Teaching students with autism spectrum disorders
What is autism spectrum disorder? Autism Spectrum Disorder (ASD) is a developmental disorder. There are a number of behaviours associated with ASD, but the disorder is characterised by issues with communication, socialising, sensory sensitivities, and repetitive interests and behaviours. ASD affects an estimated 1 in 100 people, and is four times more common in males than females.1 There is no known cause for autism, nor is there cure. However, early diagnosis allows for a more effective treatment of the disorder, reducing the negative effects.
Symptoms Symptoms can be from a wide range of categories, and while it is unlikely that a child will show all symptoms, ASD is characterised by several indicators.1 Behaviour:
Communication:
• Inexplicable tantrums • Strange or unusual attachment or interest • Difficulty coping with change
• Selective hearing (responds to sounds, but not the human voice) • Unusual language patterns, such as repetitive speech • Seems to be absorbed in a personal bubble
Sensory: • Fear of every day sounds • Does not look directly at objects • High tolerance of temperature or pain
Interaction: • Preference to play alone
Diagnosis Ultimately, it is not your place to diagnose a child with ASD. If you suspect a student of yours may have ASD, the first action you should make is to talk to the school counsellor or equivalent position. From here, you can work with the counsellor to decide the next course of action. This may mean discussing it with the parent in a respectful way, and eventually having ASD diagnosed by specialist with experience in diagnosing ASD.
What is a Functional Behavioural Assessment? A functional behavioural assessment (FBA) is a way to determine the causes and contributing factors of poor or disruptive behaviour. An FBA is usually conducted by your school, and should include a specialist in behaviour, someone who is authorised to allocate school resources, and someone who is familiar with the educational context. There also may be multiple representatives from each of these categories. An FBA is conducted within three tiers. The first tier is concerned with schoolwide data. The second tier addresses students that are considered “at-risk�, and the third tier is concerned with students with significant behavioural problems.2 The same team should be used for tiers 2 and 3, as these are concerned with the individual student, however, there may be a different team for tier 1. FIGURE 1
What is involved? The purpose of a tier 2 FBA is to determine the antecedents (or precursors) and consequences of the student’s negative behaviour in an attempt to use the most efficient interventions. In a tier 3 FBA, the specialised team collects more data about the problem behaviours.3 This is primarily sourced from interviews and observations, and is used in addition to the data from the tier 2 FBA. This tier FBA is only used in two circumstances - if the behaviour persists despite interventions implemented after a tier 2 FBA, or if the behaviour is threatening to other students. The interventions for a tier 3 FBA will be more personalised than the interventions from a tier 2 FBA.2 These interventions need to be evidence-based, and to directly address the function of the student’s behaviour.4,5 For example, consider a student with disruptive vocalisations. After an FBA, it comes to light that the student’s vocalisations are caused by the need for teacher attention (but not the attention of his assistant). An evidence-based practice that could address this behaviour’s function would be to train his teachers in the application of noncontingent attention.6 This means that the student’s teachers would give attention to the student every 5 to 10 minutes, regardless of his behaviour. The following graph shows how the student in a case study reacted to this intervention. See Figure 1.7
Technology in the music classroom
Tablets
One incredibly valuable resource for students with ASD is a tablet. These devices combine the versatility of computers with the intuitive and tactile nature of a touch screen, meaning students with ASD may benefit greatly from the use of a tablet in the classroom.8 Benefits of tablet use in class cover a broad range. For example, students with ASD who have difficulty communicating may use an application designed for augmentative and alternative communication (AAC). AAC is effective on behavioural outcomes for students with ASD that show difficulty with speaking or communication.9 There are also many composition apps for tablets. An example of this is Apple’s Garageband. While it is possible to record live instruments using the tablet’s in-built microphone, students are able to use the virtual instruments with an intuitive graphic interface. For example, students choose what key they want their piece to be in. The app then gives options to use chords based on this key. The instruments have “autoplay” settings, so they play a particular pattern, while the user chooses which chords the app will play the pattern in. This allows students to be creative even without an ability to write music or play an instrument at the level usually required for this kind of composition.
Right: One of the interfaces that allow students to compose even without knowledge of the instrument
Computer programs In the event that a student has musical abilities, but struggles with communication of musical ideas (i.e. writing or transcribing), most recording programs will attempt to transcribe music for the user. For composition assignments that include a written component, this would be an invaluable tool for such students. However, there a few downsides to this method: • These programs are expensive, even with an education licence • The equipment needed to run the programs (i.e. a medium to high end computer, and a midi keyboard) can also be expensive • The method such programs use to transcribe music are often hypersensitive, and will pick up any variances in timing. This can end up with overly complicated scores, that will need editing, which may require the need for an assistant • The student may need help setting up the program before recording While these may seem prohibitive, the potential benefits for students outweigh the negatives.
Life Skills or Not The ultimate goal for all teachers should be to deliver inclusive lesson plans within the Universal Design for Learning (UDL) framework. However, some parents may wish that their child use the Life Skills Outcomes and Content. If it is necessary to assess a student using the Life Skills Outcomes, teachers should keep in mind that the student may be able to surpass the outcomes. In music, the life skills outcomes are vague enough to allow students to excel within their capability, but to still allow those with severe disabilities to pass the course. As previously noted, technology can be used to fulfil many components of the outcomes. This is particularly apparent in the Garageband application, as its use could be applied to any one of the three outcomes for composition, for example.10 If the parents have made the choice to the student on the mainstream curriculum, lesson plans will have to be designed with UDL in mind. For example, a student may need a specialised method of communication, such as a large touch screen device, or if this is unfeasible, the teacher can assist the student by providing explicit writing instructions.8 However, providing these only to the student with ASD can single him or her out, which can affect motivation or focus.11 The main point to remember when teaching students with autism spectrum disorders is to follow the interventions outlined in the functional behavioural assessment. Since ASD has such a wide range of characteristics and symptoms, it is not possible to give advice that will fit every case.12
Collaborating with Parents Collaborating with parents is an important part of teaching students with ASD. The parents may be the best resource you have in regards to understand the child and his or her needs and behaviours. Here are some important things to remember when interacting with parents13: • First and foremost, listen. Parents whose children are new to the school are likely to be stressed, and may have frustrations about the process, or even how their child is being taught. • Acknowledge these feelings. • Keep parents informed about any diagnostic results from an FBA, and let them process this information before applying any interventions Keep parents involved within the school community. This can be done a number of ways: • Volunteer programs • Education workshops • Special events, such as a talent show, school dance, or athletics carnival
Resources for teachers http://www.autismspectrum.org.au/ This website contains an explanation of the disorder as well as fact sheets, frequently asked questions, and learning modules for organisations to become ‘autism aware’.
http://www.cast.org/udl/ The organisation behind the Universal Design for Learning. It contains many resources, including questions and answers on UDL, and teaching examples and resources.
http://www.pbis.org/ Positive and Behavioral Interventions and Supports. It has many resources on evidence-based practices for interventions.
http://www.educatorstechnology.com/2014/02/30-ipad-apps-for-musicteachers.html A list of useful iPad applications for music education
References 1. About autism spectrum disorders. (2014). Retrieved from Autism Spectrum Australia: http://www. autismspectrum.org.au/content/about-autism-spectrum-disorders 2. Alvarez, M., & Filter, K. (2011). Functional Behavioral Assessment: A Three-Tiered Prevention Model. New York: Oxford University Press. doi:10.1093/acprof:oso/9780199764938.001.0001 3. O’Neill, S., & Stephenson, J. (2010). The use of Functional Behavioural Assessment for students with challenging behaviours: Current patterns and experience of Australian practitioners. Australian Journal of Educational & Developmental Psychology, 10, 65-82. 4. Whittaker, C. (2012). Integrating literature circles into a cotaught inclusive classroom. Intervention in School and Clinic, 47(4), 214-223. 5. Crosland, K., & Dunlap, G. (2012). Effective Strategies for the Inclusion of Children With Autism in General Education Classrooms. Behavior Modification, 36(3), 251-269. 6. Banda, D., Hart, S., & Kercood, S. (2012). Decreasing Disruptive Vocalizations of a Student With HighFunctioning Autism Across Three General Education Classrooms. Preventing School Failure, 56(2), 104-109. 7. Glass, D., Meyer, A., & Rose, D. (2013). Universal Design for Learning and the Arts. Harvard Educational Review, 98-119. 8. Delano, M., & Pennington, R. (2012). Writing Instruction for Students With Autism Spectrum Disorders. Focus on Autism and Other Developmental Disabilities, 27(3), 158-167. 9. Ganz, J., Earles-Vollrath, T., Heath, A., Parker, R., Rispoli, M., & Duran, J. (2012). A Meta-Analysis of Single Case Research Studies on Aided Augmentative and Alternative Communication Systems with Individuals with Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, 60-74. doi:http://dx.doi.org.wwwproxy0.library.unsw.edu.au/10.1007/s10803-011-1212-2 10. Board of Studies. (2003, June). Retrieved August 18, 2013, from http://www.boardofstudies.nsw.edu. au/syllabus_sc/pdf_doc/music_710_syllabus.pdf 11. Hart, J., & Whalon, K. (2011). Children With Autism Spectrum Disorder and Literacy Instruction: An Exploratory Study of Elementary Inclusive Settings. Remedial and Special Education, 32(3), 243255. 12. Gulsrud, A., Kasari, C., Locke, J., & Rotheram-Fuller, E. (2012). Making the connection: randomized controlled trial of social skills at school for children with autism spectrum disorders. Journal of Child Psychology and Psychiatry, 53(4), 431–439. 13. Strnadová, I. (2014, Oct 23). Effective school-home collaboration (Lecture). Sydney, NSW, Australia. Pictures: Title page: http://spotlight.education.uconn.edu/wp-content/uploads/2013/03/autism-grant.jpg Page 2: http://www.autismspectrum.org.au/content/about-autism-spectrum-disorders Page 5: (Banda, Hart, & Kercood, 2012) Pages 6-7: http://www.setonhill.edu/academics/mobile_learning/mobile_classroom Page 7: Screenshot of Garageband, Apple, 2014