improved Classroom Performance and Behavior
- 17. EXCEPTIONAL CHILDREN DIVISION What are some essential questions you need answered to proceed through your day? What Makes You Successful Each Day?
- 18. EXCEPTIONAL CHILDREN DIVISION Essential Questions We All Need Answered Where? ● Where am I supposed to go throughout the day? ● Where do my things go? When? ● When do I do what throughout the day? What? How Much? ● What do I have to do while I’m here? ● How much do I have to do while I’m here? ● How to know when I am finished here? ● What happens next, when I leave here? How? ● How do I start the task? ● How do I do the task? ● How do I know I am making progress through the task? ● How do I know when I am finished with the task? ENVIRONMENTAL DESIGN & SCHEDULE SCHEDULE ACTIVITY SYSTEM MATERIAL DESIGN
- 19. EXCEPTIONAL CHILDREN DIVISION Visual Supports: ● Where do I go? ● Where do my things go?
- 24. EXCEPTIONAL CHILDREN DIVISION Visual Supports: ● Where do I go? ● When do I go there?
- 25. EXCEPTIONAL CHILDREN DIVISION Class Schedule vs. Individual Schedule Are most students (80% or more) independently getting where they need to go? • YES! Then your class schedule is working • NO! Then rethink the design of your class schedule. Are my student(s) with ASD able to independently get where they need to go? • YES! Great, your class schedule is meaningful for your students with ASD too! • NO! Consider creating individual schedules for your student(s) with ASD.
- 27. EXCEPTIONAL CHILDREN DIVISION Visual Supports: ● What work? ● How much work? ● How do I know when I’m finished? ● What happens next?
- 31. EXCEPTIONAL CHILDREN DIVISION Visual Supports: How do I do the activity?
- 32. EXCEPTIONAL CHILDREN DIVISION Visual Instructions Visual Clarity Visual Organization Communicates how the activity should be completed. Enhances the most relevant information. Organizes for clearer understanding, efficiency and focus. Identify/Change Form: Written, Picture, Picture with Text, Object, Task Itself Add Instructions Simplify Instructions Sequence Instructions Highlight Underline Add Border Change Font: Color, Size, Type, Bold, Italics Organize Work Space Organize Materials: Segment, Stabilize, Group Add a Graphic Organizer Present in a New Format Individualizing Material Design: Components
- 33. EXCEPTIONAL CHILDREN DIVISION Visual Instructions Visual Clarity Visual Organization Communicates how the activity should be completed. Enhances the most relevant information. Organizes for clearer understanding, efficiency and focus. Identify/Change Form: Written, Picture, Picture with Text, Object, Task Itself Add Instructions Simplify Instructions Sequence Instructions Highlight Underline Add Border Change Font: Color, Size, Type, Bold, Italics Organize Work Space Organize Materials: Segment, Stabilize, Group Add a Graphic Organizer Present in a New Format Individualizing Material Design: Components
- 34. EXCEPTIONAL CHILDREN DIVISION Visual Instructions Walk in place 10 Seconds Hands above head 5 times Twist at waist 5 times Return to Seat
- 37. EXCEPTIONAL CHILDREN DIVISION Visual Instructions Visual Clarity Visual Organization Communicates how the activity should be completed. Enhances the most relevant information. Organizes for clearer understanding, efficiency and focus. Identify/Change Form: Written, Picture, Picture with Text, Object, Task Itself Add Instructions Simplify Instructions Sequence Instructions Highlight Underline Add Border Change Font: Color, Size, Type, Bold, Italics Organize Work Space Organize Materials: Segment, Stabilize, Group Add a Graphic Organizer Present in a New Format Individualizing Material Design: Components
- 38. EXCEPTIONAL CHILDREN DIVISION DIRECTIONS: Write the answer on the RED line. Visual Clarity
- 39. EXCEPTIONAL CHILDREN DIVISION Visual Instructions Visual Clarity Visual Organization Communicates how the activity should be completed. Enhances the most relevant information. Organizes for clearer understanding, efficiency and focus. Identify/Change Form: Written, Picture, Picture with Text, Object, Task Itself Add Instructions Simplify Instructions Sequence Instructions Highlight Underline Add Border Change Font: Color, Size, Type, Bold, Italics Organize Work Space Organize Materials: Segment, Stabilize, Group Add a Graphic Organizer Present in a New Format Individualizing Material Design: Components
- 40. EXCEPTIONAL CHILDREN DIVISION __ About Me (Yellow) __ Reading (Orange) __ Partners Group __ Break __ Math (Clear) __ Lunch __ Science (Red) __ Spanish 1 __ Band __ Social Studies (Blue) __ Break Subjects/Folders Labeled and Color Coded Visual Organization
- 42. EXCEPTIONAL CHILDREN DIVISION Name: _______________ Date: _____________ Title: ___________________________________ Author: _________________________________ First: ___________________________________ Next: ___________________________________ Then: __________________________________ Finally: _________________________________ Visual Organization
- 43. EXCEPTIONAL CHILDREN DIVISION Images by Vimeo licensed under CC BY Visual Organization
- 44. EXCEPTIONAL CHILDREN DIVISION Instructions Task itself Balls in the containers Clarity Red square = wait Two white rectangles for feet Organization Containers with balls Finished container Hula hoop Spotting Material Design
- 45. EXCEPTIONAL CHILDREN DIVISION Instructions Written Added direction Clarity Highlight Organization Clearly defined space for student’s response Answers written on tabs Spotting Material Design
- 46. EXCEPTIONAL CHILDREN DIVISION Applying Visual Supports Know the goal of the task (let go of what is not critical to the goal) Focus on making changes to visual instructions, clarity, and organization that support the student being successful with the goal based on their unique strengths and needs. Keep in mind: • Task Initiation & Clear Finished • Organization • Need for Explicit Directions • Attention
- 47. EXCEPTIONAL CHILDREN DIVISION Predict what might be difficult for student with ASD…
- 50. EXCEPTIONAL CHILDREN DIVISION Predict what might be difficult for a student with ASD…
- 53. EXCEPTIONAL CHILDREN DIVISION Predict what might be difficult for student with ASD…
- 54. EXCEPTIONAL CHILDREN DIVISION Simplify the Visual Instructions __Read “It’s not the End of the World” about Prince Henry on page 1. __Read “Vasco da Gama, No Simple Feat” about Vasco da Gama on page 2. __Read “Early Explorers about Ferdinand Magellan on page 2-3. __Color each of the following facts using the this key: Red= Prince Henry Green= Vasco da Gama Blue= Ferdinand Magellan
- 55. EXCEPTIONAL CHILDREN DIVISION Add Visual Clarity __Read “It’s not the End of the World” about Prince Henry on page 1. __Read “Vasco da Gama, No Simple Feat” about Vasco da Gama on page 2. __Read “Early Explorers” about Ferdinand Magellan on page 2-3. __Color each of the following facts using the this key: Red= Prince Henry Green= Vasco da Gama Blue= Ferdinand Magellan
- 58. EXCEPTIONAL CHILDREN DIVISION Predict what might be difficult for student with ASD…
- 62. EXCEPTIONAL CHILDREN DIVISION Predict what might be difficult for a student with ASD
- 65. EXCEPTIONAL CHILDREN DIVISION Supporting Students in Group Work
- 66. EXCEPTIONAL CHILDREN DIVISION Supporting Students in Group Work: Roles ● Assign roles with student strengths in mind ● Make roles explicit
- 67. EXCEPTIONAL CHILDREN DIVISION Supporting the Social Aspects of Group Work
- 68. EXCEPTIONAL CHILDREN DIVISION Incorporating Student Interests
- 69. EXCEPTIONAL CHILDREN DIVISION Key Takeaways • Use visual supports to increase engagement and improve classroom outcomes • Individualize the supports based on student’s unique strengths and needs • Supports need to be functional and meaningful not pretty and perfect
- 71. EXCEPTIONAL CHILDREN DIVISION Contact Information Contact Information Heidi Carico Consultant for Autism and Charter Schools NC Department of Public Instruction Office of Exceptional Children Northwest & Western Regions heidi.carico@dpi.nc.gov (984) 236-2620