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 Development of a Middle School Independence Curriculum: An Occupation Based Program for Children and Adolescents with Autism Spectrum Disorder AOTA Conference April 17, 2015 Nashville, TN Dora Onwumere MS, OTR/L, Lauren Harris OTR/L, Steven Seidman OTR/L New York City Department of Education Kristie Patten Koenig, PHD, OT/L, FAOTA New York University Department of Occupational Therapy Learning Objective 1:
Learn the importance of developing functional independence in middle school
students with ASD.
Learning Objective 2:
Articulate the key areas that school system therapists can intervene and learn to
assess outcomes of a functional independence curriculum.
Learning Objective 3:
Acquire the knowledge to administer the Middle School Independence Checklist
and develop intervention plans to target deficits in students’ functional skills.
There is an observed “gap” between many individuals with ASD and their potential for success and actual rates of independence in adulthood. •
Negative relationship between age and Daily Living Skills (DLS) in intellectually able individuals with ASD, suggesting that deficits in DLS may worsen with age for these individuals because they are not acquiring skills at the same rate as their typically developing peers (Kanne et al, 2011, Klin et al, 2007) •
Scores in the area of DLS was the variable most highly correlated with a positive outcome in 41 adults with ASD who had IQs of at least 70 (Farley, et al. 2009) ASD Nest Occupational Therapy Independence Checklist: (Sample checklist items) http://schools.nyc.gov/Academics/SpecialEducation/programs/relatedServices/OTPTResources •
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Able to keep pace with peers when taking notes (Student Role and Responsibilities) Able to find a place to sit in cafeteria with peers/friends (Activities of Daily Living) Participates in clubs/extracurricular activities (Social Participation and Interest) Able to cross street safely (Community Integration) Able to independently request/take sensory breaks when necessary (All units) AOTA 2015 Onwumere, Seidman, Harris & Patten Koenig Page 1 How to score the Middle School Independence Checklist th
Scoring: 5 Grade
# of 1, 2, 3
________________ X 100 =
40 (total # of items)
< 50% OT Group service recommended (1Xweek in a group of 5)
duration is based on one school period.
>50 % No OT services at this time.
th
Scoring: 6 Grade and Up
# of 1, 2, 3
________________ X 100 =
46 (total # of items)
Interventions Key Concepts: Executive Functioning Self-­‐Regulation Key Concepts: Sustained attention Task Initiation Flexibility < 50% OT Group service recommended (1Xweek in a group of 5)
duration is based on one school period.
>50 % No OT services at this time.
Unit 1 (September-­‐October) Students Roles and Responsibility-­‐ Start off the year right by knowing what you have to do to be successful. • Time Management • Organization of self & belongings • Manage locker How do we do this? v Scavenger hunt to different places to gain a better understanding of where different classes are and how long it takes to get there. v Practice using locks and/or consider using different types of locks e.g. letter combination or key locks. v Color code folders which correspond to each subject. Unit 2 (November-­‐ December) Work Behaviors-­‐ Students may be expected to adapt to a number of organizational methods that vary from teacher to teacher at time when learning, internalizing even one organizational system is a challenge. • Transitions between classes in a timely manner. • Keep up with demand of class e.g. note taking, writing, hand in assignments on time. How do we do this? v Preview layout of school and practice running through schedule. v Use timer to demonstrate how long it takes to get from one class to the next. v Use graphic organizers. v Make a list of classmates’ phone numbers in case student forgets to write down homework. AOTA 2015 Onwumere, Seidman, Harris & Patten Koenig Page 2 Key Concepts: Self-­‐Awareness Perspective taking Unit 3 (January-­‐ February) Activities of Daily Living-­‐Because of inherent social deficits, students with ASD, need help understanding not just “what” needs doing but “why”. • Manages personal hygiene/grooming/appearance. • Social etiquette of eating with peers. How do we do this? v Create video or game of the “why’s” of hygiene. v Look over teen magazines/website to see what is trendy. Key Concepts: Special Interest Self-­‐Awareness Hidden Curriculum Unit 4 (March-­‐April) Social Participation and Interests-­‐Discovering students’ interests are an important part of understanding what motivates them. • Students will research/participate in club in or after school. • Students will participate in presentations in class. How do we do this? v Have students fill out interest questionnaire. v Identify clubs or activities in school/afterschool. v Watch videos of people giving speeches, practice in front of video camera giving a speech. Key Concepts: Self-­‐Advocacy Bullying vs. Teasing Unit 5 (May) Self-­‐Advocacy-­‐For children with ASD, developing a sense of self will not only aid in the transition between elementary and middle schools but will help to develop a skill that will benefit them throughout their lives. • Able to identify an obstacle and seek out help. • Able to find a safe person to talk to. • Can identify when being teased or bullied. How do we do this? v Create a list of safe people they can seek out if they need help. v Discuss the differences between teasing and bullying. v If possible, include students in the IEP process. Key Concepts: Community mobility Financial management Shopping Unit 6 (June) Community Integration-­‐Becoming more independent in the world outside of school is almost a rite of passage that many children with ASD have difficulty with. • Getting to school independently • Crossing the street safely • How to get help in the community • Budgeting How do we do this? v
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Use subway/bus map or app Practice crossing the street Role play asking for help Plan out a budget for shopping list AOTA 2015 Onwumere, Seidman, Harris & Patten Koenig Page 3 AOTA 2015 Onwumere, Seidman, Harris & Patten Koenig Page 4 Resources Unit 1-­‐Student Roles and Responsibilities 1.
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http://www.wikihow.com/Get-­‐Into-­‐a-­‐Middle-­‐School-­‐Morning-­‐Routine http://web.mta.info/maps/submap.html http://www.freeprintablebehaviorcharts.com/exercise_behavior_charts.htm http://www.realsimple.com/work-­‐life/family/kids-­‐parenting/back-­‐school-­‐essentials-­‐checklist-­‐00000000000242/ http://files.eric.ed.gov/fulltext/EJ967731.pdf (Teaching organizational skills) http://www.psychologytoday.com/blog/thinking-­‐about-­‐kids/201201/keep-­‐your-­‐middle-­‐schooler-­‐organized http://www.staples.com/plastic+sleeve/directory_plastic+sleeve?fids=4224960141&rpp=18&pn=1&sr=true http://www.target.com/s?searchTerm=combination+lock&category=0%7CAll%7Cmatchallpartial%7Call+categories&lnk=snav_sbox_
combination+lock http://www.ehow.com/how_8449660_make-­‐middle-­‐school-­‐map-­‐key.html SticKids: www.stickids.com S'cool Moves: https://www.schoolmoves.com Yoga Videos Cards and Yoga Teacher Training Tools: www.yogacards.com Sensory Diet Activities -­‐ SensorySmarts:sensorysmarts.com/sensory_diet_activities.htm Alert Program -­‐ How Does Your Engine Run?® Therapy…www.alertprogram.com/ Unit 2-­‐Work Behaviors 1.
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Skill builders lesson plans: time management www.mpsaz.org/ Images of Map of a School Building: bing.com/images http://www.teachertube.com/video/middle-­‐school-­‐transition-­‐43265 Notetakinghelp.com Unit 4 Taking Notes in Class -­‐ Study Skills Curriculums ... www.mangrum-­‐strichart.com/products/pdf/sample-­‐units/EM-­‐Student... Study Skills for Students -­‐ Education Corner www.educationcorner.com/study-­‐skills.html Study Skills Packet www.legacyprep.org/userfiles/141/.../ Time Management. IML Time Tips ... -­‐ PBS Kids pbskids.org/itsmylife/school/time www.academictips.org/acad/timemanagement.html Everyday Study Skills | Scholastic.com www.scholastic.com/teachers/lesson-­‐plan/everyday-­‐study-­‐skills http://lsc.cornell.edu/Sidebars/Study_Skills_Resources/SKResources.html homeworktips.about.com/od/preparingforcollege/a/email.htm How to email your teacher -­‐ YouTube www.youtube.com/watch?v=4HPR26fuo2A Unit 3-­‐Activities of Daily Living 1.
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http://www.do2learn.com/picturecards/DailyLivingSkills/index.htm http://www.freeprintablebehaviorcharts.com/hygiene_behavior_charts.htm http://www.speakingofspeech.com/uploads/Toothbrushing_Guide.pdf (Guide to brushing teeth) http://www.youtube.com/watch?v=ODqRvsU_Sx4 (Hygiene Help for Autism Spectrum Children and Teens) http://www.teachertube.com/video/autism-­‐video-­‐modeling-­‐cafeteria-­‐skills-­‐82433 Unit 4-­‐Social Participation/Interests 1.
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www.union.k12.sc.us/ems/...Forms-­‐-­‐Student%20Interest%20Survey.htm www.scholastic.com/content/collateral_resources/pdf/student_survey.pdf homepages.gac.edu/~apeterso/scopelp1.pdf www.goodcharacter.com/BCBC/Friendship.html www.youtube.com/watch?v=MJYLfekgw2I (Social Skills Training: Making Friends in Middle School) www.canlearn.com/guides/5-­‐5139.pd www.write-­‐out-­‐loud.com/public-­‐speaking-­‐games.html Activities Blog kidsactivitiesblog.com/30784/public-­‐speaking-­‐for-­‐kids AOTA 2015 Onwumere, Seidman, Harris & Patten Koenig Page 5 Unit 5-­‐Self Advocacy 1.
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http://www.projectkeepitreal.com/zosia-­‐zaks www.aane.org/asperger_resources/articles/teens/developingself_advocacy_skills.html http://www.projectkeepitreal.com/jesse-­‐saperstein (Self Advocate speaks on bullying) http://kidshealth.org/parent/videos/kids-­‐talk-­‐bullying.html ?tracking=P_RelatedArticle (Video) Bullying Online -­‐http://www.bullying.co.uk/ KidsHealth-­‐http://www.kidshealth.org/parent/kh_misc/about.html National Crime Prevention Council -­‐http://www.ncpc.org/ Stop Bullying Now -­‐http://www.stopbullyingnow.com/ Unit 6-­‐Community Integration 1.
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MTA subway website: http://www.mta.info http://www.nytimes.com/2013/04/16/nyregion/subway-­‐riders-­‐quirks-­‐studied.html?_r=0 http://autismbeacon.com/blog/post/traffic-­‐safety-­‐strategies-­‐for-­‐people-­‐with-­‐autism#.U855vVZN1uY http://www.autismspeaks.org/family-­‐services/autism-­‐safety-­‐project/community/asking-­‐for-­‐help www.foodonthetable.com/grocery_list www.nsttac.org/sites/default/files/assets/pdf/47.pdf (To teach purchasing skills using video modeling) http://pbskids.org/itsmylife/money/managing/article6.html www.Financeintheclassroom.org www.shopsleuth.com/resources/budgeting-­‐guide-­‐for-­‐kids-­‐and-­‐teens AOTA 2015 Onwumere, Seidman, Harris & Patten Koenig Page 6