ASD processing skills: Strengths - visual processing, weaknesses - auditory processing
Is it non-compliance or non-comprehension?
How do we communicate to students with ASD?
"People are reluctant to understand how people with ASD best process information."
When someone doesn't get something what do we do? We usually talk more. We must stop and learn to communicate in a different manner. Seeing is understanding.
How does technology fit?
Primary function of "Low Tech" Visual Instructional Strategies
- As receptive communication tools
- To give information
- To increase comprehension
- Removes power struggles - visuals are the boss
These strategies WORK!! Why:
- Addresses/reduces challenging behaviors in a proactive manner
- Decreases anxiety/increases calmness
- Increases understanding
- GREATLY increases independent functioning
- Real objects
- Mini real objects
- True Object Based Icons (TOBIs)
- Real Drawings
- Line Drawings
- Written Word
The #1 intervention strategy is understanding ASD!!
Tip of the iceberg behavior, need to understand what is under the surface. (The tip is only 10% of the iceberg)
Showed an ASD Iceberg Planning Guide: What is the behavior? What is causing that behavior to occur? What are we going to do about it? Who is responsible for this team (considering the team approach)?
Gave some examples of students.
Examples of low tech tools.
- "Bare bones basic" - First / Then (forget the schedule - for some students too much)
- Time Timer - gives the student an understanding of the passing of time unlike digital timers
- Activity Termination Cards - helps with computer meltdowns -velcro cards Green GO, Yellow - ALMOST DONE, Red STOP - student was now able to transition off the computer.
- Group schedule
Carol Gray developed Five Point Scale - can adapt to any situation.
Shared many Visual Environmental Strategies. Use of "X marks the spot" on the bus, for example.
Gave examples of additional students and wonderful intervention strategies. If you have the opportunity to hear her speak, you must!!