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Serving Children with Autism Spectrum Disorder: Part 2 (Feb. 2019)
1. Library Services
for Youth with ASD, Part 2:
Resources and instructional
strategies for people with ASD
Dr. Lesley Farmer,
CSULB
2. Learning Objectives
Identify print resources that work well with youth having
ASD.
Identify digital resources that work well with youth having
ASD.
Discuss effective reading strategies for youth with ASD.
Discuss effective instructional strategies for youth with
ASD.
Discuss effective learning activities for youth with ASD.
3. Autism Spectrum Disorder (ASD)
5 developmental disorders: Autistic Disorder, Rett’s
Syndrome, Childhood Disintegrative Disorder,
Asperger Syndrome, and Pervasive Development
Disorder
Symptoms can range from mild to extreme
Children manifest symptoms of this group of
disorders either at birth (early infantile autism) or by
the age of three (regressive autism)
More boys than girls are affected by autism,
although diagnosed girls tend to have more severe
behaviors (CDC, 2014)
Sensory system for people with autism differs from
others; body language may also differ
4. Universal Design
Use accessible formats and methods, such
as ADA-compliant web pages.
Keep processes simple, clear, intuitive.
Provide choice and flexibility in seating,
resources, interaction, pacing.
Encourage positive communication and
learning environment.
5. Getting Started
Collaborate!
Address full scope of deficits.
Remember developmental sequences of
physical, communication, social skills.
Keep child close to instructional area.
Use speech and gestures.
Be explicit and literal.
Avoid libraryese and library idioms.
Take advantage of teachable moments.
Reduce behavior incompatible with learning.
6. Reading Experiences
Jan prefers non-fiction because fiction forces his
thoughts to go beyond the literal.
Michael loves Harry Potter, and has read the series
repeatedly.
Sean runs around the room when the librarian is telling
the story, but he understands it.
Karen has read all of the library’s biographies.
Miguel rocks gently while poetry is read aloud.
Tommy enjoys punching his favorite phrase on a story
available on the iPad, the VoiceOver app provide a
gesture-based screen reader.
7. Reading Preferences
Predictable books: chain, cumulative, Q/A,
pattern, repeated phrase
Formulaic stories and series
Non-fiction (might just look at pictures)
Rhymes and songs
Motor skills books
Visual discrimination and wordless books
Realistic fiction
NF graphic novels
Periodicals
8. Make Print Resources Accessible
Stabilize (laminate, clip, make lay flat).
Enlarge.
Add parts.
Simplify.
Make more familiar and or concrete.
Add cues.
Add sensory experience.
Provide props and realia.
9. Reading Difficulties
Difficulty sounding out words
Auditory problems
Limited experiences and vocabulary
Difficulty determining main idea
Abstractions
Not motivated to share reading
Limited metacognition
Note: hyperlexia (decode without meaning)
10. Reading Strategies
Word games: MadLibs, Pictionary, etc.
Softly beating time to poetry
Thematic word walls with image cues
Closed captioning
Making predictions
Modeling think-aloud reading strategies
Retelling and dramatizing stories
Creating picture (and other) books
11. Story Hours
Have unique defined space (carpet squares)
Have fidget toys
Do opening and closing rituals
Have predictable rules for behavior
Use themes
Repeat a story/song/poem from prior session
Incorporate visuals and props (multi-sensory)
Provide alternative ways to participate
Designate a story hour buddy
Don’t expect response
12. Advantages of Tech Aids
Involves kinesthetics
Provides a variety of input options and info
formats
Facilitates non-verbal response
Can be used repeatedly
Can be highly structured with discrete stimuli
or activities
Can be very predictable and patient
Usually doesn’t require high social skills
13. Mainstream Technologies
Interactive whiteboards
Games (http://sites.google.com/site/autismgames)
Digital tablets (iPad, etc.)
Mobile apps (Squidalicious, EdShelf)
Virtual worlds
Avatars
Social media
14. Low End Assistive Tech
Dry erase boards
Clipboards
3-ring binders
Manila file folders
Photo albums
Laminated PCS/photographs
Highlight tape, etc.
Wisconsin Department of Public Instruction
17. Mid Level
Assistive Technology
Battery operated devices or
"simple" electronic devices
Tape recorders
Big Mack recorder
Language Master
Overhead projectors
Timers
Calculators
18. High End
Assistive Technology
Touch screens
Communication boards with symbols (e.g.,
Boardmaker, IntelliKeys)
Voice output devices
Cameras (still and video)
(https://www.iidc.indiana.edu/pages/aac-website-
resource-list)
19.
20.
21. Animated Speech Software
Products
Timo Vocabulary
Curriculum-based vocabulary primer
(Grades grades K-4)
Timo Stories
Narrative comprehension, story retelling
and language skills development
(Grades Pre-K to 3)
Timo’s Lesson Creator
Create your own vocabulary lessons
22. Timo Vocabulary Activities
Includes activities to
Introduce new words
& phrases
Practice identifying
images with words
Practice identifying
written words
Practice spelling
words
Practice saying
words with a
recording feature for
playback
See – Say – Read - Spell
(This lesson uses images.)
24. Matching Technology with Child
and Learning Objective
Use most stable, low-tech solution
Think accessibility
Can child manipulate the technology
independently and comfortably?
Does the technology support content and
skill?
Is the technology manageable in inclusive
site?
What is the time frame required?
Note: tech engagement ≠ learning
25. Incorporating
Technology Aids
Employ universal design principles.
Scaffold learning using technology.
Photograph steps, people, concepts.
Use visual rather than auditory stimulation.
Use videotapes and CD/DVDs of a book that
replicates the original, and used with the print
copy.
Show video clips that demonstrate positive
behaviors in very concrete detail.
Use software/web tutorials to teach skills (e.g.,
Reader Rabbit, MathBlaster, Timo)
26. AAC: Augmentative and
Alternative Communication
Picture Exchange Communication System
Keyboards/written tools
Voice-output communication systems
Library-specific vocabulary board
27. Instructional Strategies:
Direct Instruction
Give objective and concrete benefit
Do step-by-step processes
Provide lists
Use presentation tools
Incorporate a variety of senses
Provide visual cues
Give concrete examples
Give study guides
Model and reinforce correct responses
28. Discrete Trial Training
Set objective, antecedent, behavior, and
criterion for mastery: e.g., find correct book
Analyze skill and clarify sequence of steps
Record effort, behavior, interfering behavior
Provide reinforcer
Build in discriminating training
29. Collaboration Training
Identify tasks that require several people
Identify different roles and skills
Integrate independent work (e.g., research)
Teach group processing skills
Incorporate social stories and task cards
Keep group members and vary roles (or v.v.)
30. Constructivist Strategies
Builds on prior knowledge and skills so may
be hard (leverage youth’s interests)
Connections between two concepts or
experiences may be personal
Hard to develop new patterns (can sort into
existing categories)
May arrive at unique conclusions (have
difficulty with cause and effect)
31. Visual Issues
Use simple, well-labelled handouts.
Use calming light and muted colors.
Minimize visual distractions.
Face the group.
Write in large letters in high contrast.
Place a black surface under worksheets.
Use closed captioning.
Create vocabulary cards that include image.
Do visual detail activities.
32. Language Issues
Poetry, humor, irony may be difficult
Paralinguistics (tone, stress) may be difficult
Simplify language.
Ask binary questions: Did he eat a cake or a
pie?
Ask literal discrete questions.
Teach “wh” questions.
Provide structured sentence templates.
Use graphic organizers.
33. Echolalia and Perseveration
Echolalia: echo/repeat same word/phrase
Perseveration: repeat phrase after stimulus
ends
Determine “trigger”: interaction, self-
regulation, drawing attention, resisting
Redirect attention
Assure and teach support
34. Learning Activities
Parallel play, learning, and reading
Ask youth to serve as subject/process expert
Use library processes to teach social skills:
circulation, book handling, circle time, lining
up
Games teach coordination, social interaction,
pattern recognition, memory, literacy
Focus on effort and mastery rather than
competition
Balance repetition and variety
Today we will cover two ASC products, Team Up With Timo: Vocabulary and Timo’s Lesson Creator. A third product, Team Up With Timo: Stories, applies NBLI (Narrative-Based Language Intervention). Timo reads 6 scaffolded stories and introduces concepts ranging from vocabulary and comprehension to to
Images in this lesson are from Dorling-Kindersley (DK Books, Eyewitness books, etc.)
The Mayer-Johnson images cannot be copied or printed independently of the lesson.