Autism 101 State Conference Presentation

Jamie Lewis Author

04/06/2023 Added

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Autism 101, State Conference 2023

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[00:00:00.120]So thanks for joining us for Autism 101.
[00:00:03.060]This is your best intervention
[00:00:04.530]in working with individuals on the spectrum,
[00:00:06.480]is just knowing what autism is and the varied strengths
[00:00:10.655]and challenges that our individuals face
[00:00:14.550]and how we can support that.
[00:00:16.050]So you heard a little bit about me.
[00:00:19.140]There's way more believe it or not,
[00:00:21.030]but I'm not gonna share all that, you might run,
[00:00:23.730]but I'd like to know a little bit more about you.
[00:00:25.410]It makes me feel more comfortable.
[00:00:26.940]And then we can kind of tailor some of this
[00:00:28.980]to your needs as well.
[00:00:31.080]So how about I just start by asking parents.
[00:00:35.070]Who are our parents in the room?
[00:00:38.040]Yeah, oh my gosh, this is fantastic.
[00:00:41.310]Every year we try to make sure
[00:00:42.630]that we extend the opportunity for more parents to be here.
[00:00:46.170]This conference, like you heard, has been going on
[00:00:48.390]for 20, 21 years
[00:00:51.270]and it's just grown in size over the years
[00:00:54.300]and we hope that that is supportive of parents.
[00:00:56.910]So thank you for being here and taking the time.
[00:00:58.620]It's not easy to get away from your lives
[00:01:00.930]and we appreciate that you're here.
[00:01:02.670]We hope you get a lot out of it.
[00:01:04.170]If we as a network can support you while you're here,
[00:01:06.930]please don't hesitate to reach out.
[00:01:08.490]That's what we're here for.
[00:01:10.500]What do we-
[00:01:11.333]We have some people online as well
[00:01:13.920]so we (faintly speaking).
[00:01:16.140]Oh great. Thank you.
[00:01:18.060]I forgot to mention that this is a Boostlingo session
[00:01:20.460]so it's being translated.
[00:01:23.550]The notes are translated
[00:01:24.600]and then it's being interpreted live
[00:01:26.220]and so we have chat going on.
[00:01:27.990]So thanks for reminding me of that.
[00:01:29.190]Sarah, will you keep reminding me of that
[00:01:30.840]when we have comments?
[00:01:31.740]Thank you.
[00:01:32.910]What about educators? Yeah.
[00:01:36.780]And I'm gonna include everybody in this
[00:01:38.640]because we're all in this together, right?
[00:01:40.470]Para educators, elementary educators, general educators,
[00:01:44.190]special educators, high school educators, right?
[00:01:47.370]What about administrative staff?
[00:01:51.300]Couple administrative staff. Excellent.
[00:01:53.340]How about maybe outside providers?
[00:01:56.370]Mental health providers?
[00:01:59.670]Oh, thank you. Great for being here.
[00:02:01.050]Nurses, physicians, yeah.
[00:02:05.250]Great. What about any kind of higher ed students?
[00:02:09.690]The one I knew she was sitting there, so,
[00:02:12.690]and she's an OT student.
[00:02:13.770]So heart, heart. That's my background. (laughs)
[00:02:17.250]Did I miss anybody?
[00:02:21.540]Would you say if I did? Would you be brave?
[00:02:24.400]Yeah. Okay, great. And can you all hear me okay?
[00:02:27.630]I'm very loud in my normal life,
[00:02:28.860]but apparently when I present I'm not
[00:02:30.690]and I am a little bit nervous, which is so funny.
[00:02:32.520]I've been doing this for a long time,
[00:02:33.630]but I always get nervous.
[00:02:34.560]So anyway, welcome.
[00:02:37.110]So hopefully today you read the objectives
[00:02:39.600]and you still want to be here, right?
[00:02:41.730]So it is just a short session
[00:02:43.950]and so we certainly can't cover everything that we know
[00:02:46.650]about learners on the autism spectrum.
[00:02:49.110]But what we will hit today is those
[00:02:51.120]kind of core characteristics, right?
[00:02:53.400]That triad of characteristics that characterize our kids
[00:02:56.790]and individuals on the spectrum.
[00:02:58.187]'Cause it's certainly not just kids,
[00:03:00.690]but those characteristics that that can affect learning
[00:03:04.080]and learn about some evidence-based practices
[00:03:08.070]that can we consider high leverage practices,
[00:03:10.380]but more importantly that, you know, that you walk away
[00:03:12.930]with some resources that are vetted, that you can go to,
[00:03:16.440]that are reliable, that we know work
[00:03:19.080]for individuals on the spectrum.
[00:03:20.940]'Cause there's nothing worse than a Google search
[00:03:23.400]that you don't know
[00:03:24.870]whether that's really a good intervention,
[00:03:26.670]not a good intervention,
[00:03:28.170]and we know that time and resources are limited.
[00:03:34.170]And so we want to make sure that we give you practices
[00:03:38.453]that have evidence behind them
[00:03:39.690]that are gonna direct your efforts towards the best
[00:03:42.300]for the individuals you're working with
[00:03:44.670]and the individuals you're supporting and loving.
[00:03:48.360]So what is autism spectrum disorder?
[00:03:51.570]This is what CDC says it is.
[00:03:53.373]It's a lot more, but this is the simple definition.
[00:03:56.250]It's characterized by these three core deficits in social,
[00:04:01.230]in communication and behavior challenges.
[00:04:03.510]It is a lifelong developmental disability.
[00:04:06.300]Okay? That's the simplest way to describe it.
[00:04:09.540]It's not simple, is it? It's complicated. It's complex.
[00:04:15.480]But why are we talking about this?
[00:04:16.830]The CDC just came out with some shocking numbers, right?
[00:04:20.580]Just as of the 24th, this month 1 in 36, okay?
[00:04:26.910]When I started back in 1992 in a college course,
[00:04:33.720]I met my first individual on the spectrum, fell in love
[00:04:37.260]and have continued my career in that way.
[00:04:39.810]It was 1 in 10,000. Yeah.
[00:04:44.820]So what's happened over time
[00:04:46.470]though is that we have changed the definition
[00:04:49.590]and to be a spectrum disorder,
[00:04:51.630]but it also has increased, right?
[00:04:53.820]So, and over those many years...
[00:04:57.300]Somebody do the math. I'm not good at that.
[00:04:59.257]It's been a long time, though.
[00:05:01.950]Wait. That's 31?
[00:05:03.875]Did you do the math, Savannah?
[00:05:05.280]Oh, is that what you guys were saying?
[00:05:06.726]Like, "Jeez, I didn't realize she was that old."
[00:05:10.860]So many things have advanced in what we know about learners
[00:05:13.620]on the spectrum and how we intervene
[00:05:16.800]and how we support what they want in their lives too, right?
[00:05:21.210]So a lot has come since then
[00:05:23.487]and we're really grateful for that.
[00:05:24.870]And so I'm gonna share some of that with you too.
[00:05:27.180]Temple Grandin is really well known.
[00:05:29.190]Raise hands if you know who Temple Grandin is.
[00:05:32.640]She's an adult woman on the spectrum. She lives in Colorado.
[00:05:35.850]She's done a tremendous amount of work
[00:05:37.710]around her area of interest,
[00:05:39.240]which is in cattle and designing systems
[00:05:42.660]that support humane treatment of cattle
[00:05:45.990]in the processing world of beef.
[00:05:50.610]And so she likes to think of the hard wiring of the brain
[00:05:55.470]and that the hard wiring is different,
[00:05:57.450]that neurology is different.
[00:05:59.010]So that neurodivergence,
[00:06:00.540]you'll hear that language being talked about now,
[00:06:02.984]the neurodivergence of the brain.
[00:06:04.950]And we need to make sure that our teaching
[00:06:08.190]and the way that we instruct matches that.
[00:06:11.910]That we are not a one size fits all type of teacher.
[00:06:15.840]That the way we instruct matches the way our learners learn.
[00:06:20.610]We need to be respectful of that
[00:06:22.260]and we need to make sure that we know what that is, right?
[00:06:25.350]And most importantly, you're all sitting here most likely
[00:06:28.080]because you have learners
[00:06:29.250]in your classroom that have autism, right?
[00:06:32.910]You've either experienced that or you know they're coming
[00:06:36.600]or you have kids in your room right now,
[00:06:38.970]or maybe you've experienced a kid who we consider
[00:06:41.370]with less support needs, high verbal ability maybe.
[00:06:45.060]And now you are experiencing a child
[00:06:47.160]that maybe is nonspeaking, right?
[00:06:49.410]And that looks very different. And so what do you do?
[00:06:54.120]You are responsible for their learning, right?
[00:06:58.140]And so we need to make sure
[00:06:59.010]that we're highly prepared for that.
[00:07:01.140]And then finally, we need to make sure
[00:07:02.610]that we're normalizing accommodations
[00:07:05.430]for our kids in all spaces, right?
[00:07:09.060]These are children first, right?
[00:07:12.900]And that multiple ways of learning is the norm, okay?
[00:07:18.270]It's no longer a sit
[00:07:19.320]and get type classroom from the 50's.
[00:07:21.960]None of our kids are wired that way anymore.
[00:07:24.450]And then we need to make sure that we're being respectful
[00:07:26.430]and responsive to that.
[00:07:29.290]Oh, these are...
[00:07:30.840]We're gonna get deeper into what communication, social
[00:07:34.560]and repetitive interests and patterns
[00:07:35.967]and behavior look like but these are just few kind of...
[00:07:41.130]I'm not hearing that. That's not a voice.
[00:07:44.150]It's next door. Okay.
[00:07:45.531]I want to make sure. (audience laughs)
[00:07:46.547]In the area of social,
[00:07:48.060]this is kind of just an overview slide.
[00:07:50.610]In the area of social challenges, we may see
[00:07:53.070]significant difficulties in both interacting
[00:07:56.550]and understanding the ways people interact socially
[00:08:03.600]and around those social situations and events.
[00:08:05.850]And in communication we also may see differences
[00:08:09.750]in spoken language, in understanding language.
[00:08:16.080]Okay, that's receptive and expressive communication.
[00:08:19.650]And then in repetitive patterns,
[00:08:20.880]and this says restricted interest.
[00:08:24.990]There's a lot of debate
[00:08:25.860]about whether we call that restricted interest,
[00:08:27.630]but that's what it's called now,
[00:08:29.400]that often our individuals will seek consistency in events
[00:08:34.680]almost to a point of maybe looking rigid
[00:08:37.500]in how they respond.
[00:08:38.333]And sometimes that means that when events change,
[00:08:41.940]that that can be very distressing.
[00:08:43.950]So if it's outside the routine
[00:08:46.140]and they're not prepared for that,
[00:08:48.270]that can be very distressing.
[00:08:49.680]And that's part of the hard wiring, right?
[00:08:51.780]That's part of their neurodivergence
[00:08:55.200]and that's part of their autism.
[00:08:57.120]That's one of the characteristics. But it is a spectrum.
[00:09:01.440]I left my water, hold on. (audience member shouting)
[00:09:04.740]Which clearly means he thinks I've been talking too long.
[00:09:07.200]So you just keep queuing me
[00:09:08.400]that I've been at this a little while.
[00:09:10.080]I'll take a little break, okay?
[00:09:12.653](bottle crinkling)
[00:09:15.109]But it is a spectrum.
[00:09:16.260]So when I started in 2000, no, 1992. (laughs)
[00:09:19.830]I'd like to say it was 2000. It's not.
[00:09:21.919](audience laughs) I was having kids by then.
[00:09:24.510]It was not considered a spectrum.
[00:09:26.280]It is now considered a spectrum
[00:09:27.720]and you're all aware of that.
[00:09:29.007]And so that just means there's a range of characteristics
[00:09:33.120]within these categories.
[00:09:35.610]So the first three on this slide you see are the triad,
[00:09:38.880]right, which we just talked about, communication, social
[00:09:41.670]and restricted interests
[00:09:42.810]for repetitive patterns of behavior.
[00:09:45.600]And then the ones on the bottom are the additional things
[00:09:49.170]that they consider kind of those accessory characteristics.
[00:09:52.830]Who in here thinks that those are sort of accessory
[00:09:56.520]and aren't as important as the others, right?
[00:10:01.080]I mean we have kids with significant sensory challenges,
[00:10:04.590]some motor difficulties, sometimes cognitive impairment,
[00:10:08.880]emotional vulnerability, right?
[00:10:11.010]But they don't necessarily make up the diagnostic criteria
[00:10:14.220]in medical diagnoses.
[00:10:17.580]But I want to kind of go through these, the range,
[00:10:20.100]before we move on.
[00:10:21.570]So in the area of communication,
[00:10:23.070]you may have a child who's non-speaking,
[00:10:25.290]meaning that that expressive language
[00:10:28.080]or the expressive communication
[00:10:29.880]is not an area of strength for them.
[00:10:31.920]But they may understand language
[00:10:33.720]at a higher ability level, right?
[00:10:36.420]They may also be on the other end and be very, very verbal.
[00:10:41.220]Sometimes that pattern we see, they actually understand
[00:10:45.540]less than the ability they have to speak, right?
[00:10:49.560]So that pattern,
[00:10:50.580]sometimes we see some behavior challenges, right?
[00:10:53.640]So everybody in their life is speaking to them
[00:10:55.190]at the level in which they speak,
[00:10:57.660]but they really aren't understanding it at that level.
[00:11:00.810]And that is often what we consider a split
[00:11:03.780]and that can be challenging.
[00:11:06.300]In social interactions the child may appear to be
[00:11:08.430]in their own world, in that kind of higher support level,
[00:11:13.290]but actually they typically want to be
[00:11:15.177]part of the social world,
[00:11:16.010]they just don't quite have the skills to do so.
[00:11:18.870]Or they may be on the other side.
[00:11:20.550]Very active socially, but it may appear awkward
[00:11:23.850]or may not have the same kind of social skills
[00:11:26.850]that we consider in the norm
[00:11:28.920]about how you would interact socially.
[00:11:31.860]In restricted interests and repetitive patterns of behavior
[00:11:35.550]they may look very limited (phone ringing)
[00:11:37.680]in their abilities.
[00:11:38.940]Thank you for the reminder.
[00:11:41.220]If you have your cell phones on
[00:11:42.090]and you want to silence them now, that'd be great.
[00:11:44.550]Or you can, if you need to step out,
[00:11:46.440]this is another great time to just say,
[00:11:47.700]if you need to step out and take a call
[00:11:49.530]or if you need to take care of your own needs,
[00:11:51.210]you need to stand during this, please feel free.
[00:11:54.180]I'm an OT. So meet your needs, right?
[00:11:57.186](laughs) You're adults.
[00:11:59.190]But on the this one, they may feel more rigid
[00:12:04.200]or bound to those routines
[00:12:05.730]on that kind of higher support need level.
[00:12:08.760]Or if they are kind of in that
[00:12:12.420]more verbal higher language ability end of the spectrum,
[00:12:16.350]they may have more subtle stereotyped behaviors or rituals.
[00:12:20.940]One of the individuals I worked with,
[00:12:22.770]she had really subtle, repetitive behavior.
[00:12:24.750]She just wiped her finger around a lot of dust
[00:12:27.240]on edges of things.
[00:12:28.740]And if you didn't know
[00:12:29.670]that was a repetitive pattern of behavior for her,
[00:12:31.800]you wouldn't have ever probably picked it up.
[00:12:34.050]But she also designed her life
[00:12:35.730]around routines that supported her, right?
[00:12:39.270]And a lot of us do that, right?
[00:12:40.980]Because routines are really regulating.
[00:12:43.560]In the areas of sensory responses we can have individuals
[00:12:47.490]who really over respond.
[00:12:49.350]A lot of information, tactile, sound, touch, sound,
[00:12:55.500]taste can be really alarming to their nervous system.
[00:13:00.030]So that would be that kind of over-responsive
[00:13:03.060]or highly responsive sensation or sensory sense
[00:13:06.870]all the way to the kind of under-respond, right?
[00:13:09.240]They may miss cues in the environment,
[00:13:11.220]miss verbal directions,
[00:13:12.840]miss visual cues of friends lining up.
[00:13:16.320]So it can kind of range from the spectrum
[00:13:19.800]for the sensory experiences.
[00:13:21.300]And that can fluctuate day to day as well.
[00:13:25.680]In the area of motor, our kids maybe look very uncoordinated
[00:13:31.590]all the way to being very, very skilled
[00:13:34.200]from a motor standpoint,
[00:13:35.850]but really lack the kind of social judgment
[00:13:37.950]or safety awareness.
[00:13:39.480]And so may be scaling fences or scaling bookcases to get to
[00:13:44.400]what they want to get to.
[00:13:45.840]They don't understand the danger involved in that.
[00:13:49.936]In the area of cognition, this is your thinking skills.
[00:13:53.550]Some kids maybe may have some delays
[00:13:56.220]in their thinking abilities and their understanding
[00:13:59.640]all the way to being very, very, very bright
[00:14:02.250]sometimes beyond where their same age peers are.
[00:14:05.460]And then we have some kids who have challenges
[00:14:07.470]and emotional vulnerability.
[00:14:09.180]So really have a hard time regulating their emotions,
[00:14:12.540]handling difficulties, considered to have a lot of meltdowns
[00:14:18.540]or tantrum type behavior.
[00:14:20.520]Really challenging to handle those emotions
[00:14:23.880]all the way to being able to handle them
[00:14:28.680]maybe in front of others.
[00:14:30.660]Then when they get home, have a lot of breakdown around that
[00:14:33.660]because they've kind of kept it together all day.
[00:14:36.780]So this is very much a medical model of looking at autism.
[00:14:41.730]It's very much deficit based, right?
[00:14:44.250]It's the way we have to talk about it now.
[00:14:46.620]You'll see that when we get into some of the other slides
[00:14:49.650]that we're gonna look at it
[00:14:50.550]from a little bit more of a social model too, right?
[00:14:53.100]Looking at the whole child
[00:14:54.930]and not just the deficits of the child.
[00:14:57.870]'Cause we certainly know that individuals are whole people,
[00:15:01.470]not just the summary of their challenges, right?
[00:15:05.910]Any questions on this slide before we move on?
[00:15:11.340]Any thoughts on this slide?
[00:15:16.530]Are you hanging with me?
[00:15:18.540]How's Boostlingo doing? Is it keeping up?
[00:15:25.230]You're good? Okay, great. Do we have any comments there?
[00:15:29.909]No? Okay, great. Okay.
[00:15:33.000]And certainly we know I just showed you a slide
[00:15:35.103]with all sorts of deficits and shame.
[00:15:37.260]We have a slide with five strengths, right?
[00:15:39.240]This by no means represents
[00:15:41.460]all the strengths individuals that we know
[00:15:43.500]on the spectrum have.
[00:15:46.080]We certainly know
[00:15:47.070]that there's a strong visual performance ability
[00:15:51.860](bottle crinkling) in most of our learners.
[00:15:53.400]Back to Temple Grandin, she is famous
[00:15:56.760]for a book she wrote called "Thinking in Pictures."
[00:15:59.490]She thinks in pictures, she doesn't think in words.
[00:16:02.490]And so again, it's one of the evidence-based practices
[00:16:05.460]we use is using visual supports
[00:16:07.770]for individuals on the spectrum.
[00:16:09.420]Because one of the core deficits is
[00:16:11.370]around processing language.
[00:16:14.610]And so if you can't hold language and understand it,
[00:16:17.700]when you have it in a picture, it stays put.
[00:16:20.730]So anybody watch. My kids are now exposing me, mom reels?
[00:16:24.240]They're like, you're just discovering reels? (laughs)
[00:16:27.540]Savannah's like...
[00:16:29.660]Yes, oh. Everybody's been onto reels for a while, not me.
[00:16:32.457](audience laughs) (Jamie laughs)
[00:16:34.380]Video reels.
[00:16:35.640]Thank God. Somebody else in the crowd's like what's a reel?
[00:16:38.850]But like also YouTube.
[00:16:40.500]Do you ever go to YouTube and you're like,
[00:16:41.887]"I need to watch what that looks like
[00:16:43.950]rather than read the directions on how to do it"?
[00:16:46.173]It's the exact same concept.
[00:16:48.570]If I can see it, I can understand it better
[00:16:51.000]than if I have to associate the language with it.
[00:16:54.390]It's the same idea.
[00:16:55.530]So it's not just individuals
[00:16:56.850]on the spectrum that respond better.
[00:16:58.140]We all respond better.
[00:16:59.640]They have to be hardwired for that.
[00:17:01.800]More so than the communication deficit
[00:17:03.990]and the language deficit.
[00:17:05.880]They often have high interest areas
[00:17:09.090]and can be very focused towards that.
[00:17:11.430]So we can utilize that in teaching and oftentimes that can
[00:17:15.750]become a career path for them, which is great, right?
[00:17:19.440]Half of Silicon Valley
[00:17:20.970]probably has special interest in technology
[00:17:23.550]and there's a lot of theories around
[00:17:27.420]if they're on the spectrum or not.
[00:17:29.220]Often can be very honest, right?
[00:17:31.170]Had lots of individuals tell me what they think
[00:17:35.370]about my outfit or my weight or my hair.
[00:17:38.880]So thank you very much. Appreciate that.
[00:17:40.680]And I will never wear that dress again.
[00:17:43.110](audience laughing)
[00:17:44.190]I will change my shampoo. Thank you for pointing that out.
[00:17:48.570]But it often can be really, really beneficial too.
[00:17:52.080]Ability to learn and follow rules.
[00:17:53.850]Our kids thrive on routine and so we can teach a routine
[00:17:58.170]and our kids can live by that, right?
[00:18:00.240]We often teach flexibility within that
[00:18:01.920]'cause we don't want to be beholden to it.
[00:18:03.930]And often our kids have really, really strong
[00:18:06.090]rote memory too, right?
[00:18:09.307]But there's also a lot of myths around autism, okay?
[00:18:12.300]Still they persist. Autism is not mental illness.
[00:18:16.170]It is not mental illness. Never was. It never is.
[00:18:20.040]It did start out in the area of psychology.
[00:18:25.320]That's where it became
[00:18:26.640]kind of associated with mental illness. It is not.
[00:18:29.730]It's not unruly kids who choose not to behave, right?
[00:18:34.302]If children are having behavior challenges
[00:18:35.940]who also have autism, we look below the surface.
[00:18:38.370]What are the underlying skill challenges,
[00:18:40.740]deficits they have that are not allowing them
[00:18:44.070]to behave the way we want them to behave.
[00:18:46.410]We teach that, then.
[00:18:48.120]We know that's part of their characteristics
[00:18:49.710]of their autism.
[00:18:50.543]We teach, it's not caused by poor parenting.
[00:18:53.730]There used to be back in the 50's,
[00:18:55.350]it was refrigerator mothers.
[00:18:56.760]Can you imagine the guilt and shame of that,
[00:18:59.400]that mothers were too cold
[00:19:00.630]and that's why their kids didn't respond to them.
[00:19:03.510]Just another thing to get blamed for, right moms?
[00:19:05.842](laughs) Right. That is not the case.
[00:19:10.080]It's not always associated with cognitive impairment
[00:19:12.930]or mental impairment.
[00:19:15.930]It's not always associated with behavior challenges.
[00:19:18.930]And it's not diagnosed by just a single medical test
[00:19:22.890]or brief observation.
[00:19:25.500]So what causes it? There is no known one cause of autism.
[00:19:29.280]There's some theories out there
[00:19:30.540]that there may be some genetic components to that.
[00:19:33.840]Some risk factors.
[00:19:35.100]There's some theories that there may be
[00:19:36.630]some environmental factors that also play into that.
[00:19:40.320]There's a lot of research going into this,
[00:19:42.420]but there is no known cause for it.
[00:19:47.790]Right now in the world of education where we live,
[00:19:51.930]there's medical diagnoses
[00:19:53.220]and then there's educational identification.
[00:19:55.440]And sometimes that can be confusing for families.
[00:19:58.680]And so maybe this will clear it up a little bit.
[00:20:01.200]Medical diagnosis is given by a doctor.
[00:20:03.120]Typically it's one person, sometimes maybe a small team.
[00:20:06.480]And they're looking at the medical criteria,
[00:20:09.060]which is listed in the DSM-V.
[00:20:11.160]It's the diagnosis book that they follow
[00:20:13.800]and they have to meet certain criteria to meet that.
[00:20:17.340]There's no blood tests. It's all behavioral indicators.
[00:20:21.030]Sometimes they do behavioral rating scales
[00:20:25.020]or autism rating scales.
[00:20:27.660]They may do something called an ADOS or some other tests.
[00:20:32.100]But they're behavior tests that they're looking at.
[00:20:35.100]In the world of education we look
[00:20:36.510]at the educational identification of autism.
[00:20:39.207]And so we look at other criteria.
[00:20:41.580]It doesn't mean that in a school setting,
[00:20:43.140]we don't consider a medical diagnosis.
[00:20:45.360]We absolutely consider that.
[00:20:47.070]But we have to also look at the educational criteria
[00:20:50.310]that a child has to meet in the school setting
[00:20:52.680]and that is looked at by a team of people.
[00:20:55.247]And we look at all of the data that's presented,
[00:20:58.830]all their school history, all of their test scores,
[00:21:03.240]their social participation,
[00:21:05.190]all the things we need to look at,
[00:21:06.810]including some of the scales that we'll look at
[00:21:09.660]in a school setting to determine
[00:21:12.270]whether they meet the criteria.
[00:21:14.220]And the criteria is listed here in Rule 51
[00:21:18.240]in the state of Nebraska, okay?
[00:21:21.900]And so that's what we follow in Nebraska to see
[00:21:25.500]are the characteristics of what we're looking at impacting
[00:21:29.790]their educational performance?
[00:21:32.340]And does that look like a disability in the education world
[00:21:36.270]for them to receive special education?
[00:21:41.160]Okay, everybody still hanging with me on this one?
[00:21:46.873]Okay.
[00:21:48.071]In the state of Nebraska, it's increasing naturally, autism.
[00:21:52.080]Certainly increasing in Nebraska
[00:21:55.830]and so these numbers show that we're also getting better
[00:21:58.740]at identifying it.
[00:22:00.390]So from '97 all the way to our latest numbers
[00:22:03.150]that we have is the 21-22 school year, 5,069 are identified
[00:22:10.110]through the educational model as having
[00:22:12.450]the category of autism, okay?
[00:22:16.770]I can tell you we're missing kids.
[00:22:19.170]This doesn't represent everybody,
[00:22:21.150]and the biggest group of kids
[00:22:22.227]who are missing is girls, okay?
[00:22:28.320]Right now the ratio is four boys to every one girl.
[00:22:32.130]Nationally, we think we're low on that.
[00:22:34.170]We think it's probably every three boys to one girl, okay?
[00:22:40.260]Girls just often present differently.
[00:22:42.270]They tend to blend in a little bit better
[00:22:45.240]for a little bit longer.
[00:22:47.940]They often can mask a little better.
[00:22:49.890]Their play looks a little bit better.
[00:22:51.450]So we tend to pick up on them a little bit later.
[00:22:57.540]There are things that can co-occur with autism.
[00:22:59.880]These estimates are a little bit low
[00:23:01.380]but it's just kind of a slide to show you
[00:23:03.360]that autism can exist alone,
[00:23:05.610]but other things can occur with it.
[00:23:08.160]So this is comparing individuals on the autism spectrum
[00:23:11.400]with individuals who don't have autism.
[00:23:13.170]And kind of comparing like anxiety disorders,
[00:23:15.870]separation anxiety, 10% in the autism population
[00:23:19.410]versus 5% in the typical population.
[00:23:22.140]Generalized anxiety, 20% in the autism population,
[00:23:25.320]5% in the general population.
[00:23:28.290]So there can be co-occurring conditions
[00:23:30.810]that can also be with autism.
[00:23:35.580]So you see ADD on here, ADHD,
[00:23:40.530]obsessive compulsive disorders,
[00:23:42.300]some of the other things on here,
[00:23:43.290]sensory integration disorder.
[00:23:47.262]Okay, there's good news though that'll save you
[00:23:48.962]doom and gloom a little bit, but there's great news.
[00:23:51.390]And this is where I want to really focus your attention
[00:23:53.520]because there are evidence-based practices out there.
[00:23:56.370]What I mean when I say that,
[00:23:57.680]it means people have researched what works, right?
[00:24:00.750]And we need to know that
[00:24:01.770]because there's a lot of stuff out there
[00:24:02.970]that hasn't been researched, that doesn't necessarily work.
[00:24:06.000]And you can spend your time and money going down that path
[00:24:09.450]and ultimately have wasted some of your time and money
[00:24:13.620]and not have gotten the results that you wanted.
[00:24:15.870]And so there's two places to find this.
[00:24:19.020]You're not gonna want to go digging through this.
[00:24:20.430]I promise you. This is a really long report. (laughs)
[00:24:23.970]But this is
[00:24:24.803]from the "National Clearinghouse of Evidence-Based Practice
[00:24:27.780]for Children, Youth and Young Adults."
[00:24:32.070]And they look at a lot of criteria
[00:24:35.640]for how they include practices.
[00:24:38.250]And is this the one that has 27 or 28?
[00:24:40.950]Yes. Something like that.
[00:24:42.360]It's in the high twenties for good practices.
[00:24:45.047]And so we will expose you to some of those
[00:24:47.310]and then we'll give you links to how to get to that.
[00:24:49.290]The other one is the NPDC, the National..
[00:24:54.302]Hey, it's blank. Thank you.
[00:24:56.490]National Professional Development Center. Huh?
[00:25:01.020]Council. Council. Oh, geez.
[00:25:03.090]Thank God I got the crew over here to help me out.
[00:25:06.210]And so what this group, AFIRM, has done is they put it
[00:25:09.270]in this kind of matrix
[00:25:10.500]so you can see what practices you're looking at
[00:25:14.220]and who they might benefit.
[00:25:15.600]It's very tiny and I apologize that...
[00:25:18.930]You guys try to get it on a slide so everybody can read.
[00:25:21.000]No, I'm teasing. (audience laughing)
[00:25:22.470]But what I just want to kind of point out here,
[00:25:23.940]and maybe I can do it with my cursor,
[00:25:26.100]is what they do here is they group
[00:25:27.510]kind of academic intervention, adaptive,
[00:25:29.730]which means kind of those life skills that everybody needs,
[00:25:33.450]behavior, cognition, communication, joint attention,
[00:25:37.770]play, motor, all these kinds of things
[00:25:40.320]with the age group of the kids.
[00:25:42.660]So 0 to 5, 6 to 14, and 15 to 22.
[00:25:46.560]And then they put the evidence-based practices
[00:25:49.501]that they're recommending
[00:25:52.830]that have really good evidence behind them.
[00:25:54.900]And then you can cross over here like, "Oh,
[00:25:57.420]I'm interested in adaptive.
[00:25:58.890]What might work for that?"
[00:26:01.590]Does anybody feel like this is such good news? Yeah.
[00:26:05.100]So you're gonna hear me talk about social stories
[00:26:07.620]in a little bit.
[00:26:08.453]You're gonna hear me talk about discreetly teaching
[00:26:10.920]or discreet trial teaching.
[00:26:12.690]And so for example, if you go over here
[00:26:15.150]to like number seven, discreet trial teaching.
[00:26:17.143](gasps) Oh, it's good for little ones
[00:26:19.440]all the way through big ones in academic, in adaptive,
[00:26:23.490]in behavior, in communication, right?
[00:26:27.210]So when we look at social stories,
[00:26:30.750]social narratives we'll call them,
[00:26:32.850]also good for a variety of learners
[00:26:34.950]across a variety of contexts.
[00:26:37.920]Is that so cool? Yeah.
[00:26:40.770]So also as parents, this is great, right?
[00:26:43.680]You can also have great conversations
[00:26:46.860]with your school district
[00:26:47.820]when they're talking about interventions too and partner,
[00:26:50.940]because you know also some good practices that can be used.
[00:26:54.600]So I'm gonna take you to this website
[00:26:56.040]because I think it's really important
[00:26:57.420]that you know what exists here.
[00:27:01.020]Oh look, I had it pulled up in another screen. Nope.
[00:27:08.280]Oh, anyway. So this is a great website, this AFIRM,
[00:27:12.000]because the modules here, you just,
[00:27:14.430]it's a free website to get into.
[00:27:15.990]You just make an account and sign in
[00:27:18.330]and you can come to the modules.
[00:27:20.160]So not only does it tell you
[00:27:21.690]what the evidence-based practices are,
[00:27:23.460]you can go into learning modules
[00:27:25.380]for like an hour, 30 minutes, 45 minutes
[00:27:28.770]and learn, what is it?
[00:27:30.720]If I say discreet trial teaching
[00:27:32.100]and you're like, "I have no idea what that is,"
[00:27:34.140]you can go in and learn about it at no cost,
[00:27:39.420]right, on your own time.
[00:27:41.340]If I tell you about social narratives today
[00:27:43.680]and you're like, "I don't know what that is,"
[00:27:45.750]you can go in and learn about it,
[00:27:48.210]It's terrific. Okay, great for teaming in your district.
[00:27:52.230]Maybe you have pockets of time,
[00:27:53.850]you can do some teaming with your parent pros,
[00:27:56.520]with your teaching staff, like your general education staff.
[00:27:59.220]Or you're a parent at home
[00:28:00.053]and you're like, "The district said
[00:28:01.620]that they're using social stories,
[00:28:03.030]but I don't exactly know what that is.
[00:28:04.380]I wonder if that can help me at home,"
[00:28:06.060]you can go in and and watch a video on what is that, okay?
[00:28:09.690]You don't have to scroll the internet for it.
[00:28:11.280]You can come right to a highly vetted source
[00:28:13.860]that tells you exactly what it is in a really great way.
[00:28:17.310]So shout out to AFIRM. We love it?
[00:28:20.700]Yes.
[00:28:21.930]Jamie, we also get great resources, free resources.
[00:28:24.630]Free resources. Yes, it's a super site.
[00:28:27.360]Any comments from not the peanut gallery, but the chat?
[00:28:34.020]No. Okay.
[00:28:35.370]Yeah, we need to have some system when you're excited.
[00:28:38.808](audience laughing)
[00:28:40.620]You want to raise them up. Melva, get us a system.
[00:28:43.379]Woo-hoo. Okay. All right. Okay.
[00:28:46.350]So let's get into those core characteristics.
[00:28:48.240]The first one is communication.
[00:28:50.430]You see my little gray communication?
[00:28:52.260]Means we're transitioning. Everybody with me? (laughs)
[00:28:55.390]Okay. Okay. This is Temple Grandin.
[00:28:57.360]You're gonna hear a video from her
[00:28:58.770]and I'll plug in the sound.
[00:29:02.452](audience member coughing)
[00:29:03.300]She's gonna tell you about communication.
[00:31:21.150]Thoughts on that? You guys seen Temple before?
[00:31:24.810]She's come to Kearney and presented at conferences before.
[00:31:27.630]She's a pretty sought out speaker.
[00:31:29.850]I think also, she overcame a lot in her life
[00:31:35.490]to follow her passion and has done very well for herself.
[00:31:39.540]And she represents a lot of the autistic community
[00:31:43.050]by being able to talk about her experiences
[00:31:45.360]in a way that enlightens us as educators to know better
[00:31:49.680]and do better.
[00:31:51.030]So when we look at the communication characteristics,
[00:31:54.450]individuals may show some of these or all of these.
[00:31:58.170]And when we talk about differences or difficulty,
[00:32:02.880]it just translates into maybe doesn't come naturally
[00:32:05.910]and must be taught, okay.
[00:32:08.760]So on the left side, this is a still kind of medical model,
[00:32:12.360]the deficits model of thinking about autism.
[00:32:14.820]And we certainly need to recognize that.
[00:32:16.377]And we need to teach to skill deficits.
[00:32:19.080]So delayed or absence of spoken language,
[00:32:21.660]we want to teach that, right?
[00:32:22.950]We want to make sure
[00:32:23.783]that we're teaching two ways to communicate.
[00:32:26.430]It's important in our world to be able to say what you need,
[00:32:29.760]be able to describe an experience,
[00:32:31.410]be able to tell your mom
[00:32:32.280]what you had for lunch at school, right?
[00:32:34.350]Those kinds of things.
[00:32:35.700]They may have delay in non-verbal communication,
[00:32:39.384]may not be able to coordinate gestures
[00:32:41.370]with the way they're speaking.
[00:32:43.647]And what if I couldn't communicate with my gestures today?
[00:32:46.518]It'd be very difficult, right?
[00:32:47.880]We often communicate in multiple ways, not just our speech.
[00:32:52.650]Repetitive or non-functional use of language, right?
[00:32:55.633]Echolalia. Echolalia can also be functional.
[00:32:58.170]It can be a springboard to functional language too.
[00:33:00.810]Difficulty initiating or sustaining conversation,
[00:33:03.570]maybe a back and forth exchange only and then it ends.
[00:33:07.980]But in our communication, it's back and forth
[00:33:10.290]and back and forth and back and forth
[00:33:12.240]'cause we're interested in the other person.
[00:33:13.530]We're asking lots of questions
[00:33:15.300]and responding to the ping ponging of conversation.
[00:33:21.420]Maybe some varied or lack of play skills
[00:33:24.240]and some unusual speech patterns too.
[00:33:26.880]There are more here,
[00:33:28.920]but that kind of gives you a general idea.
[00:33:31.260]But what if we looked at it
[00:33:32.340]as in a social model too, right,
[00:33:34.560]and we're looking more whole at the child.
[00:33:37.260]So what if instead of saying it in the way on the left,
[00:33:41.730]we say they're non-speaking or unreliable speakers.
[00:33:44.310]That's a more current way of saying non-verbal.
[00:33:49.800]What if we said maybe that they may need support
[00:33:53.070]in understanding gestures
[00:33:55.920]and other non-verbal communication.
[00:33:58.650]What if we said repetitive words
[00:34:00.660]and phrases can aid in processing
[00:34:02.790]and or be precursors to reliable speech?
[00:34:06.330]Because often we can see echolalia be used in context then.
[00:34:09.750]It's the next phase of echolalia. It's great, right?
[00:34:13.410]Sometimes borrowed phrases from movies come in real handy.
[00:34:16.200]Anybody ever quote a movie?
[00:34:19.890]Yeah, sometimes I quote like Saturday Night Live
[00:34:22.830]from 20 years ago and new teachers are like, what?
[00:34:26.525](audience laughing)
[00:34:27.901]Or I quote "Poltergeist," "Go to the light, Carol Anne."
[00:34:30.780]Anybody? (audience laughing)
[00:34:32.489]Thank you. Oh, even young people.
[00:34:34.440]And people look at me, I'm like, "It's "Poltergeist," okay?
[00:34:37.050]Just Google it. Look it up.
[00:34:41.520]What if we said may initiate conversations
[00:34:43.770]in unique ways, right?
[00:34:47.580]Play skills are unique to the individual
[00:34:49.260]and often are tied to an area of interest.
[00:34:52.080]We're looking at the whole child here, right?
[00:34:56.183]And not that we're gonna abandon
[00:34:57.450]the skills we need to teach,
[00:34:58.560]but we're also recognizing, where is this child starting
[00:35:01.410]and where are we gonna build from?
[00:35:03.390]We're looking at the whole individual here.
[00:35:06.720]So when we're intervening, when we're supporting,
[00:35:09.300]when we're teaching, we want to give multiple ways
[00:35:12.390]for that child to demonstrate understanding,
[00:35:15.120]not just verbally if they can't quite do it yet.
[00:35:18.480]How else can they respond?
[00:35:21.570]We want to demonstrate and model instructions.
[00:35:23.940]We want to support with visuals, right?
[00:35:26.700]If one of the eureka systems
[00:35:28.770]is their understanding of language,
[00:35:30.900]why are we only gonna instruct verbally?
[00:35:34.140]Does that make any sense to you?
[00:35:36.113]No. We need to do it in multiple ways.
[00:35:38.790]They're visual learners.
[00:35:39.840]Often that's one of their strengths.
[00:35:41.430]Model it, show it, give visual support
[00:35:44.280]in addition to your words
[00:35:46.860]because they're gonna understand it better.
[00:35:48.690]Multiple ways to learn.
[00:35:52.530]If we have multiple instructions,
[00:35:54.750]multiple steps to a task, break it down.
[00:35:57.780]Give them maybe one step at a time.
[00:35:59.850]Show them, then the next one.
[00:36:02.790]They can handle two steps?
[00:36:04.140]Give them two steps at a time and then the next two.
[00:36:08.580]Again, use visuals to increase memory and understanding.
[00:36:11.370]Visuals stay put.
[00:36:13.980]Language is transient. Words are transient.
[00:36:16.350]It's literally in one ear out the other. Okay?
[00:36:18.870]If it's visual, it's static. It doesn't go anywhere.
[00:36:22.110]Okay? Get the child's attention before speaking.
[00:36:25.560]How many times do we not get the child's attention
[00:36:27.840]and then we get really frustrated
[00:36:29.490]and our strategy is to get louder and louder and louder?
[00:36:33.810]Even if the child's attention is at their favorite toy,
[00:36:36.780]at the TV, at the iPad,
[00:36:39.870]not the child's problem, it's our problem.
[00:36:42.720]Just get their focus and attention first.
[00:36:44.940]State things as a directive and not a question.
[00:36:47.908]If they cannot respond in a yes or no,
[00:36:50.220]do not give them the option to respond yes or no.
[00:36:52.950]Do you want to get up and go to recess?
[00:36:54.990]Do you want to get up and get in line?
[00:36:58.290]Nope. If it's not a choice, just line up.
[00:37:02.580]Time to go to recess, right?
[00:37:04.764]We often confuse our kids
[00:37:06.900]by acting as if it's a choice when it's not.
[00:37:09.660]So be clear and direct in our language to them
[00:37:12.510]because that's very supportive.
[00:37:14.400]When language is one of your weak systems,
[00:37:16.470]be very direct and clear.
[00:37:18.510]Clear is kind.
[00:37:21.150]Okay, call the student by name.
[00:37:23.190]Be near them. Be in their line of sight.
[00:37:26.160]Oftentimes, if we call the name of a child, what happens?
[00:37:30.060]Right after we say, "Jimmy,"
[00:37:33.698]what's it usually followed with?
[00:37:37.612]Instruction. Instruction to do
[00:37:39.360]what usually?
[00:37:41.280]Put away your toy, put away the iPad.
[00:37:45.240]Something is gonna get worse if I call your name.
[00:37:47.460]So it's my advantage to ignore you, right?
[00:37:50.370]So ways we can change that is to be close to them.
[00:37:53.640]Call their name. Maybe it's not something so bad.
[00:37:56.490]I'll help you put this away.
[00:37:57.660]You have two more minutes with that
[00:37:59.880]and then we're gonna transition, right?
[00:38:02.910]Used fewer words.
[00:38:04.320]Don't bog them down in a ton of words that don't matter.
[00:38:07.980]Be direct and clear. Okay?
[00:38:09.900]We don't need to sit
[00:38:11.070]and explain a whole lot of words if they can't process.
[00:38:14.130]The general rule of thumb is if kids can say
[00:38:16.890]two to three words, we only explain things one more word
[00:38:21.390]than what they can say, okay?
[00:38:25.170]An explicit instruction for all tasks.
[00:38:27.540]That is good for all learners.
[00:38:29.280]By the way, this is good for all learners.
[00:38:35.550]If you find yourself having to say things again and again
[00:38:37.500]and again and again, use visual supports.
[00:38:40.050]They're good for everybody. Okay?
[00:38:41.730]So this is just a nice slide to kind of show you
[00:38:44.400]that this is really good
[00:38:45.660]for all kids in using visual supports.
[00:38:49.230]Do you guys use your visual support for anything?
[00:38:53.970]Yeah. Could you live without your visual support?
[00:38:57.690]No. It's your entertainment, it's your schedule,
[00:38:59.850]it's your reminders, it's your, right.
[00:39:03.360]Yeah, and our kids need to be able to use those too.
[00:39:07.110]So lots of...
[00:39:08.756]This is just a nice slide to kind of show that.
[00:39:11.370]Pictures, again, help our kids understand.
[00:39:14.640]So here's some examples of daily schedules. Very regulating.
[00:39:18.150]Remember one of our kids' strengths is being able
[00:39:20.730]to follow routines.
[00:39:22.530]So if they can see it in a visual format,
[00:39:26.430]what's coming next, often can do a lot better.
[00:39:29.760]Also, expectations.
[00:39:31.320]So if you come in
[00:39:32.873]and you need to do the same thing the same way,
[00:39:35.400]you come in and sit, listen, work,
[00:39:37.320]let's get it in visual format.
[00:39:39.000]Sometimes those expectations we have of all kids
[00:39:42.480]can be missed by our kids, right?
[00:39:44.940]You guys have experience coming into a conference
[00:39:46.920]so you know what to do.
[00:39:48.630]Sometimes our kids miss those kind of common things.
[00:39:52.830]So if we see that our kids aren't getting it,
[00:39:54.757]put it in visual format for them
[00:39:57.240]and then they become more independent, okay.
[00:39:59.700]First, then, is a great one.
[00:40:01.530]So first let's do this, then you're gonna do this.
[00:40:03.900]It breaks it down in small chunks
[00:40:05.370]and it's manageable for them.
[00:40:08.250]If it's first something I don't love
[00:40:10.260]and then something I do love, sometimes they do it better,
[00:40:14.460]but sometimes they may refuse that.
[00:40:17.040]So sometimes you can do a first, next, then.
[00:40:20.220]So first something I don't love,
[00:40:22.170]next something that I'm kind of okay with,
[00:40:24.480]and then something I bet I really like.
[00:40:29.455]You can use visuals for high schools.
[00:40:30.930]If kids can read,
[00:40:32.040]you don't always have to have a picture with it,
[00:40:34.230]but if kids can't read,
[00:40:36.120]you should always have the picture and the words with it.
[00:40:39.870]Okay, even if you think a kid can't read, have the picture
[00:40:43.350]but always pair the words with it
[00:40:45.210]because they may be able to read,
[00:40:46.980]but you're always putting your...
[00:40:51.240]What am I trying to say?
[00:40:53.010]You're always attaching words with it
[00:40:55.740]because you're promoting literacy.
[00:40:57.240]Geez, that was hard. Thank you for the laugh.
[00:40:59.640]I'm like, why was that so hard?
[00:41:02.310]Anyway, you always want to put words with pictures
[00:41:04.950]'cause there's maybe
[00:41:05.790]always a chance that they're gonna read.
[00:41:06.750]But you want to encourage literacy.
[00:41:09.150]Again, stumble, bumble. Yeah.
[00:41:13.650]Okay, so, and visuals offer some control.
[00:41:15.930]So these are some examples of some ways to negotiate.
[00:41:19.560]So on the front of this card is,
[00:41:21.870]can I have an extra minute for break.
[00:41:25.200]Sometimes our kids don't.
[00:41:26.580]We just expect them to follow directions
[00:41:28.110]without negotiating power.
[00:41:30.000]How would you like your life
[00:41:30.840]if you didn't have negotiating power?
[00:41:32.610]So sometimes one more minute, can I have one more minute
[00:41:36.120]for break before we have to turn it over and do break?
[00:41:39.270]These other two
[00:41:40.110]with the five, four, three, two, one are countdowns.
[00:41:42.840]It doesn't have to correspond to a minute.
[00:41:44.580]You can just say, okay, you have to get off the iPad
[00:41:47.352]in five, four, three, two, one.
[00:41:50.086]So we're gonna start with five
[00:41:51.810]and then it can be kind of on your timeline.
[00:41:53.700]If you need to transition quicker,
[00:41:55.320]you can come mark it down, kid can mark it down for you.
[00:41:59.190]Or if it needs to be minute by minute,
[00:42:00.900]you can kind of decide that for you.
[00:42:02.760]It gives them a little bit of time to prepare.
[00:42:06.870]Here's a finish later.
[00:42:08.160]So a lot of times our kids don't want to be done
[00:42:10.470]with something or maybe they're building a Lego project
[00:42:12.990]or something.
[00:42:13.823]They really just don't want to be done with it.
[00:42:15.660]We can save it for later. We can always come back.
[00:42:17.730]That's okay. Here's a visual.
[00:42:21.390]You can make things on the spot.
[00:42:22.440]They don't have to be pretty icons.
[00:42:23.760]I mean you just draw it out.
[00:42:24.960]Often our kids like to see you draw it out.
[00:42:27.240]It makes more sense as you're doing it,
[00:42:28.830]especially if you're not really a good artist.
[00:42:31.650]I want to point your awareness to these resources.
[00:42:34.890]So again, some vetted resources for you.
[00:42:37.380]I've already directed you to AFIRM modules.
[00:42:39.510]You've been in there.
[00:42:41.310]This is our state website.
[00:42:42.780]If you're not familiar with it,
[00:42:44.190]it's our autism network website.
[00:42:47.460]I am gonna pop out of that real quick.
[00:42:50.280]So if you go to our state website here,
[00:42:54.690]it's unl.edu/asdnetwork.
[00:42:58.167]And you come to the tri-state webinars page,
[00:43:06.900]and this will be true for each of the next couple sections.
[00:43:11.100]You can search by topic.
[00:43:12.930]So if you're really interested in communication,
[00:43:15.690]there's all sorts of webinars on here.
[00:43:17.940]And they're, again, highly vetted. They're asynchronous.
[00:43:21.270]You can pull them up anywhere from 30 minutes to an hour
[00:43:26.340]and you can just search by whatever you're interested in
[00:43:28.800]in communication.
[00:43:31.800]Okay, lots and lots and lots of great things
[00:43:34.200]on here for all ages, all abilities.
[00:43:38.820]So that's one I want to take you to.
[00:43:40.110]And the other one I just want to take you to
[00:43:41.640]is the Autism Internet Modules.
[00:43:43.651]I thought I had this pulled up, but maybe I didn't.
[00:43:46.980]Again, free resource. Terrific, terrific.
[00:43:49.830]This one's really cool because you can search by category.
[00:43:56.370]So this one's great.
[00:43:57.240]Autism at home, you can search autism in the classroom,
[00:44:00.840]in the community, in the workforce, autism in toddlers.
[00:44:03.630]You can search by range of time that you have.
[00:44:06.600]So if we search autism at home, oops,
[00:44:11.190]why is it not letting me do that?
[00:44:14.100]Oh, apply search.
[00:44:15.930]You can search a variety of things to support at home.
[00:44:23.190]Some of the things you'll hear me talk about a little bit,
[00:44:25.173]here's one on girls for example,
[00:44:27.450]that I just said is under identified.
[00:44:29.460]Modeling, I just mentioned that.
[00:44:32.550]Parent-implemented intervention.
[00:44:34.290]So really terrific things on here.
[00:44:37.170]Prompting, reinforcement,
[00:44:38.190]you're gonna hear a little bit about that.
[00:44:39.300]Rules and routines you just saw. So really terrific.
[00:44:42.330]Again, they're already high quality.
[00:44:45.210]You don't have to go searching
[00:44:46.410]for high quality supports here,
[00:44:48.000]but really good for teachers.
[00:44:49.500]Again, terrific, hose three resources for you.
[00:44:52.247]AFIRM, Autism Internet Modules and our website.
[00:44:56.160]You couldn't get any better training probably if you tried.
[00:44:59.130]Well you probably could.
[00:44:59.963]But, yeah. The website.
[00:45:02.003]The ASD website, it is, sorry,
[00:45:08.580]unl.edu/asdnetwork.
[00:45:14.185]You can find a lot of other things on there
[00:45:15.780]but this tri-state webinar is...
[00:45:18.420]Did you get it? I can slow down. Anybody need it again?
[00:45:24.240]You need it again.
[00:45:25.073]Okay. unl.edu/asdnetwork.
[00:45:36.298]All right. All right, let's move on to social here.
[00:45:45.330]Let me check my time.
[00:45:51.148]Okay. We'll hear from...
[00:45:52.860]This is a panel of individuals on the spectrum
[00:45:55.230]and they are young adults who were interviewed by Mitzi,
[00:46:02.070]I'm getting your last name wrong.
[00:46:02.970]She's out of UNL.
[00:46:04.380]So they're talking about their kind of experiences in school
[00:46:07.920]around their social experiences.
[00:46:19.710](bottle crinkling)
[00:47:14.210]So how do we do better than that? Oh, that door's open.
[00:47:18.090]Somebody want to pull that door in real quick? Thank you.
[00:47:22.422]We don't want the whole world hearing this presentation
[00:47:24.390]if they didn't come in the room.
[00:47:25.350]Am I right? (audience laughing)
[00:47:28.440]Okay. Sad, right
[00:47:29.820]These are young adults
[00:47:30.810]who didn't have a positive experience.
[00:47:33.810]So what are the social characteristics that that can be
[00:47:38.910]part of their autism or part of autism?
[00:47:41.250]So again, difficulty just translates
[00:47:44.280]into doesn't come naturally.
[00:47:45.960]So may have difficulty
[00:47:47.310]with the social rules of relationships.
[00:47:50.310]I mean relationships have a lot of complicated rules.
[00:47:53.250]Am I right?
[00:47:54.600]Yeah. My husband and I have been married for over 20 years.
[00:47:57.690]He still can't figure out
[00:47:59.520]the complicated social rules of our relationship.
[00:48:02.681](audience laughing) Anybody with me on that?
[00:48:05.621]I know I had some people that, yep, for sure.
[00:48:08.130]I'm like, how do you not know this yet?
[00:48:09.510]Because it's been a while.
[00:48:10.890]We have to keep practicing this until,
[00:48:13.830]so 50 years, or are you gonna get it soon? Uh-huh.
[00:48:16.830]Savannah, I'm really sorry. She's fairly newly weed.
[00:48:19.590]You're gonna have to keep practicing. Yeah.
[00:48:22.007]Okay. But they're complicated. They're nuanced.
[00:48:24.420]They change regularly and they're all very different.
[00:48:28.890]So also our intervention is really challenging too, right?
[00:48:31.770]Because they can be challenging
[00:48:34.020]but it doesn't come naturally, right?
[00:48:36.210]You have to be able to understand language
[00:48:37.890]and you have to be able to understand
[00:48:39.450]all of the kind of unspoken rules that happen
[00:48:43.800]in social relationships and that's challenging.
[00:48:46.620]Inconsistent use of nonverbal behavior, right?
[00:48:49.110]So not only do I have to read your non-verbals,
[00:48:51.870]I then have to be able to respond with non-verbals too
[00:48:54.930]because spoken language
[00:48:55.890]isn't the only part of social communication.
[00:48:59.310]Difficulty with spontaneously sharing experiences.
[00:49:02.130]How much do I share? How much do I not share?
[00:49:04.740]How do I read the situation to know if I overshared or not?
[00:49:08.493]And if I did overshare, how do I correct that
[00:49:10.200]so you don't think I'm a stalker maybe, right? (laughs)
[00:49:14.340]Lack of social reciprocity.
[00:49:15.810]That's just that back
[00:49:16.710]and forth exchange of social information.
[00:49:19.740]Taking your perspective, you know, that you love,
[00:49:22.860]I don't know, we'll say mountain hiking.
[00:49:25.080]I don't know. You sat in the wrong place.
[00:49:26.310]You do realize this, right? Okay.
[00:49:28.440]And I need to be able to take that
[00:49:29.940]and what do I know about hiking in the mountains
[00:49:32.040]and can I have a conversation with you about that?
[00:49:35.460]Maybe can appear awkward or unconventional
[00:49:38.010]and that can turn people off
[00:49:39.210]and they don't really want to talk to you
[00:49:40.350]because it feels awkward to interact with you.
[00:49:43.680]And then contextually inappropriate methods of interaction.
[00:49:46.650]Right, so I may be too casual in my interaction with you,
[00:49:49.500]but it's at a professional event for example.
[00:49:53.040]So again, deficit based language.
[00:49:55.470]If we looked at the social model of describing autism,
[00:49:58.320]maybe we could talk about it.
[00:50:00.060]Also, you know, if stressed they may not be able to show
[00:50:03.240]all the skills in this area,
[00:50:04.950]but if not stressed, maybe they have more skills,
[00:50:07.410]are able to show with a comfortable,
[00:50:09.330]familiar person the social skills are better.
[00:50:13.380]May state factually true information,
[00:50:15.540]but lack the social awareness, right?
[00:50:18.600]What if we said may have good recall of people's faces,
[00:50:21.600]names and facts.
[00:50:24.000]Okay, it's not my strength, the names part.
[00:50:26.880]Faces, absolutely. Not names.
[00:50:29.550]Sophisticated language
[00:50:31.560]and may repeat bits of dialogue heard
[00:50:33.390]in conversations from others.
[00:50:35.490]Well that's echolalia, right? But it can be purposeful.
[00:50:39.360]It could be mitigated and used in context. Yeah, great.
[00:50:44.490]What don't we start talking about it in that way too?
[00:50:46.440]We're a little bit
[00:50:47.273]more representative of the whole individual here,
[00:50:49.740]rather than just focused on the deficits.
[00:50:52.440]But again, we still need to teach all of these things,
[00:50:55.380]but include the individual as part of the teaching.
[00:51:00.630]Okay, so here's some things that are critical
[00:51:04.770]when we're looking at social skills instruction.
[00:51:07.200]Number one, we have to teach it.
[00:51:09.330]We have to directly teach social skills.
[00:51:13.110]And I'm gonna tell you this,
[00:51:15.120]if you have individuals on the autism spectrum
[00:51:17.880]that you are working with, you have to,
[00:51:20.910]this is a gold statement,
[00:51:22.800]have to have a social goal on your IEPs.
[00:51:26.130]It is one of their characteristics of autism.
[00:51:30.300]And when they leave school,
[00:51:32.550]if you don't directly teach it and you don't program for it,
[00:51:37.170]they will not have friends when they leave.
[00:51:40.170]I'm sorry, it's the truth.
[00:51:42.000]Just had a mom come in to me and her child is fully employed
[00:51:44.850]and he lives on his own.
[00:51:46.710]He's 22 and he has no friends.
[00:51:51.300]What did we do? What did we do wrong?
[00:51:54.090]Right? We have got to do better.
[00:51:56.430]So directly teach social skills.
[00:51:58.710]Sorry, that's a hard one for me.
[00:52:00.510]We worked really hard as a school team.
[00:52:02.880]What did we get wrong, right?
[00:52:04.560]So there are programs out there
[00:52:07.020]and we know so much more about this
[00:52:08.790]than we did when he was little.
[00:52:10.530]That's true. So we have to keep up on it, right?
[00:52:13.650]So there's lots of things, there's a lot of curriculum
[00:52:15.870]out there that has an applied behavior analytic base.
[00:52:18.870]We know that's based in science.
[00:52:20.550]There's also some other things out there too that are good.
[00:52:24.030]Social narratives is evidence-based.
[00:52:25.740]We're gonna talk about that a little bit.
[00:52:27.570]Michelle Garcia Winner has some curriculum out there.
[00:52:30.060]It's very much kind of perspective based.
[00:52:33.180]So thinking about how I'm thinking about social skills,
[00:52:36.870]it's a little higher level.
[00:52:38.130]PEERS curriculum has come out,
[00:52:39.690]that's a friendship based program
[00:52:41.340]that has evidence behind it.
[00:52:43.200]It is meant to specifically teach friendship skills
[00:52:49.093]for middle school to high school kids
[00:52:50.640]and then also young adults.
[00:52:51.990]So there's some terrific things out there.
[00:52:54.690]And we have a lot of training not on our site.
[00:52:57.420]But also critically important is that we teach
[00:52:59.910]how to authentically connect.
[00:53:02.040]That we create opportunities,
[00:53:03.690]multiple opportunities to socialize.
[00:53:06.930]Not just one way to socialize, right?
[00:53:09.090]There's lots of ways to socialize.
[00:53:10.440]So parallel socialization is also acceptable.
[00:53:13.500]How do we do that?
[00:53:15.060]And then how we discuss with others.
[00:53:18.930]Doesn't just have to be
[00:53:19.763]the neurotypical way to do it, right?
[00:53:21.900]How do we discuss with others that different is not less?
[00:53:28.002]The social narratives, social stories,
[00:53:30.000]social narratives is a way to give information to kids
[00:53:32.220]or individuals about an event
[00:53:33.450]or an activity that they don't understand, right?
[00:53:35.820]So something maybe didn't go right on the playground
[00:53:37.710]or they want to play with their friends
[00:53:39.207]and they don't quite know how to do it.
[00:53:40.790]We can teach that through a narrative or a story or script.
[00:53:45.180]They're all kind of interchangeable.
[00:53:46.710]And those can be words if they're a reader.
[00:53:49.470]They can be accompanied by pictures
[00:53:51.540]about how to go about doing that thing
[00:53:54.540]that they don't know how to do.
[00:53:56.190]We often will do that to prepare for a novel event.
[00:53:59.250]Sometimes that can be, they're gonna go to the Stern Museum
[00:54:02.130]and they don't know what that's gonna be.
[00:54:04.050]So I've seen some creative teachers pull information
[00:54:06.840]from the Stern Museum in pictures
[00:54:08.790]and they literally create the social narrative
[00:54:10.680]about what is gonna happen at Stern Museum
[00:54:12.660]on your field trip.
[00:54:13.680]And that child has a visual image
[00:54:15.660]then of what that's gonna look like
[00:54:17.070]over the course of the day.
[00:54:18.180]Brilliant.
[00:54:19.950]They can be as complex as your learner can understand
[00:54:24.330]or as simple because sometimes
[00:54:26.100]in those actual events it can be very stressful.
[00:54:28.470]So we can drop the language down, too.
[00:54:30.960]They're often read multiple times,
[00:54:33.000]not in the stressful situation, as preparation for it.
[00:54:36.630]Okay, here's some examples. Think of big long stories.
[00:54:40.200]They can be short, they can be on cards,
[00:54:41.880]they can be kind of in that one page or two.
[00:54:44.520]So you can see here, sometimes I feel frustrated or upset.
[00:54:47.790]It's okay to feel frustrated
[00:54:49.410]but I need to stop and calm down.
[00:54:51.150]That's one. That one needs work, I would say.
[00:54:54.540]My work doesn't need to be perfect,
[00:54:56.520]I just need to try and be my best.
[00:54:58.470]When I'm frustrated or upset, I can tell Mrs. Ashley
[00:55:01.110]and Mrs. Holbrook and they can probably...
[00:55:03.870]There's some more to that one.
[00:55:05.370]The one that says changes are okay,
[00:55:08.850]there's some text below and pictures with it.
[00:55:12.240]Okay, this is a great one. Changes are okay, right?
[00:55:15.300]We all need to learn how to do that.
[00:55:16.830]This would be read multiple times throughout the day
[00:55:18.960]when the child's not upset, right?
[00:55:20.970]That's called teaching. We directly teach them.
[00:55:24.240]So there's some rules around social stories.
[00:55:27.990]They're written in positive manner about what to do,
[00:55:30.720]not what not to do, what to do, okay,
[00:55:34.230]'cause this is a a skill they don't have.
[00:55:36.600]So we want to teach what to do and we want to practice it.
[00:55:40.980]Read it on a regular basis and practice it.
[00:55:44.040]'Cause you can read to me all day long,
[00:55:45.720]but when it happens, I gotta know how to do it.
[00:55:47.790]So I need to practice how to do it.
[00:55:50.070]And we want to make sure that everybody
[00:55:51.420]in the lives of that individual has access to that.
[00:55:55.080]So are they having the same struggle at home?
[00:55:57.270]Want to make sure that home and school or grandma's house
[00:55:59.490]and school and home or wherever has the same information
[00:56:02.820]so it can be practiced across.
[00:56:03.930]'cause our kids on the spectrum don't often generalize
[00:56:06.030]from one setting to another very easily.
[00:56:08.850]Contingency maps are another way to look at
[00:56:13.140]kind of a social school story in some ways.
[00:56:16.230]And this is what a contingency map looks like.
[00:56:19.137]And it's basically teaching the behavior that you want.
[00:56:22.380]You teach the behavior that you want
[00:56:23.760]and you reinforce the behavior that you want,
[00:56:25.830]but you show it visually to the child.
[00:56:28.470]So this happens, and if you do the behavior
[00:56:32.070]that we're asking you to do, then we reinforce it.
[00:56:35.790]But if this happens
[00:56:37.290]and we get some other thing that we don't really want to see
[00:56:40.260]and then this happens.
[00:56:41.640]So we don't reinforce that. So here's an example.
[00:56:45.060]This is kind of a hard one to see.
[00:56:46.590]Make a choice by raising your hand.
[00:56:49.110]I raise my hand, I wait for my turn
[00:56:53.100]and then I get to share what I want to share, is on the top.
[00:56:56.070]So we're gonna teach that.
[00:56:56.903]We're gonna reinforce it when it happens.
[00:56:58.170]We're gonna heavily reinforce it when it happens,
[00:57:00.780]especially at the beginning 'cause we want that behavior.
[00:57:03.420]But if I want to talk
[00:57:09.000]and I blurt out, I'm not gonna get reinforced for that
[00:57:12.510]and then I'm not gonna get to share.
[00:57:14.370]Okay? So that would be the lower level here.
[00:57:16.710]That's a contingency map and it's a really simple one.
[00:57:19.350]And kids often respond really well to that.
[00:57:21.240]And again, we just teach it a lot and we practice it
[00:57:23.730]and then we make sure that it's embedded
[00:57:26.610]so kids get an opportunity to visually see
[00:57:28.680]what is it we're expecting and how we're gonna teach it
[00:57:30.777]and how we're gonna reinforce it.
[00:57:32.790]Video modeling is also a great one.
[00:57:34.470]Has some nice evidence behind it.
[00:57:36.240]Show the kids in real time what it's gonna look like.
[00:57:38.550]Again, I mentioned YouTube videos earlier
[00:57:41.250]and that's how a lot of us learned to do something, right?
[00:57:44.340]Bake a cake, prune your roses, fix the dishwasher,
[00:57:48.870]lay tile floor, anybody do any of this during COVID?
[00:57:52.020]Like, heck yeah I can remodel a room.
[00:57:53.670]I'm gonna take that wall out. I'll watch a YouTube video.
[00:57:56.887]Anybody do that? (laughs)
[00:57:58.093]Yeah. My whole house.
[00:57:59.400]Her whole house.
[00:58:00.233]Yeah. Did it work out for you?
[00:58:01.893]Yep. Okay.
[00:58:02.726]Everybody give her a woo woo.
[00:58:04.184](audience laughing) Okay, good.
[00:58:05.017]You guys are getting tired, I can tell.
[00:58:06.450]Here's a video model of sharing.
[00:58:10.680]There's tons of these online to pull up.
[00:58:16.350]Watch them first before you sit down a the child to do this
[00:58:18.467]'cause you never know what's on them for real.
[00:58:25.258](child speaking faintly)
[00:58:45.275](audience member coughs)
[00:59:14.410]Okay, you guys get the idea.
[00:59:16.380]Oftentimes the best video models have
[00:59:19.170]not very much background in them
[00:59:21.203]and the the skill is really salient, right?
[00:59:23.910]You watch it and you're kind of like (whistles)
[00:59:25.800]really excellent acting.
[00:59:27.267](audience laughing) Right?
[00:59:28.380]But for our kids, we don't want a lot of distraction there.
[00:59:30.660]We want the skill to be really present
[00:59:33.630]and really clear, right?
[00:59:35.580]So we show the video model and we also practice that, right?
[00:59:38.340]We practice it and practice it and practice it.
[00:59:40.590]We practice it in one-on-one
[00:59:41.700]and then we practice it where we need to practice it
[00:59:43.560]and we get good reinforcement for doing it, right?
[00:59:46.350]Because these things are often kind of a challenge to do.
[00:59:51.006]Yeah.
[00:59:53.089]Would triages be good then,
[00:59:54.810]for students with autism then?
[00:59:57.720]Tell me what a triage is.
[00:59:59.160]So we have kids that come in
[01:00:00.740]in the morning to my office, work with our teachers
[01:00:03.840]and who's in charge of knowing the adults?
[01:00:06.270]What's gonna happen when you get told no,
[01:00:09.330]I'm gonna say, "Okay. Do it anyway."
[01:00:10.950]How many times are we gonna ask you to do it for one time?
[01:00:15.000]Things like that.
[01:00:15.900]I mean there's more, but those are the same common ones.
[01:00:18.540]But is that something similar to this,
[01:00:19.740]to just that reinforcement all the time?
[01:00:22.230]Yeah, and you could, I mean, if a social story
[01:00:25.080]like just static on a piece of paper on a book
[01:00:28.050]or whatever isn't working two dimensional,
[01:00:29.970]you can always do practice.
[01:00:31.170]We had some kids in a group
[01:00:32.460]that would video doing it the wrong way
[01:00:35.460]and then they video doing it the right way
[01:00:37.320]and they were kind of, there were actually some of our kids
[01:00:40.620]that really struggled to do it the right way.
[01:00:42.330]So then they were our video model
[01:00:44.700]and they're some of our older kids
[01:00:46.500]and they got the biggest kick out of doing it
[01:00:48.510]and then they got to show it to the other kids
[01:00:50.910]on how to do it the wrong way.
[01:00:52.170]They crack up, then they show it the right way.
[01:00:54.570]So seeing it in real time actually made a big improvement
[01:00:59.010]and our kids got a lot better at it.
[01:01:00.780]So yeah, for sure. And written in what to do, right?
[01:01:04.680]Yeah, it could be super fun.
[01:01:06.540]And the kids got a kick out of making the video
[01:01:08.280]and we saved them
[01:01:10.020]and our kids who often were the worst at doing it
[01:01:13.410]really made big improvements over the other kids
[01:01:16.140]'cause they got to be part of making the video super fun.
[01:01:18.720]They're like, " You mean we can actually say
[01:01:20.670]what we want to say?"
[01:01:21.660]Yeah. (laughs) This is wrong way video though.
[01:01:24.541]It was wrong way, you know this time.
[01:01:26.880]So again, I just want to direct your eyes to the resources
[01:01:30.150]that we have categorized by social skills.
[01:01:34.480]And I keep looking back at my friend
[01:01:36.300]in the back who's laughing that I can't find my words.
[01:01:38.220]So thank you. We'll meet after.
[01:01:40.358](audience laughing) Yeah.
[01:01:42.960]So again, on our as ASD network website, social supports,
[01:01:46.170]AFIRM, and Internet Modules.
[01:01:47.460]Again, great places to go and we'll round out our talk here
[01:01:51.360]on the behavior part of it.
[01:01:53.370]Repetitive patterns of behavior and restricted interest.
[01:01:56.700]And this is a young woman called Amythest
[01:01:58.650]and she's got a lot of videos about autism on her website
[01:02:02.370]and it's just a really short clip.
[01:02:04.110]But this is just... She's talking about...
[01:02:09.480]Well, it was supposed to go right to her video.
[01:02:11.100]Sorry, she's talking about special interests.
[01:02:49.158]Okay, I wanted to draw your awareness to her
[01:02:51.540]because she just has tremendous amount of things to share
[01:02:55.350]and she's really articulate about talking about that.
[01:02:58.410]So we used to call them restricted interests.
[01:03:02.005]That's a pretty negative connotation.
[01:03:03.210]So again, in the kind of lens of the medical model,
[01:03:07.470]we look at these characteristics.
[01:03:09.720]Kind of need for sameness, routines
[01:03:11.970]and rituals are important and narrow area of interest.
[01:03:15.510]We used to call it that for sure, still is called that
[01:03:18.360]in a lot of areas or in a lot of spheres.
[01:03:21.210]And then repetitive motor behaviors,
[01:03:23.520]repetitive patterns of behavior and motor...
[01:03:28.890]Losing it again. Repetitive motor behaviors.
[01:03:30.570]We'll just go back to what's on the slide, how about that?
[01:03:33.349]But if we look at the social model of describing ASD,
[01:03:35.760]we can describe it as routine events create
[01:03:38.460]that sense of predictability and can decrease anxiety.
[01:03:43.050]Following routines of home and school is a strength.
[01:03:46.260]Okay, let's program for that.
[01:03:48.480]Let's increase the routines in their lives.
[01:03:50.550]Always preparing for change and how to respond to change.
[01:03:53.190]'cause I dunno if your life is the same as mine,
[01:03:55.560]but I can have my routine mapped out for the day
[01:03:57.330]and something goes wrong, right?
[01:03:58.890]We need to teach to that. Thank you.
[01:04:01.650]And strong preference for interests
[01:04:03.180]and can develop an expertise in that area.
[01:04:04.770]Can be detail oriented
[01:04:06.390]and often express emotions through motor movement.
[01:04:09.030]Sometimes that excitement is just so much
[01:04:10.920]it has to come out my hands or my feet and that's okay.
[01:04:15.060]And then allowing multiple ways to express that
[01:04:19.590]and regulate myself and be an attentive learner.
[01:04:22.770]So some ways that we can instruct and accommodate for that.
[01:04:26.400]Getting to know these areas of interest
[01:04:28.860]and creating a plan for that in the classroom.
[01:04:31.980]Looking at socially appropriate ways to unmet
[01:04:34.200]those repetitive behaviors.
[01:04:35.850]And never taking one away
[01:04:37.020]without some kind of replacement that has the same function.
[01:04:40.260]Okay, stimming we call it,
[01:04:42.330]that repetitive motor movement serves a purpose.
[01:04:44.820]And so if it just bothers us
[01:04:47.010]but it doesn't bother anybody else
[01:04:48.210]and it's working for that child,
[01:04:49.260]we don't need to replace it, okay?
[01:04:51.990]But we can get into that later if you want to stay
[01:04:53.490]and talk about it.
[01:04:54.570]Special interests can increase cooperation
[01:04:56.400]and reinforcement as well.
[01:04:57.600]Visual schedules is where this comes into play.
[01:05:00.090]So having first, thens, having,
[01:05:02.430]and we talked about visual schedules earlier.
[01:05:04.320]So I'll kind of speed up here, but visual schedules,
[01:05:07.890]if you can answer who, what, when, and what's next,
[01:05:12.270]can often be really regulating for our kids.
[01:05:15.150]So visual schedules aren't in place for the full day,
[01:05:18.780]for part of the day
[01:05:19.613]and or within the task that's being asked of them,
[01:05:22.320]put them in.
[01:05:24.180]Put them in. It's good for everybody.
[01:05:26.760]Structured work areas and tasks.
[01:05:28.800]If the areas gets more structured up,
[01:05:30.990]the kids often are better about that.
[01:05:33.570]Reinforcers.
[01:05:35.040]Anytime we're teaching a new skill
[01:05:36.870]or the student is learning a new skill,
[01:05:38.760]we better make sure there's reinforcement in place.
[01:05:41.610]And that means what is a child motivated for?
[01:05:44.340]It doesn't mean that M&M's always work or Skittles
[01:05:47.790]or stickers if that child's not motivated for that.
[01:05:51.210]So this is where partnering with families
[01:05:54.750]and others that know the child really well is important
[01:05:58.500]and assessing that a lot for what their motivation is.
[01:06:01.050]Not just, "Oh, we asked the parent
[01:06:02.640]at the beginning of the year,
[01:06:03.990]or I asked last year's teacher at the beginning of the year
[01:06:06.150]and he used to like Skittles really well."
[01:06:08.370]Well, if he's still not motivated by that,
[01:06:10.230]we need to make sure we're assessing
[01:06:11.730]what the child's motivated for regularly.
[01:06:13.860]That might mean every time you work with the child, right?
[01:06:17.190]Because if they're learning something new and hard
[01:06:19.680]and we're trying to teach that, let's up the ante.
[01:06:21.780]Let's make it worth their while.
[01:06:25.590]Token economies are a way to do that.
[01:06:27.531]You guys familiar with token economies?
[01:06:29.070]So as they do things,
[01:06:30.540]they get a representation of something, a sticker,
[01:06:33.540]a token to get something bigger later.
[01:06:36.900]Okay, and that works for some kids.
[01:06:40.776]We have webinars or we have little...
[01:06:43.410]I think we have webinar and then AIM
[01:06:44.790]and AFIRM also have information on reinforcement
[01:06:48.870]and a lot more information on it.
[01:06:51.000]We had to hit that fairly quickly.
[01:06:52.620]So take home points. No secret recipe.
[01:06:57.210]We have to figure out what's below that surface.
[01:06:59.310]What are the characteristics of that child, the whole child?
[01:07:02.250]And teach what's missing.
[01:07:03.660]Teach it. We're teachers. We're parents. That's what we do.
[01:07:07.440]Make instructions clear and concise and use visuals.
[01:07:09.900]Use them, use them, use them.
[01:07:11.450]To the extent possible,
[01:07:12.600]that child should receive their instructions
[01:07:14.910]similar to their peers.
[01:07:17.070]Individualize.
[01:07:18.780]What works for one doesn't work for everybody.
[01:07:22.590]Individual on the spectrum are always doing the best
[01:07:24.450]that they can.
[01:07:25.620]Please remember that it's hard for them, too.
[01:07:29.685]Utilizes these resources that I offer to you.
[01:07:32.640]They exist. They save your heart, sometimes.
[01:07:37.050]They save your time and your money and your energy.
[01:07:41.640]Here's some resources and I will...
[01:07:43.320]I think we're up against time,
[01:07:44.280]but I will stay and take some questions
[01:07:46.050]and I know I'm between you and lunch,
[01:07:47.490]so I fully recognize that.
[01:07:48.840]But I'll stay and take some questions.
[01:07:50.550]Thank you for your attentiveness.
[01:07:51.780]I know it's a little hard to sit this late in the morning.

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Autism 101 State Conference Presentation

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