Sheild of Love

As we send our children out the door for school each morning, we tell them we love them, hope they have a good day and we will see them later.  Children on the spectrum bring a new dimension to the idea of hoping that day will be a “good one.”  There were many days for many years that as I sent my son out the door, I desperately wanted to hold him tight and never let him go.  I wanted to physically open up my heart, let him climb in and wrap him snug and safe deep inside to protect him from the world.  However, I also felt that his best defense to not only survive but actually thrive in this life was to learn to navigate the world.  It broke my heart but, I armed him with my shield of love, guidance and understanding and sent my brave soldier out to find his way in the world of the unpredictable; where people rarely say what they truly mean.  

As our children on the autistic spectrum learn to navigate and fight their battles, there are many ways that educators can encourage, support and protect them while they are at school. In my research this week, I came upon a web site for educators called Autism Internet Modules (AIM) with learning modules to help teachers better understand and recognize ways to improve and enrich autistic student’s learning.  Educators and parents can go through a pre and post assessment.  The learning modules focus on cognitive differences and understanding how those differences influence school and social functioning.  Each objective is supported by a relevant case study that helps the educator better understand not only the behavior but the underlying influence that is prompting the behavior. 

It is often very difficult to figure out what the triggers are behind the behavior, but if we are going to help children on the spectrum be successful, we have to not only know their triggers but be 5 steps ahead of it to avoid a melt down all together.  Transitions and change are difficult.  Keeping routine and providing adequate “warning” of transition time can also help avoid melt downs.  It is also important for the teacher to understand that the child’s intense interest or favorite subject may interfere with learning because it may be hard to divert their attention to the task at hand.

The main objective of the learning modules is to help educators better understand those on the autistic spectrum.  The activities and resources at AIM provide interactive helps that accentuate the positive and focus on the strengths of the children.  The information available on the site is supported by research.  An article entitled A Special Educator’s Guide to Successfully Implementing Evidence-based Practices, explains that evidence-based practices (instructional approaches that have been thoroughly researched and proven effective), help students to realize their full potential. “When students are not responding to "business as usual" and not making desired gains, teachers need to ask themselves if they have really tried the most effective teaching approaches available. Many teachers are not aware that EBPs have already been identified and may be the key to success. Teachers can use this step-by-step guide as they begin the process of incorporating EBPs in their classrooms” (Torres, Farley, & Cook, 2012).  

*Step 1: Determine Student, Environmental, and Instructor Characteristics

*Step 2: Search Sources if EBP’s

*Step 3: Select an EBP

*Step 4: Identify the Essential Components of the Selected EBP

*Step 5: Implement the Practice Within a Cycle of Effective Instruction

*Step 6: Monitor Implementation Fidelity

*Step 7: Progress Monitor Student Outcomes

*Step 8: Adapt the Practice If Necessary

*Step 9: Make Instructional Decisions Based on Progress Monitoring Data

*Step 10: Become a Leader and an Advocate

Below are the links developed for a brief description of each of the evidence-based practices for learners on the autistic spectrum.

• Antecedent-Based Interventions (ABI)
• Computer-Aided Instruction
• Differential Reinforcement
• Discrete Trial Training
• Extinction
• Functional Behavior Assessment
• Functional Communication Training
• Naturalistic Intervention
• Parent-Implemented Intervention
• Peer-Mediated Instruction and Intervention
• Picture Exchange Communication System (PECS)
• Pivotal Response Training
• Prompting
• Reinforcement
• Response Interruption/Redirection
• Self-Management
• Social Narratives
• Social Skills Groups
• Speech Generating Devices/VOCA
• Structured Work Systems
• Task Analysis
• Time Delay
• Video Modeling
• Visual Supports

As much as we wish we could encase our children in head to toe armor, we can’t.  We have to encourage, comfort, teach and protect the best we can.  Those vulnerable areas left unprotected by the armor need to be  protected by the caring educators that our children spend a majority of their day with.  The more our teachers know and understand about autism spectrum, the better able they will be to provide a positive learning experience day to day for their entire class!          

For more information see the references and links below.

http://www.autisminternetmodules.org/

http://autismpdc.fpg.unc.edu/content/briefs

Torres, C., Farley, C., & Cook, B. (2012). A special educator's guide to successfully  implementing evidence-based practices. Teaching Exceptional Children, 45, 64-73

~Korin