FEDERAL LAW
Pervasive Developmental
Disorder DSM IV
Incorporating Social Goals in the
Classroom: Practical Strategies for
Students with Autism/Asperger’s
Disorder
“Autism Spectrum Disorder”
Autism
Rebecca Moyes, M.Ed.
Childhood
Disintegrative
Disorder
[email protected]
www.rebeccamoyes.com
Mandates that all PDD disorders are
classified under the “autism” category
of eligibility if the student demonstrates
need for specially designed instruction.
Pervasive Developmental
Disorder Not Otherwise
Specified (PDD-NOS)
Asperger’s
Disorder
Rett’s Disorder
Rebecca Moyes
1
DSM IV
Rebecca Moyes
THE DIAGNOSIS OF AUTISM
2
Rebecca Moyes
THE DIAGNOSIS OF AUTISM, CONT.
I. Must have two of the following:
3
THE DIAGNOSIS OF AUTISM, CONT.
II. Must have one of the following:
III. Must have one of the following:

Marked impairment in the use of nonverbal behaviors such as
eye gaze, facial expressions, body postures, or gestures.

Delay in, or total lack of, the development of spoken
language.

Encompassing preoccupation with one or more stereotyped
patterns of interest that is abnormal either in intensity or focus.

Failure to develop peer relationships appropriate to
developmental level.

In individuals with speech, marked impairment in the
ability to initiate or sustain a conversation with others.

Apparently inflexible adherence to specific, nonfunctional
routines or rituals.

Lack of spontaneous seeking to share enjoyment, interests, or
achievements with other people.

Stereotyped and repetitive use of language (echolalia) or
odd language.

Stereotyped and repetitive motor mannerisms (flapping,
spinning).

Lack of mutual social or emotional interaction.

Lack of varied, spontaneous, make-believe play or social
imitative play appropriate to developmental level.
6

Persistent occupation with parts of objects.
5
Rebecca Moyes
4
HIGH/LOW FUNCTIONING
MILD/SEVERE SYMPTOMS
5
Rebecca Moyes
Social Impairment:
inability to interact with peers, lack of
knowledge of social cues, socially and emotionally inappropriate
behavior
WHAT IS PDD-NOS?
Egocentric: difficulty understanding other people’s feelings
Narrow Interest with Stereotyped Behaviors
Normal Language Development: fluent at age five
Speech/Language Peculiarities: superficially perfect
Severe Symptoms
Individuals Who Do Not Have
Enough Characteristics to Qualify for
an Autism Diagnosis
12
expressive language but peculiar voice characteristics, impairment
of comprehension and pragmatics
Motor Problems:
clumsiness, stiffness, awkward gait, motor
coordination problems
Low Functioning
Rebecca Moyes
6
THE DIAGNOSIS OF ASPERGER’S
SYNDROME (DSM-IV)
High Functioning
Mild Symptoms
Rebecca Moyes
7
7
Rebecca Moyes
10
8
Rebecca Moyes
9
Why Teach Social Skills?


Social Skills

… A core deficit of children with
autism spectrum disorders!


Rebecca Moyes
10
Rebecca Moyes
Who Teaches What?



Speech/language clinician
Autistic support teacher
Guidance counselor


Small Group Instruction:






11
Direct instruction with visual
components/role playing/modeling
Small group practice: role playing
Prompting/reinforcement in large group
setting with pre-planned activities where the
student can succeed.
17
Rebecca Moyes

Speech/language classes
“Lunch Buddy” programs
“Circle of Friends” program

. . . discover what skills are lacking.
. . . look for the child’s strengths.
. . . include samples across a variety of environments
and in nonstructured times of the day.
. . . take data from teachers, parents and possibly
other children.
. . . for older children, include their input.
19
“THIS CHILD IS DOING FINE”
Be aware of the “perimeter” pacer, the
“border patrol” kid, and the quiet,
studious isolate!
Large Group Generalization Activities:

Regular education teacher with support of
individual and small group instructor
18
Rebecca Moyes
13
Some ideas:
– the ability to initiate and maintain play
with a peer
– the ability to interpret facial expressions
– the ability to initiate and maintain
conversations
– the ability to ask for help appropriately
– the ability to work in groups cooperatively
– the ability to make social predictions 20
Rebecca Moyes
Rebecca Moyes
14
Rebecca Moyes
Common Social Communication
Deficits
Identify Skills to be Taught

12
Good Assessments…
Individual Instruction:

Effective Social Skills Program
Components
Having good social skills is a key predictor of success
in later life.
Social skills deficits will eventually impact on the
student’s academic performance and self-esteem.
Many problem behaviors can be attributed to a lack
of appropriate social skills.
IDEA recognizes that social skills instruction should
be targeted for eligible students.
Targeting social skills will also to improve reading
comprehension, transition skills, increase flexibility
and reduce anxiety.
16
15
A Remedy for Bluntness
Some problems with the use of
language (pragmatics):
• No buffer between what is thought and
what is said
• May not get the “gist”
• Engage in monologues
about special interests
21
16
Rebecca Moyes
17
Rebecca Moyes
18
Social Communication Deficits,
Cont.
Social Communication Deficits,
Cont.
Teaching Theory of Mind
Problems with the melody of speech:
 May use unusual accents (“twangs”)
 Has trouble discerning the use of voice
expressions (“I did not take the
CHOCOLATE.”) vs. (“I did NOT take
the chocolate.”)
 Speaks in one volume; one speed
• May have trouble communicating and
doing something else at the same time
• May be very literal
• May refrain from or avoid “pleasantries”
and communicate for limited reasons
• Have trouble understanding and
respecting others’ points of view
21
Rebecca Moyes
19
Rebecca Moyes
Social Communication Deficits,
Cont.





22
Poor understanding of figures of speech
Rigid adherence to rules: ‘I’m really sick.’
Problems understanding sarcasm
Rigid interpretation of rules: ‘Class RulePolice’
Problems in reading comprehension
Rebecca Moyes
Example: ‘I do not permit gum chewing in
my class. Today, however, you may
chew gum because your work was
great.’
Rebecca Moyes
Point out words that have double meanings.
Teach students to visualize pictures when
reading.


23
23
23
Rebecca Moyes
24
Write social stories to help with literalness

1. What time of the day was it?
How do you know?
2. What type of boat did the fisherman
have?
How do you know?
3. What was the weather like?
How do you know?
24
25
Use incidental teaching to point out exceptions to
rules and exceptions in routine.

Comprehension Questions
The fisherman pulled on his woolen cap and went out
into the fog. He tucked his lunch bucket carefully into a
corner of the boat and headed out onto the lake. Quietly,
his oars skimmed the surface as a loon called out unseen
from somewhere in the distant marsh.
21
SUGGESTIONS FOR TEACHING
How this impacts your classroom:
The Fisherman Story
Rebecca Moyes
Rebecca Moyes
Literalness of Thought
Students are “pedantic” in their speech:
 May be overly formal
 May include excessive technical details
 May use an adult quality or
sophisticated grammar (ex: “peruse”)
 May correct errors of others
(“actually…..”)
22
Rebecca Moyes
20
Types of Sentences:
–
Perspective: “I feel….” or “I want to….”
–
Directive:
“I must….” or “I should….”
–
Descriptive:
“The garden is beautiful….”
Rules for:
–
Use first person tense
–
Use age-appropriate language
–
Address one social rule
–
Use three of any other type for every one directive
–
26
Rebecca Moyes
25
27
APPLICATION IN THE IEP
Personal Space
Use direct instruction to teach idioms and
figures of speech: (i.e. shake a leg,
spinning your wheels, cool your jets, etc.)
Personal space is the amount of vacant air between you and
another person.
Everyone needs personal space.
When we don’t get enough personal space, we may feel crowded.
When I stand too close to another person, it may make them feel
uncomfortable because I am not giving them personal space.
If I put a hula-hoop around my waist, this is about how much
personal space most people require in the front and in the back
so that they don’t feel crowded.
I will try to give other people enough personal space by
remembering the hula-hoop around my waist.
In this way, everyone can have their personal space and feel
comfortable.
Rebecca Moyes
1. Given two checks each nine weeks, Michael will
be able to list 3 additional rules that would be
appropriate to add to the rule chart in his class.
– Introduce one idiom at a time. Ex: “Down in the
dumps.”
– Provide examples in word phrases: “Joey was
‘down in the dumps’ when summer was over.
– Use visual instruction: Ex. “Ants in your pants.”
– Have students provide examples of their own.
– Choose idioms that are age-appropriate!
– Adopt an idiom of the week!
30
28
Rebecca Moyes
APPLICATION IN THE IEP CONT.
2. Given two checks each nine weeks, Michael will be
able to construct a new list of at least 5 words or
phrases with double meanings.
29
Rebecca Moyes
Inability to Demonstrate Good
Conversation Practices
3. Given 2 checks each nine weeks, Michael will be able
to demonstrate knowledge of 9 different idioms each
nine weeks (4 the first check; 5 the second).

4. Given 2 checks each nine weeks, Michael will be able
to list two different times when it might be o.k. to
break class/playground/society rules.



5. Using visualizing techniques, Michael will be able to
correctly answer comprehension questions with 75%
accuracy after reading a short story.
Interrupts: calls out or corrects you
Changes the topic of conversation
Can’t participate in conversations more than
one or two turns
Asks too many questions
Conversations sound ‘scripted’ or ‘rehearsed



30

31
Rebecca Moyes
30
Conversation
Deficits, Cont.
How this may impact your classroom:

Rebecca Moyes
IEP Goal Samples:
32
Uses words repeatedly because they are new, or
because he/she enjoys the sensation when saying
them
Has difficulty ending or “repairing” conversations
appropriately
Conversations may appear off-track and
inappropriate. Ex: “You are nothing but an old
willow.”
May speak in monologues
34
Rebecca Moyes
33
SUGGESTIONS FOR TEACHING
2. Use visual methods with modeling to teach
skills
Example: Tossing the Ball Activity
As you toss a large ball back and forth
to the student, explain that maintaining a
conversation is much like tossing a ball-you make an exchange, they make an
exchange, keeping the ball in the air by
staying on the subject. Practice
with their special interest as a topic. 38
1. Use visual cues to monitor behavior: Ex:
red-light/green lights/yellow lights
Rebecca Moyes
34
Rebecca Moyes
3. Practice conversations individually, then in
small groups:
– lunch buddies, language groups,
“ambassador” clubs
4. Listen and prompt: “Johnny they are
talking about insects now, not computers.”
5. Use scripts and “cue cards. “
35
Rebecca Moyes
36
TEACH HOW TO BE AN INTERESTED
BYSTANDER
Example: The Brown Bag Activity.
Each student fills a brown bag with 4
items to share about himself. Using the
items in the bag, he tells the group what
interests him. Then, students who
have similar interests can be paired
grouped for additional practice.
39

Ways to Expand this Idea:

teach conversation fillers (“Sweet!” “Get Out!”)
teach kids to ask questions to keep the conversation going
teach compliments (types: appearance, personal quality,
achievement, possessions)
teach appropriate ways to begin a conversation (“Hi guys!”)
teach appropriate ways to end a conversation
or



41
Rebecca Moyes
37
APPLICATION IN THE IEP
IEP Goals:
Rebecca Moyes
38
It’s o.k. if you don’t have anything to say or if
you are uncomfortable about saying
something.
Look as if you are enjoying the conversation.
Follow the volleyball of conversation with
your eyes and SMILE!
Laugh when the others around you laugh and
stop laughing when they do.
42
Rebecca Moyes
39
APPLICATION IN THE IEP, CONT.
Mon.
4. Given practice in individual and small group
sessions, Ryan will be able to maintain the topic
of conversation through three exchanges in
four out of five weekly observations
during recess or lunch period.
1. Given a prompt card, Ryan will be able to use ageappropriate greetings in four out of five weekly
observations.
2. Using a rehearsed script, Ryan will be able to
initiate conversation with a peer in four out of
five weekly observations during recess or lunch.
3. Given a “compliment list,” Ryan will be able to
compliment a peer once a week.
43
Tues.
Wed.
Thurs
Fri.
Greeted a peer
Initiated a
conversation
with a peer
at recess
5. Given a comic strip to review, Ryan will be
able to refrain from interrupting a conversation
in
four out of five weekly observations during class.
Initiated a
conversation
with a peer
at lunch
Offered a
compliment
Rebecca Moyes
40
41
Here’s An Example:
Lack of the Ability to Use and Read
Facial and Voice Expressions
Ozonoff, Dawson, & McPartland, 2002.
Rebecca Moyes
42
1. Use drama to teach voice expressions/body
language.
2. Use mirrors to teach facial expressions.
3. Model expressions: “What mood am I in?”
4. Engage in dramatic reading.
5. Use video-tape, television and tape records
to analyze moods and voices.
46
“A Parents Guide to Asperger Syndrome & HighFunctioning Autism.”
43
Rebecca Moyes
SUGGESTIONS FOR TEACHING
A boy with Asperger Syndrome burst into
laughter after his dad fell down the stairs,
tearing ligaments in his ankle. His mom
asked him why he was laughing and the boy
replied, “Dad is jumping around and making
funny faces like a clown.”
How this may impact your classroom:
 Students may be hard to “read” because of flat affect
or robotic tone
 Students may have trouble recognizing the degree of
emotion (REALLY angry vs. somewhat angry.)
 The pitch of their own voice may be odd (ex:
“Yoda” voice) or have a ‘twang.’
 Students may have difficulty reading others’ facial
expressions.
45
Rebecca Moyes
Rebecca Moyes
44
Rebecca Moyes
45
6. Use “meters” to gauge whether the voice is too
loud, too soft; or too slow or too fast.
7. Place emotions charades.
Rebecca Moyes
8. Teach facial expressions using direct
instruction. (Ex. “Gaining Face” software,
use caution with computer models – a
variety of models [magazines, newspapers,
photos, live models] will encourage
generalization.)
46
Rebecca Moyes
47
Rebecca Moyes
48
50
Rebecca Moyes
51
Teach the Hidden Curriculum:

And Don’t Stop There . . .


Teach Perspective-Taking!
Think about what the person may be feeling
or thinking about.
Think about how the person may react to
what you say or do.
Think about how you can adjust your
behavior to keep the person thinking about
you in the way you want them to think about
you.
Michelle Garcia Winner, “Thinking
About You; Thinking About Me”,
2000
Rebecca Moyes
49
Rebecca Moyes
47
Additional Ideas for Teaching
Perspective-Taking
These are Guiding Principles
When Teaching PerspectiveTaking:

1. “I Spy” in public settings: (Ex. ‘Look at
that couple over there . . . . do you think
they are arguing? Let’s imagine why!’)
2. Put a caption to the picture game. 48
Social Predictions

Use Visual Instruction to Teach




Rebecca Moyes
52
Rebecca Moyes
53
Rebecca Moyes
Teach students to read emotions.
Teach students to read body-language.
Teach students that people have different
beliefs than yours, and this is o.k.
You can’t build successful relationships
until you can do all of the above – these
skills are linear.
Friendships are based on common interests.
Teach students HOW to be a friend.
50
54
TEACHING STRATEGIES FOR
LUNCH AND RECESS:
PROVIDE SUPPORT FOR
GROUP WORK
Fostering Appropriate
Interactions

Lunch buddy programs
Ambassador clubs
 Provide planned recess activities to
avoid “border patrol” pacing
 Use timers and contingencies for play
 Create ‘wolf packs’ centered around the
student’s passions
52
What are the roles in a group?

leaders
typists
presenters
supply coordinators
note takers
contributors
Group Work and Play


What are the roles of group members?
51
Rebecca Moyes
55
Rebecca Moyes
56
Rebecca Moyes
57
APPLICATION IN THE IEP
CIRCLE OF FRIENDS PROGRAM
IEP Goals:
1. Given advance training in each game, Richard will
be able to choose one game to participate in
(dodgeball, kickball, checkers or chess) with a peer
daily.
2. Given a rehearsed script, Richard will approach a
peer and request to join in play at least two times
weekly.
3. Given a reward, Richard will maintain play with a
peer for 15 minutes daily using one of four games.
You
Specially Designed Instruction: use of individual
instruction (with visuals) to teach games, “Circle of
Friends” program to identify peer buddies, timer,
games designed around Richard’s special interests,
reward system when Richard participates.
Method of Evaluation: recess observation by teacher
assistant to record the amount of time Richard stays
with the game and the number of attempts he makes
to join in games.
54
Rebecca Moyes
58
Rebecca Moyes
59
Rebecca Moyes
60
PDD vs. Plain Old Bad Behavior

Addressing Challenging
Social Behaviors
Rebecca Moyes
Lack of social
“common sense”:


– No notion of behaving
differently in different
situations or with
different people.
– Be sure that there is a
difference between the
way you are handling
incompetence vs.
noncompliance.
61
Rebecca Moyes



Sensory
disturbances
Transition problems
Bluntness/Rudeness
Anxiety
Problems with peers





62
Rebecca Moyes
Aggression
Swearing
Violence
Refusals to do work
that is reasonable
and adapted
Disrespect
63
FIVE GUIDING LIGHTS WITH
REGARDS TO BEHAVIOR
ADDRESS THE BEHAVIORS
OR NOT?
Guiding Principle--IDEA rule of thumb: The types of
behaviors that need to be addressed are
those that interfere with the student’s or
that of the other students’ ability to
learn. Nothing can work against the
inclusion of a student faster than
his/her poor behavior!
60
1. All behavior is motivated for a reason—behavior
communicates something!
2. Data collection is the only way to find the reason for
the behavior. The team must decide what behaviors will
be tracked.
3. Behind every problem behavior is a skill deficit.
4. It takes a team . . . .
5. Any behavior that is reinforced will continue.
Rebecca Moyes
64
Rebecca Moyes
. . . then expect inappropriate social
behavior!
65
Rebecca Moyes
Positive Behavior Support
Plans . . .
LEARN YOUR A-B-C’s!
A = antecedents (What you do before the behavior
occurs)
B = behavior
C = consequences
If you don’t adapt class work . . .
66
Take Observation Data!
. . . Change the environment, not the
Play detective to discover the who,
what, where, when, and why so you
base your decisions on facts!
student!
(What you do after the behavior
occurs)
Focus on the “A”’s !
Rebecca Moyes
67
Rebecca Moyes
Consider This Piece of the
Puzzle:
Sensory Integration
Concerns:




Understanding how our
students receive,
interpret, and respond
to sensory information
allows us to plan
effective strategies. 78
Rebecca Moyes
Rebecca Moyes
TEACHING STRATEGIES FOR
SENSORY OVERLOAD


68




70
Rebecca Moyes
Use a SCHEDULED quiet spot
Be careful about wearing perfume
Watch ‘preferential seating’ arrangements
Define seating areas with masking tape
Allow child to wear gloves when using messy
materials
Allow child to wear headphones for noise
Don’t touch the child unexpectedly; use a firm
touch
Allow student to be last in moving lines
Wean students into problematic situations
69
QUIET SPOT
82
71
Rebecca Moyes
72
TEACH BIO FEED-BACK TECHNIQUES
USING VISUALS
What is the Hypothesis?






Cries easily and suddenly
Flies off the handle
Voice gets louder, talks faster
Disrobes or chews on clothing
Sweats or appears ‘hot’ and out of sorts
Displays an increase in motor activity/selfstimulatory behavior


85
Rebecca Moyes
73
What is the skill deficit?
The ability to manage stress effectively.
Use my quiet spot for ten minutes then
run a lap around the school.
15
Ask to use my quiet spot for ten minutes.
10
5
0

What are some “A” strategies we need to
implement?
Counseling, teach stress management techniques,
create places where student can re-group, model
appropriate behavior, teach “self talk,” expose
student in small doses to stressful situations,
appoint a “safe person” for him/her.
86
Rebecca Moyes
tense
74

Use my squeeze ball and continue to
breathe deeply.
Take deep, slow breaths and count to ten
slowly.
Red zone – Crisis!
Implement planned crisis prevention
strategies immediately – remove student
1. Look for the reason for the behavior:
a) student is sensory under stimulated
b) student is sensory over stimulated
c) student is trying to relieve stress
d) student lacks skills to know what he is
to do (standing in line, working in
groups)
 Confirm hypothesis with data collection.
Rebecca Moyes
relaxed
75
Some examples of self-stimulatory behavior
 flapping
 spinning
 flicking fingers
 rocking
 repetitive use of vocal utterances or noises
Yellow zone – Warning!
Implement calming strategies
Teach child to recognize what zone he is
in!
76
calm
SELF-STIMULATORY
BEHAVIOR

Rebecca Moyes
nervous
Rebecca Moyes
Red Zone/Yellow Zone
STRESS BAROMETER
20
Stress barometers and thermometers
Stress rating scales
 Bio Squares (available through www.cliving.org)

87
77
Rebecca Moyes
78
6. Remember that eliminating the self-stimulatory
behavior may only serve to create a new one.
3. Create a diversion that is incompatible with the
self-stimulatory behavior (ex. for flapping, use
squeeze ball).
4. Allow the student specified time periods for this
behavior (ex. “You may flap for two minutes, and
then we must get back to work.”)
5. Allow the student specified places to do this
behavior (ex. “You may spin in your bedroom,
but not in the kitchen.”)
89
7. Provide cool-down passes.
8. Provide as much structure as possible in the
student’s school day and teach what is expected of
him/her. (Eliminate waiting time, provide visual
supports, checklists.)
9. Model stress management techniques – use “catch
phrases” (self-talk).
88
90
Rebecca Moyes
79
Rebecca Moyes
80
Rebecca Moyes
81
Fidget Toys
When Should I Remove
Visual Supports?
balloons with rice/beans/noodles
stress cubes
wickey sticks
Only when data collection proves they
are not needed and after an
appropriate fade-out plan has been
implemented!
100
Rebecca Moyes
82
Rebecca Moyes
83
Rebecca Moyes
84
WHAT MOTIVATES YOU?
Directions: Read each item in the left column. Put a check mark under
(1) if it is not very important to you, (2) if it is somewhat important to you or
(3) if it is very important to you.
1
Effective Reinforcers
Incorporate Student Passions!
2
3
having a snack in class
What Can You Assume When the
Reinforcer Doesn’t Work?
having free time in class
going to the library
earning extra credit points
having no homework
doing puzzles or games in class
It’s Not Reinforcing for the
Student!
having teachers write notes when I am good
reading my favorite book or magazine in class
listening to music in class
earning stickers
using the internet in class
playing computer games in class
Rebecca Moyes
85
IN CLOSING:
“ These children often show a surprising
sensitivity to the personality of the teacher. However
difficult they are, even under less than optimal
conditions, they can be guided and taught, but only
by those who give them true understanding and
genuine affection--people who show kindness
towards them, and yes, humor.”
Hans Asperger
Rebecca Moyes
88
Rebecca Moyes
86
Rebecca Moyes
87