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Robyn W, Jessie J, Mary O, Michelle H

AUTISM
Definition: Autism, along with Aspergers, Retts, CDD and PDD-NOS disorders, fall on a spectrum that is prevalent for life. Autism is a developmental disability that focuses on how individuals understand what they see, hear and otherwise sense. The result leads to difficulties socialising, specifically with communication and behavior. According to Education Alberta (2003), studies suggest that recent estimates are at a rate of about 1 in every 500 births, when all spectrums of disorders are included (p. 2). Characteristics Communication Inappropriate facial expressions Lack of eye contact and attention Faster or slower rate of speech than normal Monotone or lilting voice quality Repetitive speech patterns, restricted vocabulary and fixates on a topic

Social Interaction Difficulty establishing and maintaining relationships Unable to process language May not notice important social cues Unable to understand the perspective of others, or even understand that other people have perspectives that are different from their own Excessive or inappropriate laughing Inability to express oneself causes anxiety

Physical May have abusive behavior, towards self and others Constant fidgeting Fearful or clumsy, may appear disoriented on stairs or ramps May overreact when touched unexpectedly

Alberta Special Education Coding (2013) puts Autism under the code of 44, meaning severe physical or medical disability. Case Issue Analysis Characteristics of Dayson Dayson is a child diagnosed with Autism transitioning from an expensive home program using Applied Behavioural Analysis, but due to funding cuts he has been put back in a grade 1 classroom. Dayson is non-verbal with self-abusive tendencies which can result in a dangerous situation for everyone around him. The parents are very adamant that Dayson continues to get his ABA therapy in the classroom. Dayson loves hockey and knows all the stats for teams in the NHL. On the other hand, Dayson gets very upset and acts out when he is crowded or if classmates take his belongings without asking. Teachers View: As a teacher, I strongly believe that Dayson can excel in a classroom setting with the encouragement of myself and his parents. With proper instruction and classroom management the class will develop a routine where Dayson will feel comfortable and safe. Although having him in the room will be time consuming in regards to assessment and tasks, I believe only an EA will be necessary as an alternative means of support. Through my own teaching strategies and help from an EA, Dayson will learn to become self-sufficient and independent with his studies. Through getting to know Dayson and his interests I am hoping to keep him motivated and engaged throughout the year, as well as incorporate strategies used in ABA therapy as a transition tool. Parent View: Dayson is still young and highly autistic therefore requires a full time assistant and we want nothing but the best for our son. ABA therapy is widely recognized and has proven to be an effective coping strategy. His self-abusive tendencies remain an issue and until that subsides we dont feel comfortable having him in a classroom without a highly trained ABA therapist. ABA has been part of Daysons life for the last 3 years, and we feel that taking it away will negatively impact his progression. We feel that with an extra set of eyes, Dayson will be further protected from bullying. Being non-verbal, Dayson has yet to develop his social skills which may cause

him to struggle being in the classroom without an assistant by his side. As concerned parents we are worried that the teacher wont understand our child and therefore wont meet his needs. A single teacher in the classroom will not be able to provide sufficient attention to our child. Concerned Parent View As a parent of Sarah I am concerned for her well-being within the classroom as Dayson showcases abusive tendencies towards himself and others. Grade 1 is a young age to understand why such behavior takes place, and students will not grasp the modifications provided to Dayson. If Dayson is allowed a full-time assistant, why wouldnt my child who struggles with reading and writing also get an assistant? Children with autism, especially those who are abusive, should not be put into a regular classroom until they can prove self-control, which Dayson has yet to do. The early grades are vital to the development of children and I am concerned that Sarah and other students will be negatively impacted by Daysons behavior in the classroom. Instructional Strategies 1.) Music class: Visual Support Visual support is very important when teaching students who have Autism Spectrum Disorders (ASD) because these students usually have strengths understanding visual-spatial relationships, and weaknesses in abstract thinking. Visual support is a huge aid for learning. In the music room, Dayson might be harmful to others because he is having problems understanding directions. There are multiple instruments in the classroom that he might have problems naming. Music class in elementary school is comprised of mimicking singing, playing, and reciting poems. Since Dayson is non-verbal, he may experience frustration in this portion of the class. Posters with pictures of the various instruments would be helpful. Instead of having Dayson repeat the names he could point to them showing that he does understand. Posters with classroom directions such as stand in a circle, find a partner, get ready to sing!, it is time to listen, and so on would be beneficial to reiterate the importance of the directions. If used to guide the entire class, Dayson might feel more at ease because the strategy is not solely for him creating an inclusive environment. Visuals can provide Dayson with another means to communicate.

2.) Math class: Provide precise, positive praise Self-abusive actions may imply that Dayson is frustrated. Math can be a difficult subject especially for some children with Autism Spectrum Disorder (ASD) because it can be language based. Perhaps try using visual structures and demonstrations? Going back to precise and positive praise however, we can help relieve some of the frustration Dayson might be experiencing by praising him for his work in math. However, it is important to be direct when commenting on work or behaviours. If we only say Good job! when Dayson completed a math question but was also banging on his table, he might get the impression that you mean good job the latter. Good job for completing the math assignment! would be more appropriate. This reinforcement will also be most beneficial if repeated over time. Giving praise once in a while is probably not as effective as praising Dayson every day, or even for every assignment; at least not at the beginning stages of this strategy. We are trying to encourage this positive behaviour and make it repetitive, so as a teacher we need to encourage it in the same type of manner. 3) Language Arts: Visual Structure Visual structure outlines a student's workspace giving them some separation from outside distractions it also supplies them with clear visual instructions to help them stay on target. Creating a clearly defined workstation for Dayson using three sided dividers, tape or furniture will help decrease auditory stimulation. Autism World (2007) states that many students with autism are sensitive to auditory input therefore outside noise can be very distracting and cause distress in students with ASD. Having Dayson sit near the teacher, away from the door and windows, or any other noisy areas will not only give Dayson a space of his own but it will limit the amount of auditory input he has to deal with. The workstation itself can be structured by laying out what needs to be done, when it should be done and what comes next. These directions should be outlined using visual cues so little auditory instruction is necessary. Autism World (2007) suggests that students with autism perform best when their daily routine is predictable, with clear expectations therefore giving students access to expectations will prepare them. Having symbols that Dayson knows will help him when transitioning to the next activity. These symbols provide Dayson with the opportunity to be prepared for the change in activity or setting.

4) Physical Education: Routines It is important for Physical Educators to create a routine that students, especially Dayson, follow whenever they enter the gym. Children with autism do best when a consistent routine is followed so the student is never caught off guard. They seem to experience less anxiety about what is coming next if they know exactly what is expected of them and have a specific routine to follow (Groft-Jones & Block, 2006). Physical education tends to be a chaotic class with multiple activities in each lesson; therefore it is important for Dayson to have an outline for each class as follows: Have students sit in assigned spots when they arrive Do a consistent warm up to start the class End classes the same way to allow ASD students to acknowledge the activity is being wrapped up. Ex: Knowing when to put away equipment Due to nature of the class, Physical Educators need to be flexible and provide new activities and teaching strategies. These new strategies can be introduced after warm up so class routine stays consistent but the activities change. It is just important that Dayson experience some consistency and familiarity in the gymnasium (Groft-Jones & Block, 2006). Having a basic layout helps all students in the class, not just ASD students. Routines will help create a calm and predictable environment which may lead to less anxiety and frustration for Dayson and hopefully less outbursts for you to handle. Additional Resources 1. Autism Canada - a website with information about autism, various research and evidence, conferences, and other resources (videos, books, and service providers). 2. Blog of a Special Education teacher in BC (http://www.janpalmer.ca/autism_links.html), her website contains links to mulitple Government / Education documents with information on ASD as well as a list of resources. 3. Alberta Autism Society: http://www.autismsocietyalberta.org/ , a website bringing the autism community together.

References Alberta Government. (2013). Special Education Coding Criteria. Retrieved from http://education.alberta.ca/media/825847/spedcodingcriteria.pdf. Alberta Learning. (2003). What are Autism Spectrum Disorders? Teaching Students with Autism Spectrum Disorders (1). Retrieved from https://education.alberta.ca/admin/supportingstudent/diverselearning/autism.aspx. Alberta Learning. (2003). Collaborating with Parents. Teaching Students with Autism Spectrum Disorders (3). Retrieved from https://education.alberta.ca/admin/supportingstudent/diverselearning/autism.aspx. Alberta Learning. (2003). Classroom Instruction. Teaching Students with Autism Spectrum Disorders (5). Retrieved from https://education.alberta.ca/admin/supportingstudent/diverselearning/autism.aspx. Autism Speaks. (2014). Applied Behavioural Analysis. Retrieved January 24th 2014 from http://www.autismspeaks.org/what-autism/treatment/applied-behavior-analysis-aba. Autism World. (2007). Effective strategies for teaching students with autism spectrum disorders. All about Autism Spectrum Disorders. Retrieved Jan 25, 2014, from http://www.autismworld.com/index.php/2007/03/25/effective-strategies-for-teaching-children-withautism-spectrum-disorders/. Bell, S. (2002). Teaching math with meaning. Autism Ontario. Retrieved January 21, 2014, from http://www.autismontario.com/Client/ASO/AO.nsf/object/ASDTeachingMath/$file/AS DTeachingMath.pdf.)

Groft-Jones, M., & Block, M. (2006). Strategies for teaching children with autism in physical education. Teaching Elementary Physical Education. Retrieved Jan 25, 2014, from http://journals.humankinetics.com/AcuCustom/Sitename/Documents/DocumentIte Reeve, C. (January 13, 2013). Visuals to support music class. Autism Classroom News. Retrieved January 20, 2014, from http://www.autismclassroomnews.com/2013/01/visuals-tosupport-music-class.html.

- That he needs an EA, not the expensive ABA program. - Maybe ABA isnt working because he hasnt been improving on his abusive strategies and how he is still unable to communicate.

1. What strategies can you give your child to help Dayson