autism awareness for the school transportation association of indiana presented by barb fogarty...

Autism AwarenessFor

The School Transportation Association of Indiana

Presented by Barb Fogarty Autism Consultant

MSD of Lawrence Township SchoolsIndianapolis, IN

Training Presentation Adapted From:

Glenda Pate and Lucy Wieland

Old National Trail Special Education Cooperative

522 Anderson St., Box 267, Greencastle, IN 46135

765-653-2781

The Wheels on the Bus ...

….go round and round all through the town.

Characteristics of

Autism

Autism Spectrum Disorders (ASD) are lifelong

developmental disorders characterized by impairments in communication, learning, and

social interaction which typically become evident in infancy or

early childhood.

AUTISM SPECTRUM

PASSIVE

SEVEREMILD

IQ

Severe/Profound

Moderate Mild Normal Gifted

MILDMILDSEVERESEVERE

PASSIVEPASSIVE

Children with autism

tend to display difficulties with:

Communication Skills

Social Skills

Behavior

&

Communication

Language

COMMUNICATIONMay have difficulties:

* Understanding what they hear

* Comprehending simple language* Using appropriate language

Grammar/pronoun confusion

Using “made up expressions”

Idiosyncratic language

Verbal rituals

* Using appropriate voice volume-

loudness/softness

Communication-(cont.)

May have difficulties with:* Direct gaze* Reciprocal gaze* Abstract, vague concepts (i.e. if you say “take a seat”,

the student my try to physically take a seat)

* Teasing* Tend to be very literal (i.e. if you say Hi Pal, the ASD

student will say, “my name is not Pal, it is Jeff)

40-45% of students with autism are nonverbal

Regardless of the student’s level of functioning, communication will be challenging.

A common error is to assume students with ASD understand communication.

A student with ASD may use nonverbal gestures (a poke or tap) to communicate rather than using words.

All behavior communicates a need, anxiety and/or frustration.

Social Behavior

SOCIALMay have difficulties:

Understanding social gesturesMaking/maintaining eye contactShowing and directingSocial smile (reciprocal)Ability to judge social situations and

reading the intentions of othersMaking friendsReading nonverbal cues

BEHAVIORMay display:

Unusual preoccupationsRepetitive use of objectsCompulsions/rituals

–Hand/finger mannerisms–Body movements

Unusual sensory interests/inputSelf-stimulatory behaviorSelf-injurious behaviorSpecial skills

Social interactions are always difficult for students with ASD.

Difficulties may include a lack of interest in social interaction, reciprocal conversation and active listening.

Students with ASD have difficulty understanding social situations—they are not rude!

Are often bullied by other students

Sensory Input

Sensory Input

Students with ASD often have varying sensory issues which are sometimes erroneously classified as behaviorally- based.

Oversensitivity- tactile & auditory defensiveness *sensitive to sunlight *sensitive to touch-even a light brush of someone’s hand may feel like a hard punch *extremely sensitive to noise of students, traffic etc. Undersensitivity – absence of pain. Fatigue, anxiety, comfort level, trust and motivation often

effect sensory-based issues.

Miscellaneous Characteristics

1/4 to 1/3 have epilepsy4 out of 5 will be boysGirls usually have more severe

characteristicsSame incident rate in all countries, races,

socio-economic statusMay have poor motor skills

Characteristics of Asperger’s Syndrome

Students with Asperger’s are higher functioning and look “normal”.

Behavior is often thought of as “oppositional”, “defiant”, “spoiled”, and

“manipulative”.

Common difficulties include:Perseveration on specific topics of interestInsistence on sameness/difficulty with

changes in routineInability to make friendsDifficulty with reciprocal conversationsPedantic speechSocially naïve and literal thinkers Poor coping strategiesRestricted range of interest

Difficulties-(cont.)

Tend to be reclusiveDifficulty being in large groupsDifficulties with abstract conceptsProblem-solving abilities tend to be poorVocabulary will sound great; but overall

comprehension is poorLow frustration toleranceEmotional vulnerability

Students with autism will perform better when provided structured

settings within their environment.

On the bus, students can be provided:

Physical Structure

Visual Schedules

Provide structure by assigning seats so the student will

know where he will sit.

Define student’s personal space on seat with tape or

chalk lines.

Forewarn the student of changes – substitute bus

driver, change in route, etc.

Provide visual cues. List bus rules.

Limit auditory input. Don’t attempt to reason with the

student.

Helpful Hints for the Bus:

Helpful Hints for the Bus:

Use short/concise directives Tell student what “to do”-such as “sit down” When giving students directions, allow “wait

time” for processing Use concrete language, objects…avoid abstract phrases Be consistent with routine Look at the physical setting of environment Look at student placement within environment Provide visual or gestural cues in place of

verbalizations

Recognize that students maybe responding from their

developmental age rather that their chronological age

Provide with social stories explaining appropriate

behavior.

Provide choices when possible

Pair students with good role models and facilitate

interaction when possible.

Be aware that these students are easy targets to be

teased and bullied by other

Helpful Hints for the Bus:

Do not force eye contact

For students who touch/kick items (such as back of

seats) or use bus equipment improperly, (opening

and closing windows), put a visual “stop” sign or

universal no sign on them

Make sure these students know the expectations that we

feel are common sense---such as being quiet on snowy

and icy days, if the bus driver frowns at you, you need

to be quiet

Helpful Hints for the Bus:

Behavior StrategiesReact before inappropriate behavior

occursScan the environment for red flagsWatch for signs of escalating stress—

such as rocking, tense body language, escalating voice level—verify that you know they are getting upset—reassure them—and direct them to items that will calm them

Allow student to look at book, draw, listen to own music, hold fidgets etc.

to keep the student calm

Behavior StrategiesAllow use of headphones to block out

noiseDiffuse tense situationsIncrease structure & predictabilityConfidentiality is paramount. Do not tell

others that an autistic student is on your bus unless you have permission from the parents.

The special education teacher of record is your resource for any specific information pertaining to that autistic student.

SOCIAL STORIES are a way to help with students with autism.

They provide the student with rules explaining/defining

social interactions and social settings.

Social stories are written for a specific student and a specific situation.

Situations that are difficult for the student.

Situations where the student “misreads” the situation or the interaction.

A Social Skill assessment shows an individual, specific need.