AUTISM AWARENESS
APRIL 2019
Autism Awareness DRESS-UP Theme Week
MONDAY- APRIL 1
BACKWARDS AND WACKY TACKY DAY (WEAR YOUR OUTFIT BACKWARDS AND/OR WACKIEST & TACKIEST OUTFIT DAY)
TUESDAY- APRIL 2
LIGHT IT UP BLUE AUTISM AWARENESS (WEAR BLUE DAY)
WEDNESDAY-APRIL 3
"COLOR" THE WORLD WITH AUTISM DAY (WEAR RAINBOW COLORS DAY)
THURSDAY- APRIL 4
WHAT'S YOUR "SUPER" POWER DAY? (DRESS IN SUPER HERO ATTIRE)
FRIDAY- APRIL 5
"ROCK THE SPECTRUM" DAY (DRESS IN ROCK STAR ATTIRE)
AUTISM: A Crash Course
What is Autism?
In teacher-friendly terms, individuals on the Spectrum
1. Have a really hard time communicating with family, friends...anyone
2. Don't understand the hidden language of social situations
3. Don't have a filter
4. Don't understand that what they feel inside isn't always what everyone else is feeling
5. Struggle greatly with sudden changes in routines and schedules
6. Sometimes do something over and over, to relieve anxiety, to show happiness, or just because.
7. Can have extreme sensitivities to sensory stimuli
https://youtu.be/6fy7gUIp8Ms
Shift from Disability Mindset to a Neuro-diversity Mindset
Because we know that students with ASD range on the IQ scale with similar distribution, we must not look at it as simply a disability. It is a neuro-diversity and so we must access and implement instructional and behavioral practices that we know without a doubt work for students with ASD.
Impact on Education
Students with ASD, just like any other student, have the right to FAPE (free and appropriate public education).
Come to the Dark... I mean Paperwork Side
Eligibility
It's important to understand that while a Dr. may diagnose a child with Autism, that doesn't always mean that a school's evaluation team will determine that there is an educational need for eligibility of Special Ed. services.
*But you still want to know either way so you can support and use strategies that will make everyone's life easier in the classroom.
Terms and Language to Learn
IEP's-Any teacher or para working directly with students receiving SPED services have a right and responsibility to access portions of the IEP (accommodations, modifications, schedule of services) in order to ensure that supports and services are correctly provided to the student and with the correct frequency and duration.
FBA's
- Functional behavior assessment
- Conducted by someone qualified and identifies
- Target behavior
- Potential triggers
- Function of the behavior
- Mandatory in some cases before discipline can occur
- Sometimes recommended in ARD for students with Autism
BIP's-
- Behavior intervention plan
- Identifies target behavior
- Recommends removing or reducing triggers
- Provides teachers, staff, (all who work with student) with specific strategies to teach correct replacement behaviors
- Is not a punishment plan
- Built off positive reinforcement
- Is a legal document
Understanding Behavior as Communication
https://youtu.be/NM8vKTFbMZM
https://youtu.be/C7rnDbrhp2g
https://youtu.be/_R-FyBJV77w
Class Set Up Ideas
Visual Supports: Expectations For Behavior and Academics
The Importance of visual Schedules
Understanding and Using Evidence Based Strategies
There's 27, so please don't think you can learn them all in one day! But we have to start somewhere...
Are Your Instructions as Clear and Concise as making PB&J?
https://youtu.be/cDA3_5982h8
The Bottom Line
Success for Students with ASD depends on
- Stability
- Consistency
- Visuals
- Reinforcement
- Consistent access to communication
- Learner preferred activities