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Simulations For Teaching Social Interaction[1]

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Simulations For Teaching Social Interaction[1]

  1. 1. IDE 650 Presentation, July 14, 2008 by Wayne Williams
  2. 2. Teaching with Simulations to Improve Outcomes for Autistic Children <ul><li>Simulations can be used to enable children with autism to learn by doing. </li></ul><ul><li>Simulations are one of the best forms of instruction because they allow students to make mistakes without a negative consequence. </li></ul><ul><li>Unlike modeling only simulations improve the ability to cross domains by using what has been learned from unlike situations. </li></ul>
  3. 3. Example of a Simulation to Aid Communication <ul><li>The autistic child has difficulty looking at faces when establishing communication with an adult. </li></ul><ul><ul><li>Place pictures of people (faces only) on a computer. People who are smiling, laughing, talking, listening, and any others you like. </li></ul></ul><ul><ul><li>Allow student to look at pictures without supervision. </li></ul></ul><ul><ul><li>Supervise student while asking that he/she look only at the screen. </li></ul></ul><ul><ul><li>Once student looks at faces reinforce with reward. </li></ul></ul><ul><ul><li>Change process to video pictures of faces. </li></ul></ul><ul><ul><li>Repeat process above. </li></ul></ul><ul><ul><li>Move to general environment for confirmation of new behavior. </li></ul></ul>
  4. 4. <ul><li>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. </li></ul>
  5. 5. <ul><li>• Autistic Disorder, • Asperger’s Disorder, • Rett’s Disorder, • Childhood Disintegrative Disorder, and • Pervasive Developmental Disorder No Otherwise Specified (PDD-NOS). </li></ul>
  6. 6. Simulation Learning is one of the best: <ul><li>Teaching methods for transferring life skills. </li></ul><ul><li>Improving Self Determination. </li></ul><ul><li>Improving social skills. </li></ul><ul><li>Improving behavior. </li></ul><ul><li>Improving family relationships. </li></ul><ul><li>Improving study and academic skills </li></ul><ul><li>Improving the chances for success after school. </li></ul>
  7. 7. <ul><li>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. </li></ul>
  8. 8. <ul><li>• 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. </li></ul>
  9. 9. <ul><li>Vary widely in abilities, intelligence, and behaviors. </li></ul><ul><li>Some children do not speak; others have language that often includes repeated phrases or conversations. </li></ul><ul><li>Children with more advanced language skills tend to use a small range of topics and have difficulty with abstract concepts. </li></ul>
  10. 10. <ul><li>Repetitive play skills, a limited range of interests, and impaired social skills are generally evident as well. </li></ul><ul><li>Unusual responses to sensory information—for example, loud noises, lights, certain textures of food or fabrics—are also common. </li></ul>
  11. 11. <ul><li>Make sure directions are given step-by-step. </li></ul><ul><li>Find out what the student’s strengths and interests are and emphasize them. </li></ul><ul><li>Provide social/collaborative interactions throughout the regular school day. </li></ul><ul><li>Seek help from expert professional resources (including parents) to understand the meanings of the behaviors </li></ul>
  12. 12. <ul><li>Have consistent routines and schedules. </li></ul><ul><li>Work together with the student’s parents and other school personnel. </li></ul><ul><li>Regularly share information about how the student is doing at school and at home. </li></ul><ul><li>Provide immediate rewards. Even for the small things. </li></ul>
  13. 13. Time for Cleaning
  14. 14. Lets teach what cleaner to select. <ul><li>A autistic child can mistake a glass cleaner for dishwasher soap. </li></ul><ul><li>The bottles may be so much alike that they have problems telling which cleaner is which. </li></ul><ul><li>To help them tell them apart use color codes. </li></ul><ul><li>Teach which cleaner is glass cleaner, (Example) </li></ul><ul><li>Add green dot to glass cleaner, red dot to soap. </li></ul>
  15. 15. Teach the difference <ul><li>Teach the difference by practicing with the student. </li></ul><ul><li>Practice by teaching the code, (the dots) </li></ul><ul><li>Supply rewards for correct answers. </li></ul><ul><li>Once mastery is achieved try in home environment. </li></ul>
  16. 16. <ul><li>Annual Goal #52 __________ will clean glass (windows and mirrors) appropriately at _____ level/percent for ____ out of ____ opportunities as measured by ____________. </li></ul><ul><li>Objective #1 Identify when surface needs cleaning. </li></ul><ul><li>Objective #2 Get materials. </li></ul><ul><li>Objective #3 Squeeze/spray appropriate amount of cleaner onto surface. </li></ul><ul><li>Objective #4 Rub top to bottom and side to side and around edges. </li></ul><ul><li>Objective #5 Dry the surface. </li></ul><ul><li>Objective #6 Put the materials away. </li></ul>
  17. 17. <ul><li>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/   </li></ul><ul><li>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     </li></ul>
  18. 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. 19. PLEASE CARE
  20. 20. USE YOUR IMAGINATION <ul><li>Use Virtual Realities </li></ul><ul><li>Role Play </li></ul><ul><li>Modeling </li></ul><ul><li>Go out in the real world </li></ul><ul><li>If we don’t try we don’t learn. </li></ul>

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