Expert: Michelle Fattig - 10/3/2008

Question
Hello!
I'm not a parent of an autistic child but I am a therapeutic day treatment counselor in an elementary school and work with children that have behavioral issues. One of my kids includes a 6 year old child with autism, that has been referred to our program due to non-compliance. Even though our program is designed to help children that are rehabilitable, we are still working with the autistic child. I know that he might never be completely behavior free, due to his disability. But I would like to work on his compliance. He is extremely smart but the problem is that it is very hard to get through to him. He appears to be "in a different world" and it takes a lot to get his attention. I was wondering if you could suggest activities and methods I can use to increase his compliance and teach him to pay attention.
Thank you!

Answer
What I would suggest is a functional behavioral analysis to include sensory profile in order to determine which behaviors are by choice, and which are due to difficulties of the disorder.  A checklist for parents regarding sensory processing can be very helpful located at:

http://www.sensory-processing-disorder.com/sensory-processing-disorder-checklist...

Also, transitioning can cause a lot of behaviors both resistive and 'shut downs.' For suggestions to alleviate these issues go to:

http://www.autism-pdd.net/forum/forum_posts.asp?TID=16187&KW=meltdown

Also, extreme auditory processing dysfunction can be the root of some behaviors.  For information refer to:

http://www.autism.org/auditory.html

For exceptional suggestions regarding behavioral, academic, interventions and etc., one of my favorite resources is:

http://www.interventioncentral.com

For an example of an inclusive daily curriculum to involve sensory, academic, social communication that I created for children with Autism:

Prioritize Goals
Student Name: ________________________   Age: ______   Grade: ______
School: _______________________   Teacher: _____________________________


Student Social Communication      Student Academic Functional
    And Emotional Regulation Objectives      Sensory and Support Objectives

Daily Components
·   Sensory and Biological Needs
·   Reinforcement
·   Structure and Visual/Tactile Supports
·   Task Demand                                            
·   Skills To Teach

Creative Play
Communication
Cognitive
Academic
Joint Attention

Support R         How will support                   By Family Members                 be provided?



Weekly Pre-Screener

Date:
Completed by:
  
Social                        
1. Uses poor eye contact or fails to orient to others.          N S O A
2. Has difficulty recognizing the feelings of others.         N S O A
3. Shows little interest in or response to praise.         N S O A
4. Acts as if he does not hear you.               N S O A
5. Avoids or does not seem to notice peers.            N S O A
6. Interacts with others as if they were objects.         N S O A
7. Has difficulty taking turns in social interactions or activities.      N S O A
8. Has difficulty imitating the actions or words of others.      N S O A
9. Appears unresponsive to others.               N S O A

Restricted Patterns of Behavior, Interests, and Activities      
1. Expresses a strong need for routine or difficulty with change   N S O A
2. Lines things up or use objects in an atypical manner.      N S O A
3. Has repetitive rocking, humming, stroking, or other.      N S O A
4. Has difficulty transitioning from one activity to the next.      N S O A

Communication
1. Has little or no speech.                  N S O A
2. Has difficulty expressing wants and needs.         N S O A
3. Does not respond when name is called.            N S O A
4. Demonstrates echolalia (repeats).               N S O A

Sensory
1. Responds in an unusual manner to sounds.         N S O A
2. Responds in an unusual manner to taste.            N S O A
3. Seeks activities that provide touch or pressure (stroking).    N S O A
4. Makes noise such as humming or singing frequently.      N S O A

Comments


Daily Plan
Date: ____________


Lesson One            Purpose
Sensory             Warm-Up and Transition   

Have student(s) hold a colorful beanbag and rub it vigorously on each body part for a few seconds, with demonstration if needed (mirroring).  “I do it, you watch.”  “Now you do it.” Facilitate if need.  “Wake up your head!” “Wake up your arm,” and etc.  (5-10 minutes) (Brack, 2004, p. 50).



Lesson Two            Vestibular      
Set up a variety of colorful equipment, pillows, beanbag or others for an obstacle course.  Show student(s) how to move through the obstacle course and, if verbal, have them name the colors as they move on or through each piece of equipment.  Repeat several times.  Monitor the child(ren)’s activity level and move onto the next task before they are too excitable. (10-15 minutes) p. 50



Transition time: Read a book.



Lesson Two            Purpose
Whisper-Level 1         Auditory Development/Discrimination

Sit beside the student.  Whisper a simple one-part command (example: “Clap you hands” “stomp your feet”). Demonstrate the activity and manipulate the action if needed.  Repeat until student completes Level 1 independently. Reward the behavior! (Flowers, 1987, p. 2).



Lesson Three            Purpose
              Proprioception

Use large therapy balls of any color (found in Denise’s room), and have the student(s) tall kneel in a circle to push the ball around the circle using both hands (if only one student, kneel along and have him/her push it back and forth with you).   Have the student(s) lay is a supine flexion position (on back with head and feet raised-water beetle style), and kick the ball around the circle or back and forth.  Finally, have the children lie on their stomach while the teacher or paraeducator rolls the ball on their backs for deep-pressure touch calming. (10-20 minutes). (Brack, 2004, p. 50).

Transition time: get a drink or go to the restroom.



Lesson Four            Purpose
              Engagement/Co-Regulate Reciprocal
              Interactions/Pragmatics

Offer choice of two oral motor activities (example: blowing the pinwheels or using a straw to blow a paper football across the desk/race).  5-10 minutes engaged in oral motor activity.

Goal: 1.  Student points.
  2. Student makes a choice when offered two activities.

Observation:





Goal Met:    Yes   No
If yes:      assisted/facilitated    independently



Transition: walk to alleviate psychomotor agitation (in place or other).




Snack time. Utilize a desensitization technique from recommended book.

Observation:











Lesson 5         Purpose
Blowing Bubbles      Imitation

Work on the sound “buh.” Using a book, ball, bubbles, Barney, bus or etc.  As the student begins to explore or play with the toy, work on eliciting “buh.” Be sure that the student is looking directly at your face or into a mirror.  If sound is elicited praise and reward.  Blow bubbles together in a playful manner. (5-10 minutes) (Greenspan & Lewis, 2002, p. 142)

Goal:    1. Imitate sound.
  2. Blows bubbles.

Observation:

Goal Met:   Yes   No



Transition: Put materials away.




Lesson 6         Purpose
Sensory         Movement Organizer

Use the sit and spin to combine heavy work and rotation. (5-10 minutes)



Lesson 7         Purpose
V-Tech color matching   Pre-academic Skills (10-15 minutes)

Goal   1. Increase pre-academic skills

Observation:





Transition: read a book.



Lunch



Lesson 7         Purpose
Finger Paints         Fine Motor

Provide finger paint in primary colors for student(s) with finger paint paper.  Demonstrate how they can mix the colors to create new colors.  For students with tactile defensiveness, prepare their hands by firmly rubbing a soft-bristle brush across palms prior to the activity. 15-20 minutes as tolerated. (Brack, 2004, p. 51)

Observation:






Resistant/Reluctant   Willing/Accepting


Lesson 8         Purpose
Body Concepts      Receptive Language/Concept Development
Utilizing the PECS cards, picture prompts, and/or groupings of toys, say “Get the/where’s the/or show me the” prompts.  Using a mirror, ask the student to point to their nose, mouth, hair, arms, and etc. in the mirror.  Next have them point to a doll or stuffed toy’s body parts “touch the nose.” Use small stickers to place on the nose and have the student remove when prompted, “get the sticker from the doll/toy’s nose.” Guide as needed. (20-25 minutes) (Flowers, 1987, p. 15)

Goal   1. Receptive identification of object in an array of three.
  2. Points to two different parts of the body.

Observation:




Goal met:    yes   no
Resistant/Reluctant   Willing/Accepting

Transition: free choice activity of learning toys, puzzles, or games.


Lesson 9         Purpose
Bring Me Level 1      Concept Development/Color

Place a medium sized red toy (ball, car, block, etc.) in the room within the student’s vision. Instruct, demonstrate, and manipulate if needed, “Stand up. Look around. Find a red _____.  Bring it to me. What did you find? What color? Sit down.” Repeat several times until student completes Level 1 independently. (Flowers, 1987, p. 57)


Goal   1. Completion with prompt or facilitation.
  2. Completion independently.


Observation:




Goal met:    yes   no



Transition: sing along.  Clapping hands.



Lesson 10         Purpose
Computer          Pre-academic Phonics Pre-School Learn to read

20-30 minutes as tolerated.  Provide a transition visual 10 minutes and 5 minutes prior to changing/stopping activity.  

The format for this curriculum is not well supported by this web-format, but if you'd like a weekly planner/example, feel free to email the request to our website at www.anniebooks.com

Please let me know if there is anything else that I can provide.