asd specific assessments and planning for access to …€¦ · asd specific assessments and...

ASD Specific Assessments and Planning for Access to the

Curriculum

Dr Michele Dunleavy

Background to ASD

• ASD – autistic spectrum disorder• Leo Kanner and Hans Asperger – pioneers in

the field of autism (Frith, 2003:5)• Wing and Gould (1979)• Wing (1988)

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Triad of impairment

• Social impairment• Language and communication impairment • Rigidity of thought and behaviour

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Social awareness and understanding

Social Communication

Flexibility of thought and

behaviour

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Dyad of impairment

Social Communication

Impairment

Restricted/ repetitive

patterns of behaviour

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Presenter

Presentation Notes

DSM V

Level 3

Level 2

Level 1

Psychological theories

• Theory of Mind• Executive function • Central coherence

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21.03.2014 Dr Michele Dunleavy

Psychological theories

• Theory of Mind – sequencing, empathy, mind reading

• Executive Function – organisation, impulses, past experience

• Central Coherence – bigger picture and past experience

School policies

• Norm-referenced/standardised tests used in schools to determine a pupil’s need for supplementary teaching – no ASD assessments referred to in policies

• Supplementary teaching in the areas of literacy and numeracy – no reference to social skills teaching

Knowledge and understanding of ASD

• Knowledge and understanding of ASD• Knowledge of ASD specific assessments• Knowledge of Social skills assessments

ASD specific assessments

• Assessment of Basic Language and Learning Skills (ABLLS)

• Verbal Behavior Milestones Assessment and Placement Program VB-MAPP

• PscyoEducational Profile 3 (PEP 3)• TEACCH Transition Assessment Profile (TTAP)• Social Skills Assessment

21.03.2014 Dr Michele Dunleavy21.03.2014 Dr Michele Dunleavy21.03.20149/9/2014 Dr Michele Dunleavy

Assessment of Basic Language and Learning Skills (ABLLS)

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ABLLS

• Tests pupils in 4 areas:

Basic Learner Skills AssessmentAcademic Skills AssessmentSelf-Help Skills AssessmentMotor Skills Assessment


Verbal Behavior Milestones Assessment Placement Program


VB-MAPP – 5 components1. Milestones Assessment contains 170 measurable Milestones balanced

across 16 skill areas and 3 developmental level – 0-18 months; 18-30 months; 30-48 months

2. Assessment of 24 learning and language acquisition barriers often faced by children with language delay

3. Transition assessment provides an overall summary assessment of a child’s readiness to move to a less restrictive educational setting

4. Task Analysis and Skills Tracking – provides further breakdown of the skills and serves as a more thorough verbal behaviour curriculum guide

5. Placement and IEP goals. Once a child’s skills and barriers have been identified and analysed, IEP goals can be written and an intervention programme can be designed and implemented to meet these goals


PsychoEducational Profile 3 (PEP 3)

Developmental Subtests:• Cognitive verbal/Preverbal• Expressive Language• Receptive Language• Fine Motor• Gross Motor• Visual – motor imitation


PEP 3

Maladaptive Behaviour Subtests:• Affective expression• Social reciprocity• Characteristic motor behaviours• Characteristic verbal behaviours


PEP 3

Composites:• Communication composite • Motor composite• Maladaptive behaviour composite


PEP 3

Caregivers report • Problem behaviours• Personal self-care• Adaptive behaviours


ASD activities and how they correlate with the National Curriculum

• Teaching Activities for Autistic Children compiled and edited byEric ShoplerMargaret Lansing Leslie Waters

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How do ASD activities fit in with the Revised National Curriculum?

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Kicking a ball

• Aim: to improve cognitive processes in the area of body movement, improve overall balance and eye-foot coordination

• Objective: the child will move his/her body in response to verbal instructions, maintain balance while doing so and be aware that his body movement can propel an object. Direction of kicking to a pre-ordained position is not important, this will come at a later stage

25/09/2013 Michele Dunleavy21.03.2014 Dr Michele Dunleavy21.03.2014 Dr Michele Dunleavy21.03.20149/9/2014 Dr Michele Dunleavy

Method

• Use chairs or other objects to make a lane so that you can kick a ball between you and the child and not have it roll away. Place the ball on the ground in front of the child, and move back to a position approx 10 feet away from child. Tell him to kick the ball (a physical prompt may be needed) and practice kicking the ball following verbal instructions. When he has learned to kick the ball a goal post may be introduced and kicking with accuracy between the posts can begin. Remember that this entails cognitive processes as well as body movement

25/09/2013 Michele Dunleavy21.03.2014 Dr Michele Dunleavy21.03.2014 Dr Michele Dunleavy21.03.2014

English – Strand: receptiveness to language

• Strand Unit: oral language: developing receptiveness to oral languageExperience challenging vocabulary and

sentence structure from teacherListen to stories, descriptions, instructions and

directions and respond to themListen to sounds and respond to them

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Maths – Strand: Shape and space

• Strand Unit: spatial awarenessExplore, discuss, develop and use the

vocabulary of spatial relationsPosition: over, under, up, down, on, beside, inDirections: moving in straight/curved lines, in

a circle, finding own space

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PE - Strand: Games

• Strand Unit: sending, receiving and travelling

Kicking – develop and practice kicking skillsKicking a ball to a partner or at a target along

the ground using the inside, instep and outside of foot

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SPHE – Strand: Myself

• Strand Unit: self-identitySelf-awareness – develop an appreciation of

and talk about personal strengths, abilities and characteristicsDeveloping self-confidence – appreciating that

making mistakes is part of the learning processMaking decisions – recognise and reflect on

choices that are made every day

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SPHE – Strand: Myself• Strand Unit: taking care of my bodyKnowing about my body – appreciate the

need and understand how to care for the body in order to keep it strong and healthy eg regular sleep etcExplore the various things the body can do –

movementsName parts of the male and female body,

using appropriate anatomical terms, and identify some of their functions

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A jar of bubbles

• English • Maths – mathematical language, counting etc• Social skills – language• Science


English Language

Open/close Take out/put in Blow Bubbles Pop Point hand

Give Take Put/placeDesk/table Shelf Jar finger


Receptive to language – one and two step instructions

• Open the jar/open the jar and blow bubbles• Open the jar/open the jar and give me the lid• Close the jar/close the jar and put the bubbles

one the shelf• Blow the bubbles/blow the bubbles and put the

jar on the desk• Give me the bubbles/give me the bubbles and sit

down• Give Mary the bubbles/give Mary the bubbles

and line up


English – oral comprehension

• Can you open the jar?• Who opened the jar?• Can you blow bubbles?• Show me how you pop the bubbles with your

finger• Can you pop two bubbles at the same time?• How many bubbles can you pop?• Whose turn is it to blow the bubbles?


Maths

• Counting the bubbles• Count the bubbles as you pop• Blow the bubbles up in the air• Blow the bubbles under the table• Blow the bubbles through the hoop• Leave the bubbles on top of the book• Blow the bubbles over my arm


Social Skills

• Turn taking• Sharing• Waiting• Listening• Following instructions• Attendance to teacher• Personal space• Eye contact• Conversation skills


Science

• Effects of blowing soapy water through wand• Bubbles floating and sinking• Gravity• Bubbles changing shape• Observing the changing colours of bubbles• Wet and dry• etc


TEACCH Transition Assessment Profile (TTAP)

• Vocational Skills• Vocational Behaviour • Independent Functioning • Leisure Skills• Functional Communication• Interpersonal Behaviour


Three Scales

• Direct Observational Scale • Home Scale• School Work Scale


Scoring TTAP

Works Continuously at TaskPassing: Works continuously for 5 minutes with no pauses longer for 10 secondsEmerging: Works continuously for 5 minutes with 1 or 2 pauses of no more than 10 secondsFailing: Has 3 or more pauses of more than 10 seconds or never performs the tasks

Scoring sheets

Vocational BehavioursP E F

Uses assembly line methods Work continuously on task Is not distracted by office noise


Purpose of TTAP

• Assess strengths and needs to assist the individual to function in community settings

• To gain skills to help pupils with ASD to transition from school to community

• Identify skills or knowledge acquisition for IEP targets

• Identify services and supports required when the pupil finishes


Vocational Skills

• Measures specific technical skills for the completion of various work tasks – eg sorting, use of tools, kitchen appliances etc


Vocational Behaviours

• Identifies and evaluates work –related behaviour skills eg work independently; react appropriately to interruptions and corrections; ask for help when needed; perform new tasks; follow delayed instruction; work as part of a group; adjusts to changes in routine


Indepenedent Functioning

• Identifies areas of self-help and self-guidance• Self-help eg grooming; bathing; dressing;

eating • Self-guidance eg independent use of

transport; follow schedule use of money; follow safety standards; mind personal belongings


Social skills assessment


Circle of intimacy

Circle of friendship

Circle of participation

Circle of exchange


Social skills programmes


Language programmes for pupils with ASD


Presenter

Presentation Notes

Picture of book

Social skills


Post Primary Inclusion

• Vocational Skills – completing tasks set• Vocational Behaviour - working

independently, coping with interruptions, asking for help, following delayed instructions, working with others

• Independent Functioning – self-management, grooming, following health and safety and other notices, using transport, using money

Post Primary Inclusion• Leisure Skills – self-management of leisure

time, hobbies• Functional Communication – use of language

to communicate in social situations• Interpersonal Behaviour - how they relate to

others, initiation and maintenance of conversations

• Social skills – making and maintaining friendships, relationships, RSE

References• Alex Kelly, Talkabout• Alison Schroeder, Socially Speaking, • Charlotte Lynch and Julia Kidd, Early Communication SKills• Eric Shopler, Margaret D. Lansing, Robert J Reichler, Lee M. Marcus, PEP 3• Eric Shopler, Margaret Lansing, Leslie Waters , Teaching Activities for Autistic Children • Fern Sussman, More than Words• Gary Mesibov, John B Thomas, S. Michael Chapman, Eric Shoplet, TTAP • James W Partington, ABLLS • Jan Pepper and Elaine Weitzman, It Takes to Talk


References• Jed Baker, Social Skills Training• Kate Silver, Assessing and Developing Communication and Thinking Skills in People with

Autism and Communication Difficulties• Mark L. Sundberg, VB-MAPP • Mark L Sudberg and James W Partington, Teaching Language to Children with Autism or

Other Developmental Disabilities• Mary Wrobel, Taking Care of Myself • Pat Crissey, Personal Hygiene?• Penny Barratt, Julie Border, Helen Joy, Alison Parkinson, Mo Potter, George Thomas,

Developing Social Communication Skills


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