Part+2+-+Group+3

=Group 3 - Part 2 - Chapter 5=

Choose one social interaction strategy and describe it.
__Teacher Mediation__ In this approach, the teacher or other adult prompts the student to engage in an interactive behaviour which, if it occurs, is responded to positively by others. The teacher provides the student with verbal prompts to engage in the interactive behaviour. If the student interacts, the teacher provides praise and encouragement; if the student fails to respond, the teacher repeats the verbal prompt and may also provide a physical prompt. Teacher mediation helps students with ASD increase their level of social interaction. However, teacher prompts can disrupt ongoing social exchanges, resulting in brief, sometimes stilted interactions. It is important to gradually decrease prompts because students with ASD can become dependent on them, initiating and responding only when instructed.

__Cognitive Picture Rehearsal__ Cognitive picture rehearsal can be used to teach a sequence of skills that will enable a student to recognize and control his own stress, resolve his own problems, and re-engage himself in appropriate activity. The scripts used to introduce self-control routines are based on a functional analysis of problematic situations.Scripts or stories are presented as a sequence of behaviours in the form of pictures or pictographs with an accompanying script. The student is guided through repeated practice of the sequence of behaviours and relaxation strategies. This strategy is similar to social stories but relies more on pictures.

Choose one communication strategy and describe it.
__Learning to Listen__ Students with ASD typically need structured lessons on how to listen. Reinforcing listening efforts, rather than assuming that listening is an automatic behaviour, may be necessary. Breaking listening down into components and reinforcing the student for successful attempts of each component may be helpful—for example, teach the student to face the speaker, look at one spot (which does not necessarily mean making eye contact), and place hands in a planned position. Remember that many students with ASD may listen more efficiently if they do not look at the speaker and/or if their hands are occupied. The strategies described in Chapter 4 for teaching imitation, waiting before acting, joint focus and attention, and new skills all require a student to learn to listen. These skills are necessary for the development of language and communication and should be considered a crucial component of the student’s programming.

__Developing Conversation Skills__ Virtually all students with ASD have difficulty with communication. Even those who have a good vocabulary have a restriccted understtaning of social interactions. They need direct instruction and opportunites for social interactions to practice onversation skills. Sor many, these skills will need to be taught. This can be done by providing structured play opportunities that incorporate the student’s interests. Modeling, physical prompts, visual cues, and reinforcement can be used to facilitate attention, imitation, communication, and interaction. To facilitate social communication, structure interactions around the student’s activity preferences and routine. Encourage informal and formal communicative social exchanges during the day. Students with ASD have difficulty understanding subtle social messages and rules, and also have problems interpreting the non-verbal communication of others. It may be helpful to provide a concrete rule (when one exists) and to present it visually, either in print or as a more concrete symbol.

Choose one strategy concerning restricted repertoire of activities, interests and behaviours and describe it.
__Reduce or Replace Repetitive Behaviours__ For reducing or replacing repetitive behaviours, consider • teaching an alternative behaviour that is related, but more socially acceptable • providing a variety of sensory experiences during the day • trying to divert the student’s attention to another activity when the behaviour is happening • negotiating when and where the repetitive behaviours are acceptable. Designated times (and settings) to perform the behaviours may reduce the need to engage in it. • gradually reducing the amount of time allotted for the behaviour. Increase the amount of time between scheduled times for repetitive behaviours. • using the level of repetitive behaviour to assess the student’s level of stress and teaching him more appropriate ways to manage it • allowing the student to engage in the behaviours in an emergency situation to calm down

__Help the Student Learn to Manage Distractions__ Students with ASD may be taught to recognize sources of distraction and learn to manage them. For example, a student may • use earplugs or headphones to reduce the impact of background noise • move to a desk in an area of the classroom that is free of visual distractions • approach an adult for assistance

Choose one strategy to address an associated feature of ASD and describe it.
Anxiety is an associated feature of ASD. The following strategy can be used to help alleviate anxiety: Use written and/or graphic cues to remind the student of tasks and expectations. Not knowing what to expect can be anxiety producing. Clear visual cues can provide a picture for the student. Use graphic or written cues to remind student of: • expectations (for example, how many times to write each spelling word) • strategies to problem-solve (for example, raise hand for help, put head down on desk and cover ears when it is too noisy) • strategies to communicate in problem situations (for example, “I don’t understand, I can’t do it, What do I do when I’m finished?”)

__Resistance and Anger Management__ Anger and resistance, like anxiety, may build over time and lead to withdrawal or outbursts. The following are some suggestions for dealing with resistance and anger:
 * observe patterns of anger build-up and intervene as early as possible
 * be prepared for difficult days
 * note aspects of tasks and activites that create frustration
 * persevere with reasonable expectations for task completion
 * help the student to cope
 * build the student's self-esteem
 * provide opportunites for meaningful contact with peers who have appropriate social behaviour
 * provide regular access to a supportive communication relationship