12/5 Educating Students with ASD: Interdisciplinary Collaboration Flashcards
T/F: Individuals with ASD have strengths (some gifted), cognitive, communication, social, and sensory that affect their ability to learn
True
Who becomes a part of the educational support & intervention team mandated by federal law?
- teachers and classroom aides
- administrators, and other service providers (at school/community),
- parents
- student themselves
T/F: Collaboration (among the team) results in a better understanding of the student’s abilities (strengths & area of concerns)
True
Regarding support and intervention, what are the responsibilities of teachers?
Provide student with disabilities access to same standards as other students; work collaboratively to develop new skills/strategies
Regarding support and intervention, what are the responsibilities of other school-based professionals?
Provide observations/assessments to determine eligibility of services; participate in goal planning, provide direct intervention, & consult with teachers
Regarding support and intervention, what are the responsibilities of outside professionals?
Provide private and/or supplemental assessments & services
Regarding support and intervention, what are the responsibilities of parents?
Have varying degrees of understanding
Regarding support and intervention, what are the responsibilities of the student?
Helps identify strengths; asks/accepts help (problem-solving relationship)
Regarding support and intervention, what are the formal and informal team collaboration?
- Each discipline has a SHARED focus = school success
- School success = enhances “resiliency” and the likelihood of future success in life (Bernard, et. al. 1991)
Regarding support and intervention what does the formal team collaboration consist of?
- Student Study Team Meeting/Student Success Team (SST)
- IEP: student who has been evaluated qualifies for spec. ed.
- 504 Plan: student with the disability does not qualify for direct instruction but receives accommodations to ensure academic success
What is Student Study Team Meeting/Student Success Team (SST)?
Parent, teacher, & resource personnel study the needs of the student who has not been formally assessed, with academic, attendance, or behavioral problems
Regarding support and intervention what does the informal team collaboration consist of?
- Occurs between the teachers, parents, and other personnel who work with the student
- Facilitate understanding & enhance communication
- Share information among team members to support student’s strengths
- Problem solve in response to student’s needs & challenges
Who is a part of the IEP team?
- parents
- teachers
- practitioners (Ed Psych, SLP, OT, PT, Medical)
What are the questions to be answered by school team?
- What are the student’s strengths vs. weaknesses?
- What behaviors affect interaction in he environment?
- What instructional support is appropriate?
- What is the educational goal (LTG/STG) of this student?
- What is the student’s daily schedule?
- Can student access materials?
- Level of support (strategies to support learning)
- Independent, maximum, moderate, minimal
- What is each team member’s role in supporting this student?
T/F: Sensory input may cause inattention to irrelevant information or trigger an overload of information?
True
T/F: Students with ASD communicate through behaviors (anxiety, frustration, uncertainty)
True
T/F: Research has shown that a high % of individuals with ASD are visual learners vs. auditory learners
True
Regarding Hinder vs. Help, what is hinder?
overlook sensory needs, do not focus on building independence, and lack recognition of full potential
Regarding Hinder vs. Help, what is help?
assist students with ASD to focus on important information
Regarding Hinder vs. Help, what is the goal
student to establish clear meaning, clarify expectations (within their environment), achieve highest level of independence
When creating a successful learning environment, what are the systematic teaching principles?
- Provide direct & consistent instructions
- Introduce strategies to promote some level of independence
When creating a successful learning environment, what are the multiple strategies?
1) Combination of simple/clear verbal instructions with visual prompts (e.g., Schedules used to prime/prepare students for what is to come)
2) Use of functional everyday tasks to encourage generalization of skills
3) Reinforcement schedules to help maintain target behavior and motivation level
What are some accommodations?
- Does not lower or alter the standard or expectation of the course
- Changes: environment, presentation, assistive technology, reinforcement, test adaptation
- EX: Preferential seating, minimize distractions, physical arrangement of the room, extend time, frequent breaks, emphasize teaching approach (visual, auditory, both), individual vs. small group, note taking assistance, pre-teaching, keyboard, positive reinforcement, large print, test format changes (mult. choice vs. fill-ins), shortening length of test
What are the modifications?
- Alters/lowers standards or expectation of the course
- Changes: lower curriculum, materials simplified, grading changed, lower expectations, testing measures lowered
- EX: specialized curriculum, adapt materials (use of manipulatives vs. pictures/text), text simplified, average all scores (throughout semester), use single project/test/paper, lower reading levels, simplify vocabulary
What is the goal in modifications to the physical environment and how is it categorized?
Goal: Promote a well-organized & predictable setting
Characterized: Sensory considerations, School, & Home environment
What is the goal of sensory considerations?
Minimize distractions & remove competing stimuli
What is needed to determine students’ sensory profile
Assessment
T/F: Sensory seeking and/or sensory avoiding behaviors can hinder success & functioning
True
What are the examples of sensory behaviors?
Sensitivities to lighting, sound, smells, temperature, tactile defensiveness
What are the modifications of sensory considerations?
- Soft lighting
- use of earphone/earplugs
- wear minimal amounts of perfume
- maintain proper room temperature
- carpet/furniture used based on student’s comfort level
Regarding ASD & safe environment, what are the safety concerns?
- Applies to all settings student is involved or exposed
- Parents are encouraged to consult with school team to maintain use of skills for the students to follow at home
What are the goals of ASD & SAFE environment?
Promote safety & independent functioning
- HOME: Organize everyday items, Install safety gates, covering electrical outlets, cabinet locks - SCHOOL: Organize everyday items, equipment & cleaning supplies - COMMUNITY: Crossing the street, social precautions (e.g., talking to strangers)
What are visual strategies?
meet the needs of the visual learner
What is the goal of pattern of learning?
teaches student with ASD “HOW” to make use of learning opportunities, and improves their organization
What are examples of pattern of learning?
- Visual Supports: objects, photos, pictures, symbols, signs, print
- Visual Schedule: daily schedule of activities showing upcoming events
- Choice Boards: visual presentation of choices vs. verbal format
- Boundary Markers: visual aids that delineates physical spaces (areas of study, play, snack, etc.)
- Labeling: visual cue to promote independence & adhered to shelves, drawers, closet doors (shows where things are, identify personal space/possessions)
What are some environmental and safety modifications?
- Furniture arrangement
- storage of dangerous items,
- fire/electrical safety,
- organization,
- sensory considerations
What is the goal of home/community setting?
To improve quality of life & meet behavioral & sensory needs of the student with ASD
What are the considerations when teaching students with ASD “how to” learn best?
- CONSIDERATION: Students with ASD can succeed and learn just like their peers when provided an optimal learning environment:
- Devoid of distractions and interferences- Provided appropriate strategies based on individual needs - Given supports & explicit instructions based on their learning style - Instructional material is organized, consistent, motivating, & functional so it can be applied to their daily life
What do effective team meetings consist of?
Formal Assessments
Observations
Descriptions
Impressions
Suggestions, recommendations and questions
Student Input
Goals and Benchmarks (short and long term)
According to Buron & Wolfburg, what are some examples of collaboration?
- Team members attempt to understand each person’s observations and concerns
- Members make an effort to understand the individual’s strengths, challenges, and how these affect learning and behavior
- Consideration and respect is shown for the student’s perspective and views
- Willingness to provide support and have expectations that are manageable and obtainable for the student
What are some structure teaching and environmental supports?
TEACCH Program
Social-cognitive behavioral approach
Characteristics of the Culture of ASD (table 5.1)
5 questions of Structured Teaching
Types of visual schedules
Work/task systems
Positive behavioral supports
The educational team = interdisciplinary collaboration
What are two positive behavioral supports?
Crisis Management vs. Positive Behavioral Supports
6 Steps in Functional Behavioral Assessment
What are the aspects of educational team = interdisciplinary collaboration?
Members of the support team
Factors that lead to positive and effective collaboration
IEPs and 504s
