IEP Banking for Students with ASD by Autism Parents Association

Dr. Rita Micallef Manager SLD Senior Lecturer UoMalta Academic advisor UoMiddlesex 2014

This talk will introduce the concept of IEP Banking using the SPELL framework for children exhibiting ASC

YOU CAN MAKE A DIFFERENCE! Each student’s IEP is critical because:  It spells out the special education program and services the student requires  The authorities agree to provide and ensure a free and appropriate Public Education.  And this in the Least Restrictive Environment. Confidential - Do Not Distribute - All rights reserved to Dr. Rita Micallef

Aspiration for children with Autism  Children need to be successful learners  Confident individuals  Responsible citizens

 Effective contributors to society

For these students to respond positively we need to: 1. Ensure that these individuals have the support of our education system to help them to learn and to achieve their potential 2. Give parents the means to assert their rights. To give them more say in their childâ&#x20AC;&#x2122;s education and

How much of the IEP is implemented  Too often, the IEP that is painstakingly developed is

not even used to meet the student’s needs.  The IEP must be developed before placement of the

student can be made because the placement must be based on the IEP and not the other way round.

AUTISM:

How does it make it different?

Social interaction difficulties  Inappropriate or unusual approach to others.  May reject approaches from others.  Isolated as a result, therefore, difficulties in making friends and maintaining friendships.  Finds working with others difficult.  Interactions may be one-sided, never allowing whoever they are talking to, to get a word in.  Difficulty in sharing/taking turns – egocentricity, it has to be done their way as they need to be in

Finding strategies for supporting social interaction in IEPs  Make social rules explicit and reinforce using

examples and in a positive manner.  Model interaction with adults and peers enforcing social rules.  Offer structured activities showing clearly what is expected.  Identify peers with appropriate behaviours with whom they can work alongside.  Target behaviours and offer rewards or sanctions. Confidential - Do Not Distribute - All rights reserved to Dr. Rita Micallef

Communication  Expressive and receptive language is affected. Can easily 

   

misunderstand instructions or information. Understanding is literal, difficulties in understanding jokes, idioms, metaphors. Non-verbal communication is affected - poor reading of body language or facial expressions. Speech can be monotonic. Some lack pleasure in social uses of communication, prefer to not talk to others unless a need has to be met. Unaware of inappropriateness/rudeness, say what they are thinking. Confidential - Do Not Distribute - All rights reserved to Dr. Rita Micallef

Strategies for supporting in communication to be included in IEP  Keep instructions clear and simple – no room for interpretation.  Provide reasonable explanations of the reasoning behind requests / instructions.  Try not to use sarcasm, jokes, idioms, metaphors directly to them.  Offer structured activities showing clearly how to recognise and respond to body language and facial expressions.  Target rudeness, encourage conversational skills. Confidential - Do Not Distribute - All rights reserved to Dr. Rita Micallef

Flexibility of thought  Dislike of change, need for order, routines.  No imagination, can’t empathise.  Happier with the concrete, unable to see the abstract.  Difficulties with prediction or generalisation.  May have fixed points of view and interpret routines as rules.  May apply strict logic to everything and have aversions to re drafting / showing working out. Confidential - Do Not Distribute - All rights reserved to Dr. Rita Micallef

Strategies for supporting inflexibility of thought included in IEP  Warn in advance of changes in routine.  Boundaries and expectations should be consistent and made explicit.  Where points of view / opinions / empathy is required, provide a structure and model to refer to.  Offer structured activities showing clearly how to understand others points of view / accept opinions / deal with empathy.  Allow negotiation, suggest alternatives. Confidential - Do Not Distribute - All rights reserved to Dr. Rita Micallef

Translating these suggestions into a doable reality for the student with ASC at school? BY Informing the IEP using the SPELL Framework Confidential - Do Not Distribute - All rights reserved to Dr. Rita Micallef

SPELL Framework  Structure  Positive expectations and approaches

 Empathy  Low arousal  Links

Assessment /Diagnosis  Presence of unusual developmental and behavioural

features  Absence of usual developmental and behavioural

Clinical Observations (informal versus formal)  Behavioral observations during testing

Cognitive deficits  Theory of mind  Executive function  Central coherence  Extreme Male Brain Theory Frith, Leslie, Baron Cohen 1987

INTERVENTION Goals of Intervention based on SPELL: 1.Increase adaptive behaviours in:    

Social Communication Play/imaginative Learning

Reducing Language Language is a code:  requires knowledge and processing  spoken words and sentences are auditory and abstract  written words and sentences are visual and concrete  signs, symbols and photographs are visual and more concrete  objects are concrete  Play to strengths!  Understanding Confidential - Do Not Distribute - All rights reserved to Dr. Rita Micallef

Ways of working with the individual There are several similar, interlinked approaches to supporting children with ASDs and informing IEP. These include:  TEACCH™  PECS  Using visual supports SPELL can be the backdrop to all the above approaches

TEACCH™

 An approach that builds support around the person’s

learning style, skills, interests and needs  Adapting home and school to make them orderly and

predictable  Uses structure, clarity, schedules, timetables, visual

supports to enable people with ASDs to learn easily and be as independently as possible

PECS™  Picture Exchange Communication System  It helps the individual to understand the purpose of

communication - it is a two way process

Visual supports  Children with ASD are often visual learners  Visual supports are anything that you look at to help

you understand eg written words, clear gestures, objects, photographs, timetables, schedules, symbols or pictures  Can use in all environments to back up or replace

spoken words, depending on the child’s level of understanding and interest

Challenges for the child  Communication,  Social skills, and

 Behavior.

Additionally, many children with autism also struggle with fine motor skills and sensory issues, which are usually addressed with the help of an occupational therapist. Be sure to include all of these areas when you make a list of goals for your student with autism. Confidential - Do Not Distribute - All rights reserved to Dr. Rita Micallef

Communication-Related IEP Goals for Autism The goals need to be divided by the student's age or grade level. Many children with autism have "splintered" communication skills, which means they may excel at some areas of language, such as vocabulary, while being very delayed in other areas, like non-verbal communication. Confidential - Do Not Distribute - All rights reserved to Dr. Rita Micallef

Choosing Communication Goals based on SPELL When choosing communication goals, consider where the child typically has trouble with language. Some common problem areas include the following:  Requesting help  Asking for food, a bathroom break, or another necessary item  Using language to interact with peers  Using and understanding gestures  Understanding facial expressions Confidential - Do Not Distribute - All rights reserved to Dr. Rita Micallef

Social Skills IEP Goals for Autism Social skills are an area of challenge for most students with autism. From initiating an interaction with peers to understanding the finer points of body language. The child may struggle to navigate the social world. Choosing developmentally-appropriate goals can make all the difference. The child's teacher will help your child learn these social goals. It is important to talk to the teacher before the IEP meeting to find out where the child is running into trouble. You may also have noticed atypical social behaviour in the child when interacting with significant others. Confidential - Do Not Distribute - All rights reserved to Dr. Rita Micallef

Choosing social interaction goals based on SPELL Choose goals that address the issues you have noticed, which might include the following:  Starting an interaction  Staying involved in an interaction  Respecting personal space  Understanding the feelings and perspectives of others Confidential - Do Not Distribute - All rights reserved to Dr. Rita Micallef

Behaviour IEP Goals for Autism Students with autism often struggle with repetitive behaviours, stimulatory behaviours, attending to the teacher, and acting out when frustrated. If these behaviours interfere with the child's ability to function in the school, his or her IEP may include some behavioural goals. You may also have noticed some habits that make life harder for the child. Consult the classroom teacher or LSA for more information on how to handle these behaviours at school and at home. Confidential - Do Not Distribute - All rights reserved to Dr. Rita Micallef

Goals addressing Behaviours based on SPELL A list of specific behaviours to include in the IEP meeting, as well as some goals the child, might benefit from may include the following:  Handling frustrations without melting down  Respecting boundaries  "Tuning in" or listening to instructions  Hand Flapping, rocking, or spinning Confidential - Do Not Distribute - All rights reserved to Dr. Rita Micallef

Understanding your Role in Developing Goals â&#x20AC;&#x201C; Establishing Links It's important to remember that no one knows the child as well as the parents. You have a very important role when it comes to developing IEP goals. Take some time before the IEP meeting to make a list of areas where you feel your child needs help. The child's education team may have suggestions for modifying these goals as well, and it's important to listen to their perspectives. Ultimately, the goals chosen will be a mix of your own goals those of the education team and those of the therapists. Confidential - Do Not Distribute - All rights reserved to Dr. Rita Micallef

Ways to communicate Does s/he know what to do when they are with other people? eg Social Storiesâ&#x201E;˘, stick people

Social Storiesâ&#x201E;˘ Looking while listening When someone is talking to me I usually try to listen. This is a friendly thing to do. Looking at the person who is talking to me is helpful, it lets the person know that I am listening.

I can choose to look at a part of their face while I am listening. The person who is talking will be pleased if I do this.

Social Stories™ What does ‘hurry up’ mean? Sometimes mum says ‘hurry up’. If I am walking ‘hurry up’ means ‘please walk faster’ If I am putting on my coat ‘hurry up’ means ‘please put the coat on faster’ If I am putting toys away ‘hurry up’ means ‘please put the toys away faster’.

Mum is happy when I hurry up.

The parent/guardian/adult student - Parents provide critical information  Strengths of their child and express their concerns  They can offer insights into how their child learns,

what his/her interests are.  The parents can listen to what other team members think their child needs to work on at school and share their suggestions.

Role of parents ď&#x201A;&#x2014; They can also report on whether the skills the child is

learning in school are being used at home. (Transfer and Generalisation) ď&#x201A;&#x2014; Parents should be active and equal participants in the

IEP meetings

The student’s regular education teacher At least one regular education teacher must have important expertise regarding:  The general curriculum, including the Core Curriculum Content Standards, for their respective grades and subjects  The general education environment, as well details to consider in implementing the IEP – The pedagogy.

Supporting additional difficulties  Demand avoidance – avoiding demands and refusing to comply is not always something pupils

on the AS can overcome immediately by an act of will.  Remember the problem is not naughtiness but incapacity.  Avoid direct demands, be indirect offer them choices, empower them to do the “right thing”.  Offer explanations to support your direction and consequences of not complying ie safety.  State what you require them to do and give them the space to comply. Confidential - Do Not Distribute - All rights reserved to Dr. Rita Micallef

 The aids, services, or changes to the general

education program  Strategies to help the child with behavior problems  Supports for school staff that are needed so the

Aligning IEP goals to instruction and assessment  Look at student’s Present Level of Performance.  Prioritize Goal area(s) (e.g.Math, first).

 Start with grade level standards (Curriculum) (Begin with student’s current grade level, not instructional level.)  Goals drive Instruction.  Instruction Aligns to Assessment. Confidential - Do Not Distribute - All rights reserved to Dr. Rita Micallef

When IEPs Promote Alignment General Curriculum (State Standards)

IEP

Instruction (Skills Taught)

Assessment ( Test)

Current Academic Achievement and Functional Performance IEP must include how the child’s disability affects the child’s involvement and progress in the general education curriculum; or for preschool children, as appropriate, how the disability affects the child’s participation in appropriate activities (Illinois Alliance of Administrators of Special Education, 2010)

Long Term Planning  Mainstream Presence  Choice

 Competence  Respect  Community Participation

Key Characteristics of an Annual Goal:  Specific  Measurable

 Attainable  Reliable  Timely  Functional  Meaningful

Generalization of the Behaviour Does the student have the ability to use the developing skill with different people or in different settings? ď&#x201A;&#x2014; Greets a peer in the classroom and also greets

the school secretary in the office?

Have I the skills to deal with this pupil? “The age and experience of the teacher, prior experience of working with pupils on the AS and additional qualifications have only a small impact on the teacher’s ability actually to teach a pupil on the AS. What is far more important is that the teacher is calm, predictable and flexible. You as the teacher need to maintain a good sense of humour, be prepared to adapt, to go out of your way a little and to ask for help when you need it.” Matt Winter 2003 “Aperger syndrome – what teachers need to know.”

In Summary, Meaningful IEPs focus on relevant, functional annual goals broken into logical, measurable objectives that lead toward a quality of life in the future for a student with ASC. Accountability is demonstrated by tracking student progress over time.

 It is about supporting students to try new things and

to engage in age-appropriate, meaningful activities and relationships.  It is about helping students to replace challenging behaviours with adaptive and functional behaviours.  It is about working on the basis that people can and will do something and giving them the support to do so, but at the same time  working gently to ensure the experience is positive and non-aversive for them. Confidential - Do Not Distribute - All rights reserved to Dr. Rita Micallef

Thank you I can be contacted through the President Mr Omar Farrugia or the PR of the Association Ms Valerie Brincat.

Dr Rita Micallef 2014