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{ timecode: 0, handler: 'blob', id: 1, data: {text: 'TRESINA ALVESTED: I want to welcome you to The Puzzle of Autism. We’re going to be doing a basic presentation over autism, feel free, we’re going to be going through a book and we’re going to '}},
{ timecode: 13, handler: 'blob', id: 2, data: {text: 'learn lots of great information that you can learn now as well as take back and use for educators, for parents, for family. Lots of good information that we’re going to go through. First of all, I '}},
{ timecode: 26, handler: 'blob', id: 3, data: {text: 'want to introduce myself. I am Tresina Alvested, I teach in Missouri, I am an early childhood special education teacher and I am also the District Autism Consultant. MARY JAMESON: My name is Mary '}},
{ timecode: 39, handler: 'blob', id: 4, data: {text: 'Jameson and I’m from Virginia. I teach in Chesterfield County, Virginia and I teach at the elementary level and I teach students who have mild intellectual disabilities. TRESINA ALVESTED : Alright, '}},
{ timecode: 54, handler: 'blob', id: 5, data: {text: 'we want to give a quick note of appreciation to Ayda Sanver Halker who was an Autism Network coordinator who helped us in bringing together this presentation. She is with the Autism Society of '}},
{ timecode: 67, handler: 'blob', id: 6, data: {text: 'America. So, just a quick thanks for her help. Some things that we would like you to be thinking about as we go through our presentation and then things that we will also be discussing. What is the '}},
{ timecode: 79, handler: 'blob', id: 7, data: {text: 'definition of autism? What are the characteristics of students in the autism spectrum disorder? What are some affective practices and strategies for educators? What resources are available? So, we '}},
{ timecode: 100, handler: 'blob', id: 8, data: {text: 'would like to start off with what do educators need to know when it comes to The Puzzle of Autism. So if we could just share out some things you think educators might need to know before entering their classrooms. Well, those are things we'}},
{ timecode: 125, handler: 'blob', id: 9, data: {text: 'think we need to know. What are some things that we already know about students with autism? TRESINA ALVESTED: Well, let’s get into what we do know. We do know that autism is the third most common '}},
{ timecode: 147, handler: 'blob', id: 10, data: {text: 'developmental disability. We know that it currently affects 1 in 91 individuals. Just two years ago it was 1 in 200 and two years later we’re seeing now 1 in 91 individuals will have some form of '}},
{ timecode: 165, handler: 'blob', id: 11, data: {text: 'autism spectrum disorder. It’s also interesting that it affects 1 in 58 boys. It’s four times more often than we see it in girls. I’ve been teaching for 14 years and I have only been with two '}},
{ timecode: 181, handler: 'blob', id: 12, data: {text: 'girl students with autism. Everyone else have been males, so that’s definitely true in my case. They’re currently is no medical test. There are medical diagnoses, there are educational diagnoses, '}},
{ timecode: 195, handler: 'blob', id: 13, data: {text: 'but there is no magic ‘go get a blood test’ and you can get a diagnosis. So, that kind of makes it difficult as well. We do know that it is the fastest growing developmental disability. So, when '}},
{ timecode: 211, handler: 'blob', id: 14, data: {text: 'you compare statistics you can see in the 1990s that the US population increased to 13%, overall disabilities increased 16%, autism 172% increase. So, when you think about that there’s going to be '}},
{ timecode: 230, handler: 'blob', id: 15, data: {text: 'some social and some economic and health impact. When we look at that, currently looking at $20 billion annually for the cost of autism, now that includes research, insurance, educating and as they '}},
{ timecode: 248, handler: 'blob', id: 16, data: {text: 'get older housing, transportation, those kind of things. It is projected in the future that it can be approximately $90 billion a year in cost. The 10 year projection of $300 billion; and also '}},
{ timecode: 269, handler: 'blob', id: 17, data: {text: 'interestingly, and hopefully things will change over time, but currently 90% of the current costs are for adults for services. Now, in the past few years we have learned that the earlier we can get to '}},
{ timecode: 283, handler: 'blob', id: 18, data: {text: 'the students and start making an impact that that diagnosis and intervention can reduce costs by two-thirds. So, you know we always hope that the more we know the more we can help and reduce those '}},
{ timecode: 295, handler: 'blob', id: 19, data: {text: 'costs. MARY JAMESON: In your handout you have a handout of the'}},
{ timecode: 300, handler: 'blob', id: 20, data: {text: 'diagnostic criteria for the DSM4, you should have it in your handout materials. As you look at that definition that they have on there you can see that autism, the symptoms of autism can range from '}},
{ timecode: 319, handler: 'blob', id: 21, data: {text: 'mild to severe, and no two cases will look alike. No two students look alike. Because it is a spectrum disorder the complexity of the disorder also ranges and the characteristics are unique to the '}},
{ timecode: 334, handler: 'blob', id: 22, data: {text: 'individual, and they present differently from person to person. There are no two children alike. So, I would like to share a story with you from a person who has autism and her name is Therese Marie '}},
{ timecode: 352, handler: 'blob', id: 23, data: {text: 'Ronan and she shares what it feels like to be a person with autism. She says, “Autism means having to watch how I feel every second that I’m awake. Autism means having challenge when I leave the '}},
{ timecode: 373, handler: 'blob', id: 24, data: {text: 'room constantly fearing that others will say unkind things about me to other people. Autism means being dateless on weekends as well as constant loneliness, only watching TV on Saturday night. Autism '}},
{ timecode: 391, handler: 'blob', id: 25, data: {text: 'means not being able to fit in on social peer relations. In spite of the negatives there are positives.” For instance, for birthdays, she has a calender memory. She’s articulate and she has '}},
{ timecode: 409, handler: 'blob', id: 26, data: {text: 'skills. She ends it by saying, “All in all, I would rather be autistic than be normal.” So, it just shows that it depends on the severity of the autism. Also, we talk about the autism spectrum '}},
{ timecode: 429, handler: 'blob', id: 27, data: {text: 'disorders where you can see as we go into the presentation we used the abbreviation ASD, so when you hear the abbreviation ASD we’re talking about autism spectrum disorders. We talk about the '}},
{ timecode: 442, handler: 'blob', id: 28, data: {text: 'diagnostic criteria and these indicate the skill deficits in these areas, and that’s on your handout also. The only ones that I want to point out where we talk about the restricted interests, that '}},
{ timecode: 458, handler: 'blob', id: 29, data: {text: 'means that the person, the individual with autism, they become fixated on specific item. They only want to talk about that particular thing. They could be hung up on trains, or they could be hung up '}},
{ timecode: 471, handler: 'blob', id: 30, data: {text: 'on animals, a specific animal, lions or whatever. Then the sensory integration portion, that deficit they are sensitive to the touch. It relates to the deficit in the areas of the senses. They may '}},
{ timecode: 487, handler: 'blob', id: 31, data: {text: 'need to—they’re the students who may need to cut the tags from their clothing because they don’t like the feel of the tags on their skin. They’re very sensitive to the touch. When we talk '}},
{ timecode: 501, handler: 'blob', id: 32, data: {text: 'about the spectrum, we talk about pervasive disorder, pervasive developmental disorders or abbreviation for PDD. We talk about that, that includes autism, but it also includes four other related '}},
{ timecode: 519, handler: 'blob', id: 33, data: {text: 'developmental disorders and you have those also listed on your handout and discussed in detail. When we talk about PDD, it’s widely used by professionals to refer to the children with disorders '}},
{ timecode: 533, handler: 'blob', id: 34, data: {text: 'related with autism and related disorders. There’s a great deal of disagreement and confusion among professionals concerning that PDD label. The diagnosis of PDD autism or any of the other '}},
{ timecode: 550, handler: 'blob', id: 35, data: {text: 'developmental disabilities are based on the diagnosis that is listed in the DSM manual that we talked about. TRESINA ALVESTED : So, now that we know about what autism is and have a basic definition, '}},
{ timecode: 565, handler: 'blob', id: 36, data: {text: 'let\'s move into what interventions do we currently use with students.'}},
{ timecode: 569, handler: 'blob', id: 37, data: {text: 'I\'ve had a student, we worked and we worked on the alphabet, we needed him to identify the A,B,C,'}},
{ timecode: 577, handler: 'blob', id: 38, data: {text: 'whatever letter I was showing, couldn’t get it, couldn’t get it, I’m ready to bang my head on the wall, but what I discovered was he could give me an object that started with that letter. So, he '}},
{ timecode: 589, handler: 'blob', id: 39, data: {text: 'never could tell me “A”, but if I held up the letter “A” he would say apple. If I held up a bird nest, or if I help up the letter “N”, he wouldn’t tell me “N”, he would tell me nest. '}},
{ timecode: 601, handler: 'blob', id: 40, data: {text: 'For “Z” , he’d tell me zebra. So, I knew that it was in there and he was actually beyond where we would think getting the letters but he associated it. You had talked about social, how you '}},
{ timecode: 615, handler: 'blob', id: 41, data: {text: 'noticed some people have difficulty socially and that can be very true, but those same people that cannot talk and carry on a basic conversation could be very brilliant making great grades, doing very '}},
{ timecode: 629, handler: 'blob', id: 42, data: {text: 'well academically, so there may be academics, social. So, you see that uneven development. That can go across for your cognitive, your communication, your social adaptive and even motor skills. Kids '}},
{ timecode: 644, handler: 'blob', id: 43, data: {text: 'that cannot walk from one end of the room to the other without tripping, but are wonderful artists. So, different gross motor horrible, fine motor great. Okay. I want to talk a little bit about '}},
{ timecode: 662, handler: 'blob', id: 44, data: {text: 'cognitive functioning in autism. We get to talk about the brain. Lots of brain research going on and that includes brain research in autism. We do know that it is a neurological disorder, but we do '}},
{ timecode: 676, handler: 'blob', id: 45, data: {text: 'not know the origin. We know that it involves the cerebellum, which that is the part that effects fine and gross motor, your balance and muscle tone. We know that it affects the amygdala, that’s the '}},
{ timecode: 693, handler: 'blob', id: 46, data: {text: 'emotion part and we know that it affects the hippocampus and that has to deal with memory, memory ideas, spacial concepts. One of the interesting things that we have noted is they measure head '}},
{ timecode: 712, handler: 'blob', id: 47, data: {text: 'circumference. The size of the head; they’re starting to notice a pattern and it’s not in every child, but a lot of students with autism have larger heads, so you would think larger brain, but in '}},
{ timecode: 726, handler: 'blob', id: 48, data: {text: 'fact the opposite. The brain size is actually smaller even though the head circumference is bigger. You do want to note, thought, with our kids with autism, trying to come up with an I.Q. or find '}},
{ timecode: 741, handler: 'blob', id: 49, data: {text: 'their cognitive ability can be very tricky, because without the social it’s hard to ask some I.Q. kind of questions. It’s hard to get what they truly do know. So, a lot of times we will do, '}},
{ timecode: 753, handler: 'blob', id: 50, data: {text: 'instead of a regular I.Q. test, we’ll do nonverbal tests, we’ll do observations, lots of different things so we can find out what they do know. MARY JAMESON: When it comes to autism and the social '}},
{ timecode: 768, handler: 'blob', id: 51, data: {text: 'skills, if you recall when we were talking about their DSM criteria, that they recall that it indicates deficits in the area of socialization and social skills. Based on the criteria listed in the '}},
{ timecode: 784, handler: 'blob', id: 52, data: {text: 'DSM, they indicate that they have qualitative impairment and social interaction and this can be manifested in at least two of the following; they may have marked impairment and their used of multiple, '}},
{ timecode: 799, handler: 'blob', id: 53, data: {text: 'nonverbal behaviors such as eye to eye gaze, their facial expression, their body postures or gestures to regulate their social interaction. They may fail to develop peer relations, and you talked a '}},
{ timecode: 813, handler: 'blob', id: 54, data: {text: 'little bit about that. There may be a lack of spontaneous seeking to share enjoyment. They have a hard time relating to other people being concerned about what other people are talking about and just '}},
{ timecode: 826, handler: 'blob', id: 55, data: {text: 'focusing on what they’re fixated on. They may lack social or emotional reciprocity. Their interactions are more one-sided. They don’t have the two-sided interaction that we do. Some of the social '}},
{ timecode: 840, handler: 'blob', id: 56, data: {text: 'skills acquisitioned and demonstration may be significantly different from their age appropriate peers. This may be in the areas of eye contact. It could be greetings, being able to initiate or '}},
{ timecode: 854, handler: 'blob', id: 57, data: {text: 'maintain a conversation with others. They also like the other pleasantries. They have a hard time knowing how to end a conversation. When they’re finished talking, they just turn and leave, instead '}},
{ timecode: 867, handler: 'blob', id: 58, data: {text: 'of knowing that you have to say something before you close out your conversation. They have difficulty in the area of coping skills. This may manifest itself in frequent meltdowns. The lack of limited '}},
{ timecode: 883, handler: 'blob', id: 59, data: {text: 'social skills may be the result of the uneven development that Tresina talked about, but also their low awareness of their environment, and their low ability to be able to model. We talked about '}},
{ timecode: 898, handler: 'blob', id: 60, data: {text: 'autism and motor skills. Dr. Paula Kluth, she is on the inclusive education conference for the new millennium and she talked indicated that there are areas that are difficult for children with autism '}},
{ timecode: 916, handler: 'blob', id: 61, data: {text: 'and the neurological disorders may manifest themselves by limiting or interfering with messages to switch, that means to be able to change direction, whether it’s large or small motor movements or '}},
{ timecode: 932, handler: 'blob', id: 62, data: {text: 'to be able to combine two or more skills at one time. They have a difficult time walking and talking at the same time. There could be difficulty in the area of being able to continue, they have '}},
{ timecode: 946, handler: 'blob', id: 63, data: {text: 'difficulty with the smooth transition from one activity to another and to the inability to stop, once you start a movement you see students who will start running and they have a hard time stopping. '}},
{ timecode: 960, handler: 'blob', id: 64, data: {text: 'You have a hard time calming them down. So, based on the work of Ann Donaldson and others it points to a new way of understanding autism by examining their movements. They suggest that people with '}},
{ timecode: 975, handler: 'blob', id: 65, data: {text: 'autism that they have a different way of experiencing actions, emotions, speech, thoughts and memories in a different way than those who do not have autism. We get to the point of what autism is not. '}},
{ timecode: 994, handler: 'blob', id: 66, data: {text: 'It’s easy to say what autism is, but autism is not. It has been suggested that autism is a result of poor parenting. This is not true. If all else fails you blame it on the parents. It also has been '}},
{ timecode: 1012, handler: 'blob', id: 67, data: {text: 'said that unruly kids, that kids with autism are just unruly kids who have behavior problems. This goes along with the previous one. This is just not the case. Individuals with autism, they see them '}},
{ timecode: 1026, handler: 'blob', id: 68, data: {text: 'as a group of savants. They are the ones who are portrayed in the movies, the Rainman. Hollywood makes a lot of money off of these characters, and then there are some who are like Temple Grandin, I '}},
{ timecode: 1041, handler: 'blob', id: 69, data: {text: 'don’t know if you are familiar with her work, but she is an individual with autism and she is very successful. She credits her teachers and those who have worked with her for her success, because '}},
{ timecode: 1056, handler: 'blob', id: 70, data: {text: 'she said that they looked beyond her uniqueness and saw what she had, she saw her skills and Temple Grandin, she’s a doctor, she has her doctorate and she is a designer of livestock handling '}},
{ timecode: 1072, handler: 'blob', id: 71, data: {text: 'facilities that are being used all over the world, So she has lots of skills. TRESINA ALVESTED: Next, I wanted to talk a little bit about what is IDEA and that stands for Individuals with Disabilities '}},
{ timecode: 1089, handler: 'blob', id: 72, data: {text: 'Education Act. It was passed in 2004 and it strengthened the emphasis on inclusion with students with disabilities and to general education curriculum. Prior to that, so many times our students with '}},
{ timecode: 1104, handler: 'blob', id: 73, data: {text: 'special needs would get shipped to the little classroom down the hall and they would all learn in their special little group or we would only see them at art, music, or P.E. and IDEA came in and said '}},
{ timecode: 1117, handler: 'blob', id: 74, data: {text: 'it is the best practice to have the students around their peers to be able to have the general education curriculum taught to them and so that strengthened with IDEA. Also, the accountability was also '}},
{ timecode: 1133, handler: 'blob', id: 75, data: {text: 'something that we call No Child Left Behind. That’s also in there. IDEA ‘04 talked about autism being a developmental disability, which we talked a little bit about and the diagnosis of the DSM4. '}},
{ timecode: 1152, handler: 'blob', id: 76, data: {text: 'It did note that it doesn’t apply if the child’s primary disability had to do with emotional disturbance and that would exclude them from the autism. It noted that after age three, however, since '}},
{ timecode: 1169, handler: 'blob', id: 77, data: {text: 'then we have noted in research that we are starting to see signs as kids as young as their first birthday; not looking when their name is called, not able to make eye contact with mom and dad and '}},
{ timecode: 1181, handler: 'blob', id: 78, data: {text: 'those around. This is what the law says and in just those few years we have learned even more than that. You do have a handout, also, with this IDEA on it. MARY JAMESON: So often, when you attend '}},
{ timecode: 1196, handler: 'blob', id: 79, data: {text: 'conferences or workshops we get a lot of handout and materials that we really don’t have time to go through and when we get home, what do you do with it? You put it on your shelf. So, today we’re '}},
{ timecode: 1210, handler: 'blob', id: 80, data: {text: 'going to take the opportunity to go over one guide that we have included in your handout called The Puzzle of Autism. This is a guide that you will find to be very beneficial. We\'re going to spend '}},
{ timecode: 1223, handler: 'blob', id: 81, data: {text: 'some time going through pages of it so that you can get familiar with what’s in it so that when you leave here and you need to know something about autism you will know where to look. We will start '}},
{ timecode: 1236, handler: 'blob', id: 82, data: {text: 'off by previewing pages one through three of your guide, The Puzzle of Autism. I want you to record the top three pieces of information that you believe impacts your role in education.'}},
{ timecode: 1263, handler: 'blob', id: 83, data: {text: 'MARY JAMESON: As you look on your next slide, your PowerPoint, it says that some of the things that we have identified,'}},
{ timecode: 1270, handler: 'blob', id: 84, data: {text: 'three of the areas that we have identified that impact our roles as educators, teachers needing, or educators needing resources and information. There’s a lack of information and teachers feel that '}},
{ timecode: 1283, handler: 'blob', id: 85, data: {text: 'they need to know in order to adequately serve students with autism. Also, educators feel that they have little experience and little training when it comes to dealing with students with autism. In '}},
{ timecode: 1297, handler: 'blob', id: 86, data: {text: 'the general education classroom, it’s important that we pay attention, special attention to the physical aspects of the classroom. When we talk about the physical aspects, we’re talking about the '}},
{ timecode: 1314, handler: 'blob', id: 87, data: {text: 'furniture, how it’s positioned. A lot of times we make sure in some classrooms that some of the teachers you will see cut tennis balls in half and put them on the ends of the tables or the chair '}},
{ timecode: 1328, handler: 'blob', id: 88, data: {text: 'legs so that they won’t have that noise that is especially painful to students who have autism. Also, to be aware of the antecedent behaviors, their attitudes and their beliefs; also, and this is '}},
{ timecode: 1346, handler: 'blob', id: 89, data: {text: 'the most important to capitalize on their strength. Because all students, even students with autism, they have strengths, and it’s important for us as educators to find out what those strengths are '}},
{ timecode: 1360, handler: 'blob', id: 90, data: {text: 'and one way of doing that is in our conversations with the parents or caregivers that if we make sure that we know what it is that they enjoy doing, what their strengths are, then we can make sure '}},
{ timecode: 1373, handler: 'blob', id: 91, data: {text: 'that we use those preferences in our instruction of that student. TRESINA ALVESTED: So, knowing a few of those things we’re going to move into Section 2, Features and Strategies, so what I would '}},
{ timecode: 1387, handler: 'blob', id: 92, data: {text: 'like you to do next is look at your book on pages six to nine and I would like you to underline any things that you think would be something that you could use in a classroom or if there’s '}},
{ timecode: 1400, handler: 'blob', id: 93, data: {text: 'individuals that you know with autism in the community, just underline a few of those.'}},
{ timecode: 1419, handler: 'blob', id: 94, data: {text: 'Something else that I wanted to point out; class routine. It\'s amazing just having consistent routine so the students know what to expect, how that can make life go easier. Grownups are like that too. I mean what'}},
{ timecode: 1432, handler: 'blob', id: 95, data: {text: 'happens if they took Greys Anatomy off Thursday and put it on a different night. That messes us up as well. So, we like routine. When that routine changes, that’s a little trickier. So, something '}},
{ timecode: 1446, handler: 'blob', id: 96, data: {text: 'else that was mentioned in there was the visual menu and so if you know that things are going to change, you might have pictures of how your day normally looks, like we always start with writing first '}},
{ timecode: 1457, handler: 'blob', id: 97, data: {text: 'and then we do our journals and then we do…..if you know there’s going to be an assembly, you better find a picture of the gym or wherever you’re going, stick that on there so they know what to '}},
{ timecode: 1466, handler: 'blob', id: 98, data: {text: 'expect. That can also be a great strategy. Alright, let’s move on to communication. MARY JAMESON: Section three of your guide deals with communication and comprehension and I ask that you would just '}},
{ timecode: 1482, handler: 'blob', id: 99, data: {text: 'scan pages 12 through 13 of your guide. They’re talking about teaching a social studies lesson and the student with ASD or the autism spectrum disorder is not paying attention, but you think or '}},
{ timecode: 1501, handler: 'blob', id: 100, data: {text: 'believe that he or she is capable of doing the material. So, what can you do to engage the students? Just scan those two pages and come up with some ideas as to what you can do to get that student '}},
{ timecode: 1514, handler: 'blob', id: 101, data: {text: 'engaged in that lesson. MARY JAMESON: When we talk about some of the strategies that we can use for the communication and comprehension, we can pre-teach new concepts. That’s what we call front '}},
{ timecode: 1540, handler: 'blob', id: 102, data: {text: 'loading, because what you’re doing is you’re familiarizing the students with a new topic before you begin the actual lesson. When you do this it has a way of easing that stress level so that '}},
{ timecode: 1554, handler: 'blob', id: 103, data: {text: 'they’re not as anxious when it comes time to doing the lesson. You can also do modeling after going through the verbal instructions, you can hold up a book and show them the correct page. Say for '}},
{ timecode: 1566, handler: 'blob', id: 104, data: {text: 'instance, if I say turn to page 12 and 13. If I hold up that guide and show you on page 12 and 13 you would know what I wanted you to do. You talked about the visual reminders, allowing the student to '}},
{ timecode: 1579, handler: 'blob', id: 105, data: {text: 'be able to self-check so that the student will not have to rely on an adult or a peer to let them know when they’re in the right place. Auditory signals, you also came up with that one. So, you get '}},
{ timecode: 1594, handler: 'blob', id: 106, data: {text: 'a good job, a for finding them. And then also when you have multi-step instructions to make sure that you break them down into the smaller steps so that the students will be able to handle it. Now, '}},
{ timecode: 1609, handler: 'blob', id: 107, data: {text: 'I’m going to ask, we’re still in Section Three, that you scan pages 14 and 15 and give an example of how you would use one strategy to help students express what they know. We’re talking about '}},
{ timecode: 1624, handler: 'blob', id: 108, data: {text: 'the expressive communication. …I was listening to the conversation and one thing that you pointed out, when you talked about communication to develop a functional communication system and that is '}},
{ timecode: 1647, handler: 'blob', id: 109, data: {text: 'extremely important because one of the primary goals of any student with ASD, it could be using picture boards or could be computerized devices, but some way that they can communicate expressively and '}},
{ timecode: 1664, handler: 'blob', id: 110, data: {text: 'this will cut down on that anxiety, because a lot of their frustration is because they cannot communicate well with others. Also, to model the appropriate language, but to create fair assessments. A '}},
{ timecode: 1680, handler: 'blob', id: 111, data: {text: 'lot of our assessments rely on essays and short answer questions and this is not an area where a lot of students with autism excel, so we may want to look at doing more of the multiple choice or using '}},
{ timecode: 1695, handler: 'blob', id: 112, data: {text: 'a word bank so they can capitalize on their excellent memory, because a lot of them they do have the excellent memory and they will be able to provide the answers when they see it in a word bank. You '}},
{ timecode: 1708, handler: 'blob', id: 113, data: {text: 'talked about using the graphic organizers and providing the communication supports. TRESINA ALVESTED: Okay, we’re going to move into Section Four, Sensory Integration and Regulation. I have a lot of '}},
{ timecode: 1722, handler: 'blob', id: 114, data: {text: 'friends, family, educators who have asked, I just don’t understand how wearing long sleeves can hurt the student? Why is that such a big deal? You know, and I’m like well the feel actually hurts '}},
{ timecode: 1736, handler: 'blob', id: 115, data: {text: 'them. They’re not understanding that. Let me give you a scenario and see how this feels for you. There’s always one in every group that’s okay with it, but how many people here like chocolate? '}},
{ timecode: 1747, handler: 'blob', id: 116, data: {text: 'Yes. So, if I were to give a Hershey’s Kiss, would that be satisfying to you? Yes. What if I gave you the Hershey’s Kiss said you had to eat it with the aluminum wrapper on? Do you feel that in '}},
{ timecode: 1762, handler: 'blob', id: 117, data: {text: 'your teeth how a lot of people, it just hurts, I just tingle thinking about it. That’s kind of what our students what autism might feel. For us, clothing is not a big deal. For them, it might make '}},
{ timecode: 1775, handler: 'blob', id: 118, data: {text: 'their skin feel funny. Some older students talked about how it kind of feels like their arms tingle all the time and that’s where they either like the deep touch or they liked to be hugged hard. '}},
{ timecode: 1787, handler: 'blob', id: 119, data: {text: 'Some like the light touch because it makes the tingles go away. So, that’s kind of when we talk about sensory integration where we’re going. You’ll also see the chewing, the wiggles, those kind '}},
{ timecode: 1799, handler: 'blob', id: 120, data: {text: 'of things. If you could look on pages 17 to 19, I have a few questions, I’ll run through the questions and then I’m going to give some different questions to focus on. So, the things I want you to '}},
{ timecode: 1811, handler: 'blob', id: 121, data: {text: 'think about, what could you do to improve the physical layout of your classroom? What movement activities could you allow to promote task engagement and focus? What accommodations could you use to '}},
{ timecode: 1829, handler: 'blob', id: 122, data: {text: 'assist in a writing lesson? What accommodations could you make for sensory sensitivities? So, if I could get you to read through pages 17 through 19, I want you to focus on what you can do to improve '}},
{ timecode: 1846, handler: 'blob', id: 123, data: {text: 'the physical layout of your classroom? I\'ll give you some time to read and discuss it and then share out. If you guys can look through your 17 through 19 and'}},
{ timecode: 1856, handler: 'blob', id: 124, data: {text: 'I want you to focus on what movement activities can you allow to promote task engagement and keep the focus.'}},
{ timecode: 1874, handler: 'blob', id: 125, data: {text: 'Everything needs its own spot and labeling is really good. Little guys might need pictures of what\'s supposed to go where. Like all the pencils, put a picture of a pencil in it.'}},
{ timecode: 1885, handler: 'blob', id: 126, data: {text: 'You don\'t want to go crazy because if there\'s lots of things to look at that can actually backfire on you so you definitely want kind of an organized classroom,'}},
{ timecode: 1896, handler: 'blob', id: 127, data: {text: 'but not a chaotic, yeah, I\'ve even seen at the high school level where there were student who would go out two minutes ahead of time so that they have the extra movement in the hall before the halls got crazy.'}},
{ timecode: 1911, handler: 'blob', id: 128, data: {text: 'Something else for fidgeting. I have kids with autism in my classroom. I have kids that do not have autism, have another'}},
{ timecode: 1920, handler: 'blob', id: 129, data: {text: 'diagnosis, but stress balls. Everybody, well not everybody, but a lot of people like stress balls because you can just sit and fidget, not get in trouble. So that is something. I have one student who '}},
{ timecode: 1933, handler: 'blob', id: 130, data: {text: 'loves puffer fish. So, we went and got him a stuffed fish and he can sit for the entire carpet time if we just let him hold his stuffed fish. You take that fish away and he struggles. So, something as '}},
{ timecode: 1948, handler: 'blob', id: 131, data: {text: 'simple as finding an item that goes with their interests. I don’t know if you’ve seen any catalogs or different kinds of chairs, because there are so many choices out now, but there are things '}},
{ timecode: 1962, handler: 'blob', id: 132, data: {text: 'called T-stools and it’s just, you’ve got one base and your chair. There actually like old, there’s probably not any farm girls in here, but what you would mild a cow with, just one T, it looks '}},
{ timecode: 1979, handler: 'blob', id: 133, data: {text: 'like a T. The trick there is though you have to be able to balance and in balancing it you’re getting a lot of your wiggles out. We’ve taken that and found out also that also sitting on the '}},
{ timecode: 1988, handler: 'blob', id: 134, data: {text: 'exercise balls does the same kind of thing. So, they don’t have to just be in the P.E. room anymore. We can bring them into the classroom and use them for good. One of the other questions had to do '}},
{ timecode: 2004, handler: 'blob', id: 135, data: {text: 'with writing - ways to assist in writing. It takes a lot to write, if you think about it, because you have to know what you want to say in your mind and then you have to get your hands to do it and to '}},
{ timecode: 2015, handler: 'blob', id: 136, data: {text: 'get on the line and to make it dark enough and not to push so hard that it goes through the paper. So, one thing that a lot of students especially when they hit middle school, upper elementary, the '}},
{ timecode: 2027, handler: 'blob', id: 137, data: {text: 'use of computers. If writing is a horrible task and your whole goal isn’t to get the letters to look perfect, but to find out what they know, let them use a computer and type it out. Or, let them '}},
{ timecode: 2038, handler: 'blob', id: 138, data: {text: 'tell the teacher their story and the teacher can type it out. The last question had to do with sensory activities. You had talked about how to set up your classroom, I encourage everyone setting up a '}},
{ timecode: 2053, handler: 'blob', id: 139, data: {text: 'classroom to also think about a safe spot that might have some sensory things in it. So, if they know that you can see they’re getting anxious or they just need a break that they can sit over in a '}},
{ timecode: 2064, handler: 'blob', id: 140, data: {text: 'separate area and maybe there’s a box of just gadgets and things to calm down or they just need some time away. There could be just an empty desk so that they can have some time to themselves to '}},
{ timecode: 2077, handler: 'blob', id: 141, data: {text: 'cool off. MARY JAMESON: And to allow a part of your instruction to get them to the point where they recognize when they need that space, when they need that wiggle time.'}},
{ timecode: 2088, handler: 'blob', id: 142, data: {text: 'MARY JAMESON:  What we do is called the "teach, rehearse, reinforce, and'}},
{ timecode: 2093, handler: 'blob', id: 143, data: {text: 'repeat” and that deals with a lot of the things that you talked about, but also to teach social skills training and you can use with a lot of students with autism they use social stories and this '}},
{ timecode: 2105, handler: 'blob', id: 144, data: {text: 'was pioneered by Carol Gray, so that is one way of getting them to talk about a situation before they’re in that situation. If you know that the student is going to have a hard time when they go out '}},
{ timecode: 2120, handler: 'blob', id: 145, data: {text: 'for recess on the slide then do a social story regarding that. You know, when I go outside and when I go near the slide I will breathe deeply five times before I—that kind of thing so that they can '}},
{ timecode: 2137, handler: 'blob', id: 146, data: {text: 'rehearse it before they get to the actual situation.  So, when we talk about teaching the conversation etiquette you talked about going in small groups and teaching it in small group before you do '}},
{ timecode: 2152, handler: 'blob', id: 147, data: {text: 'with a large group, but also to understand that you will have to teach the students about personal space. A lot of times they will get too close to you. They’ll get right up in your face and start '}},
{ timecode: 2162, handler: 'blob', id: 148, data: {text: 'talking. They don’t understand that my space, your space kind of thing. So, to be able to teach them that and to teach them not to speak too loudly when you are standing near someone, or too soft '}},
{ timecode: 2174, handler: 'blob', id: 149, data: {text: 'that they can\'t hear. So, all of those skills that we take for granted. With students with autism we have to do the teaching. TRESINA ALVESTED: Okay,'}},
{ timecode: 2183, handler: 'blob', id: 150, data: {text: 'now we’re going to move into behavior issues in Section Six. This is when that can cause a lot of stress to educators. Whether it’s a classroom teacher or paraprofessional or principal or the '}},
{ timecode: 2196, handler: 'blob', id: 151, data: {text: 'parent when they get home, so this is when we might spend a little bit of time on. If you could look at page 26 and I’m going to give you something to think about. As you scan through that I want '}},
{ timecode: 2214, handler: 'blob', id: 152, data: {text: 'you to think of what you can do if you have a student who becomes aggressive and refuses to move during a fire alarm. So, as you’re looking through there be thinking about that. '}},
{ timecode: 2240, handler: 'blob', id: 153, data: {text: 'But, yes ahead of time going through the social story, this is what a fire alarm looks like, this is what it’s going to sound like. When I hear the noise I’m not going to get upset. The noise is '}},
{ timecode: 2252, handler: 'blob', id: 154, data: {text: 'to keep me safe. I need to stand up and leave the room, I act calmly. You can also pair it, I mean a lot of social stories have pictures, but if you have lower student who doesn’t have the language '}},
{ timecode: 2268, handler: 'blob', id: 155, data: {text: 'skills maybe to do all that. You can do it in pictures and take pictures of the first fire drill or a different school doing their fire drill or what it looks like, to kind of desensitize them. '}},
{ timecode: 2280, handler: 'blob', id: 156, data: {text: 'TRESINA ALVESTED: With any behavior issue it\'s always best to intervene early, especially if you know it\'s something that\'s coming up, to plan ahead. We talked about'}},
{ timecode: 2287, handler: 'blob', id: 157, data: {text: 'visual schedules, make sure that’s on the visual schedule if you’re able to put that in there. Also, we talked earlier about the teaching reinforcing modeling, what situations are going to look '}},
{ timecode: 2300, handler: 'blob', id: 158, data: {text: 'like. Same thing here. Sometimes you just spend practicing with the whole classroom what it’s actually going to look like. So, it’s like you’re doing a drill for the drill. So, he can see or she '}},
{ timecode: 2314, handler: 'blob', id: 159, data: {text: 'can see the peers doing it as well. Something also is always use clear direction in a moment of chaos. We don’t want to confuse our students.             Another situation we had is a '}},
{ timecode: 2330, handler: 'blob', id: 160, data: {text: 'student, he had some lovely language he liked to use, and one of the phrases started with an “F” and the second word was you. So, you can imagine what that was. Now, when you have a substitute '}},
{ timecode: 2346, handler: 'blob', id: 161, data: {text: 'that hears that all day, that’s not always so happy or when the principal comes in and you’re being evaluated and they say that, not always so good. So, another way to work with behaviors is '}},
{ timecode: 2358, handler: 'blob', id: 162, data: {text: 'through giving them something to substitute that behavior for. So, obviously we didn’t want him saying “F you”, so we worked on every time he’d say it we would say, “No thank you” and he '}},
{ timecode: 2369, handler: 'blob', id: 163, data: {text: 'heard it enough to the point, it took about a year-and-a-half, but instead of that phrase he now says “no thank you” instead. Now, if we would’ve just taken away the words from him, I don’t '}},
{ timecode: 2380, handler: 'blob', id: 164, data: {text: 'know if we would’ve gotten silence because he needed to share that he was upset or mad or angry, but by substituting we were able to get to “no thank you” which sounds so much better when the '}},
{ timecode: 2390, handler: 'blob', id: 165, data: {text: 'principal comes in. Alright, let\'s move into restricted interest in Section 7. MARY JAMESON:  Section 7 talks about restricted interested and I just want to let you know that'}},
{ timecode: 2407, handler: 'blob', id: 166, data: {text: 'restricted interest is covered in detailed on page 27, so you can read this whole section, this whole page at your leisure. But right now what I want you to think about is we’re going to talk about '}},
{ timecode: 2419, handler: 'blob', id: 167, data: {text: 'this student named Chris, and during our math lesson Chris interrupts the class and he starts talking about elevators. He tells everything that he knows about elevators. He will not stop. The elevator '}},
{ timecode: 2437, handler: 'blob', id: 168, data: {text: 'talk just goes on and on and on. So, what can you do? What strategy do you think you might use with Chris?'}},
{ timecode: 2449, handler: 'blob', id: 169, data: {text: 'AUDIENCE MEMBER: Elevator into the math problem. MARY JAMISON: Okay. Bringing an elevator into the math problem. AUDIENCE MEMBER: Maybe let him talk about it.'}},
{ timecode: 2463, handler: 'blob', id: 170, data: {text: 'MARY JAMISON: Okay. Let him talk about it for a little bit. AUDIENCE MEMBER: A timer. MARY JAMISON: You hit all the primary ones and that is to make sure'}},
{ timecode: 2480, handler: 'blob', id: 171, data: {text: 'that you use what his preferences are. Use it as a teaching tool. You suggested bringing the elevators into the math problem. That’s very easy to do. But also to use pre-correction as a teaching '}},
{ timecode: 2495, handler: 'blob', id: 172, data: {text: 'technique and that’s where you state the appropriate behavior for the lesson or the activity that’s to come up. Or, you can list it on a visual, on a chart or something so he’ll have a visual of '}},
{ timecode: 2507, handler: 'blob', id: 173, data: {text: 'what he is to do. But, you had some excellent suggestions. TRESINA ALVESTED: Okay, we\'re going to move from some of the activities in the book into we\'re now ready to have'}},
{ timecode: 2522, handler: 'blob', id: 174, data: {text: 'our student’s annual IEP meeting, which stands for their Individual Education Plan (Program). We have the parent, we have the educators, we have the principal or counselors, depending upon who’s '}},
{ timecode: 2535, handler: 'blob', id: 175, data: {text: 'on the team that’s needed. What are some goals and objectives that we need to discuss and cover during IEP? One of the things that I think is so important is independent living and functional skill. '}},
{ timecode: 2554, handler: 'blob', id: 176, data: {text: 'Now, I teach 3, 4, and 5 year olds and you’re thinking, “Yeah, independent skills.” Well, I’m here to say that if we don’t start when they’re 3 they’re going to be doing the same things '}},
{ timecode: 2566, handler: 'blob', id: 177, data: {text: 'or the parents might be doing the same things for him. So, the earlier that we can teach them independence the easier it is when they get to elementary, middle school, high school. So, something as '}},
{ timecode: 2577, handler: 'blob', id: 178, data: {text: 'simple as making sure they take up their own breakfast tray, where they’re responsible for something. We also need to look at the academic skills. What are skills that they are going to need for '}},
{ timecode: 2595, handler: 'blob', id: 179, data: {text: 'academics, but are also age appropriate skills. We don’t want our middle school students still working on alphabet and their peers seeing that that’s what they’re working on. So, sometimes, and '}},
{ timecode: 2608, handler: 'blob', id: 180, data: {text: 'we have to be a little creative, but we want to find something to challenge them that looks more age appropriate. I know there are some book companies that do have topic books but are written at a '}},
{ timecode: 2624, handler: 'blob', id: 181, data: {text: 'lower level. So, there are some opportunities for us to come up with different activities that look age appropriate. Make sure we include appropriate social behavior skills. Sometimes we have to write '}},
{ timecode: 2638, handler: 'blob', id: 182, data: {text: 'a behavior plan or a positive behavior support plan depending upon what the states or your local education agency calls it. But, we always want to look at that in a positive. What are the things that '}},
{ timecode: 2650, handler: 'blob', id: 183, data: {text: 'we can do ahead of time to help our student so we don’t have the meltdowns? And you need to spell it out and put in specifics as far as the things that you can do before, during, and after if those '}},
{ timecode: 2665, handler: 'blob', id: 184, data: {text: 'should happen. And including functional communication skills. One thing, and Mary is going to discuss a little bit more in a minute about transition, but I wanted to look at transition from a little '}},
{ timecode: 2682, handler: 'blob', id: 185, data: {text: 'kid’s standpoint, because it is a little different from going out and being ready to get a job, but our kids transition, depending upon the school district, every couple of years if there is a '}},
{ timecode: 2692, handler: 'blob', id: 186, data: {text: 'different building and so for students who like things the way they like them and they know everybody and that’s comfortable to them, it’s hard to move to a different building. So, in this IEP '}},
{ timecode: 2705, handler: 'blob', id: 187, data: {text: 'when we know that that transition is coming up I really like to discuss with the teacher that has a student currently and have a teacher who might have the student in the future there so we can '}},
{ timecode: 2718, handler: 'blob', id: 188, data: {text: 'discuss, do we need to videotape what the new building looks like? Do we need to make a scrapbook of who the new teachers are? Different transition ideas to smooth things over, and with the parent '}},
{ timecode: 2729, handler: 'blob', id: 189, data: {text: 'there, the parent is going to know best what works for students and what doesn’t work. So, I think it’s important that we look at all aspects and not just all of the required things. '}},
{ timecode: 2742, handler: 'blob', id: 190, data: {text: 'MARY JAMISON: When we talk about transition as it relates to post-secondary skills, we have to make sure that the goals and objectives that are on the'}},
{ timecode: 2751, handler: 'blob', id: 191, data: {text: 'IEP are preparing the student for when they finish high school, when it’s time for them to go to college, or when it’s time for them to get a job to make sure that we have properly prepared them '}},
{ timecode: 2765, handler: 'blob', id: 192, data: {text: 'for the skills that they will need when they go out into the vocational world. We have to understand that the transition preparing them for that, it doesn’t start when they get into middle school, '}},
{ timecode: 2779, handler: 'blob', id: 193, data: {text: 'although that’s when you have to do the transitional plans in a lot of the school systems, but it starts at an early age, because the more that you can get the supports that they will be using the '}},
{ timecode: 2791, handler: 'blob', id: 194, data: {text: 'better able that they will be able to perform when they finish school. So, we have to make sure that they’re able to use those supports that we have instituted during their school years into their '}},
{ timecode: 2803, handler: 'blob', id: 195, data: {text: 'new environment when they go out to seek jobs or when they go on to higher education. We also need to make sure that the people who are going to be involved in their post-secondary life are included '}},
{ timecode: 2819, handler: 'blob', id: 196, data: {text: 'in that transition planning in the IEP, to make sure that all of the people in the community that will be coming together, the community service boards, and anyone who will be helping them in finding '}},
{ timecode: 2834, handler: 'blob', id: 197, data: {text: 'jobs or going on to college, making sure that they\'re involved in the planning. On your handout you\'ll see a diagram about Across the Life Span and it talks about a seamless'}},
{ timecode: 2850, handler: 'blob', id: 198, data: {text: 'transition. What they’re saying in this is the transition is a seamless ongoing process from birth all the way really to death. It goes through, as TRESINA was saying from early childhood to '}},
{ timecode: 2867, handler: 'blob', id: 199, data: {text: 'elementary school, elementary to middle, middle to high, high to post-secondary, or to the universities or just getting a job. So, it’s important to know that transition does not just mean that '}},
{ timecode: 2880, handler: 'blob', id: 200, data: {text: 'they\'re going to go out and find job. It can be, as TRESINA was sharing from building to building. TRESINA ALVESTED: And that would include for our more severe students that'}},
{ timecode: 2891, handler: 'blob', id: 201, data: {text: 'would need group homes, what skills would they need to live in a group, what skills would they need to live at home with parents. Sometimes we even forget teaching them how to fold laundry or how to '}},
{ timecode: 2902, handler: 'blob', id: 202, data: {text: 'do dishes. MARY JAMISON: A lot of times with students with autism, we kind of sell them short when it comes to their skills. I had a student one time who his'}},
{ timecode: 2915, handler: 'blob', id: 203, data: {text: 'communication skills, his interaction skills were not his strength, but he was able to work on a computer. He could do programs on a computer that I couldn’t do. So, to let them know that they can '}},
{ timecode: 2928, handler: 'blob', id: 204, data: {text: 'use the strengths that they have in a vocational setting, so right now he is able to get a job working, as long as he’s in his own little cubical working on his computer, he’s fine. So, to make '}},
{ timecode: 2941, handler: 'blob', id: 205, data: {text: 'sure that everything that we gear their vocational skills to what they\'re able to due to their strengths. When we talk about the role of the LEA, which is the Local Education'}},
{ timecode: 2955, handler: 'blob', id: 206, data: {text: 'Agency, that’s your local community, your local schools, and they have a role in the students with autism in their planning and in their education. Some of the things that they need to do, the LEA '}},
{ timecode: 2969, handler: 'blob', id: 207, data: {text: 'can serve as a leader in accepting not just the students with autism, but all students, to make sure that we get to the point that we don’t say, “Your student, or my student”, their our '}},
{ timecode: 2982, handler: 'blob', id: 208, data: {text: 'students, so that they’re not singled out. Also, to be sure that we have an open communication, especially with the schools and with the parents and with the service providers that they would need '}},
{ timecode: 2995, handler: 'blob', id: 209, data: {text: 'throughout their education. And to ensure that the educators have their materials and instructional support, and even to have the profession development built into the IEP. If they’re going to need '}},
{ timecode: 3013, handler: 'blob', id: 210, data: {text: 'one-on-one support then put that in the IEP so that they can be sure to get what they will need in order for them to be successful. So, to have that common planning time where you have the opportunity '}},
{ timecode: 3028, handler: 'blob', id: 211, data: {text: 'to come together, general ed teachers and special ed teachers and just come together and provide what is best for those students. TRESINA ALVESTED: I want to close with some'}},
{ timecode: 3041, handler: 'blob', id: 212, data: {text: 'online resources. There are a few listed in your handouts. I do want to caution, the ones we have listed we know are very reputable. You can go online and type in autism and you will have reading from '}},
{ timecode: 3054, handler: 'blob', id: 213, data: {text: 'now until forever, but you never know who has written or where they got their information, so I just caution you to use sources that you know are reputable. So, we have listed a few; Autism Society of '}},
{ timecode: 3071, handler: 'blob', id: 214, data: {text: 'America, The Gray Center, when we talked about Carol Gray is listed. There are also some print resources. Everyone here with us today received The Puzzle of Autism booklet, but if you want to give one '}},
{ timecode: 3086, handler: 'blob', id: 215, data: {text: 'to everyone in your family, you can download this and print it off so you can give it as Christmas presents next year if you wanted. That is available. It also lists some books. There are some good '}},
{ timecode: 3097, handler: 'blob', id: 216, data: {text: 'books also if you go to the bookstore. Some of our students who have gone through school have written books about what it feels like to have autism. There are lots of good things out there. It really '}},
{ timecode: 3109, handler: 'blob', id: 217, data: {text: 'gives us some insight as to what’s to what’s going on in their bodies. I’m just going to read the essential question and I want you to think about if we have covered those or if you have '}},
{ timecode: 3122, handler: 'blob', id: 218, data: {text: 'additional questions. What is the definition of autism? We spent some time on that. What are the characteristics of students with autism spectrum disorder? What are some effective strategies and '}},
{ timecode: 3140, handler: 'blob', id: 219, data: {text: 'practices for teachers? Which we spent a lot of time in the book so hopefully you feel like we’ve covered that, and what resources are available? I do want to note in the back of The Puzzle of '}},
{ timecode: 3151, handler: 'blob', id: 220, data: {text: 'Autism  there are some resources listed there as well.'}},
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