by Brandi Timmons, M.Ed., BCBA, LBA, SPED Homeschool Partner at Incuentro and Social Motion Skills

 

April is Autism Awareness Month and we here at SPED Homeschool understand how autism can affect learning and the education process. SPED Homeschool Founder and CEO, Peggy Ployhar, started their family’s homeschooling journey after their son’s autism diagnosis 19 years ago. We hope that our resources will empower your homeschool and your student will reach his/her full potential.

 

“He doesn’t talk much. He reads at a 1st grade level. We’re working on coloring and staying in the lines.”

 

As a public school special education teacher, nothing upset me more than statements like these in an IEP meeting. An incoming 6th grader, the student went on to gain three years of academic growth that year. By the end of 7th grade, he was in all mainstream classes, played baritone in the band, and was a fantastic cross-country athlete. 

 

The most recent prevalence study conducted by the Centers for Disease Control (CDC) shows that almost half (44%) of children identified with ASD have average to above-average intellectual ability. A 2016 study of 1,470 children discovered that nearly half of individuals with minimally-verbal autism had high nonverbal intelligence (Zeliadt, 2016). Compare that to a 2015 study–less than 20% of students with autism in Texas public schools are in a mainstream setting and, in New York, less than 10% (Kurth, J., 2015, pp. 249-256). Those students are not being educated with and in the same setting as their peers. For adults with autism, the statistics are just as alarming. National data indicates that most adults with autism are unemployed or underemployed (Migliore, Butterworth & Zalewska, 2012). Some sites report the percentage as high as 90%. How has this even happened?

 

What are the consequences of presuming incompetence? Learners are often educated in more restricted settings. We communicate with them differently–we use more basic vocabulary or “baby talk.” How many times have you heard someone talking to a teenager with autism as if they are 5 or 6 years old? What an insult to someone who may have the cognitive abilities of a genius! They also often don’t get invited to participate in groups and activities in which their peers do. 

 

What is the harm of assuming competence? NONE! Yes, in some instances, we might spend some time working to find supports that help them be successful, but in no way have they been denied their right to try. A large part of the level of success learners will ultimately achieve depends on the level of expectation we set for them. When you set high expectations for students, the amazing tends to happen–they meet them! 

 

The following intentional strategies will help empower your program or organization to create a climate of high expectations for all learners:

  • Know your learners. Find out their interests. Ask about their learning styles. What supports do they already receive that help them succeed? 
  • Set short-term goals. Set goals for them that you are certain they will achieve. When they master a short-term goal, use the momentum from that success to introduce another slightly more difficult goal.
  • Utilize the Goldilocks Principle—give students tasks that aren’t too easy, aren’t too hard, but are just right for them. (Estrada 2018)
  • Build on the learner’s strengths. Set goals that allow the student to utilize natural abilities. Incorporate those strengths into other tasks as much as possible. 
  • Make expectations explicit. Define instructions clearly and concisely. Don’t “dumb down” your language, but rather cut out any unnecessary words. Give instructions one or two steps at a time if necessary. Use visuals to support understanding of expectations.
  • Provide praise at a 7:1 ratio to correction. There is ALWAYS something good you can say about someone!
  • Use positive language. Re-frame your corrections in a positive way. Instead of saying, “Don’t run!” you should say, “Walk in the hallway, please.” 
  • Don’t GIVE the correct answer. Probe for answers. Ask leading questions. When a student solves a problem or realizes a solution on their own, he or she is much more likely to remember. 
  • Don’t just tell a learner what they’ve done wrong. Again, probe. When a learner understands the rationale for a skill and recognizes the personal value of that skill, he or she is much more likely to use that skill. 
  • Give longer response time. Wait at least 5 seconds before you repeat a question. For some, this time may need to be longer. As you get to know your learner, you will begin to recognize what length of wait time is sufficient. 
  • Always remember that behavior is communication. Take a course in Behavior 101. Understand the four functions of behavior (escape, attention, tangible, and sensory) and be familiar with strategies to address behaviors related to each function. 
  • Provide equal response opportunities. Because the level of support needed for them to practice may be high and they might take more “work,” our inclination might be to not call on them as often. Be assured they will recognize this slight. 
  • Treat them like everyone else. Talk to them about the same, age-appropriate topics. If a student is non-verbal, have a conversation with them anyway. Never talk about them in front of them. Include them in age-appropriate activities. Everything their peers do, they should do as well. 
  • Do not ever give up. Provide high levels of support. Finding supports that work may take trial and error. Don’t get frustrated. Often finding the right supports requires thinking outside the box. Consult with others who might have great ideas. 

 

You may be thinking that these strategies are obvious and should be done anyway. You’re right. They should. But unfortunately, they often aren’t. Very sadly, many individuals with disabilities are often denied the dignity of being treated as capable individuals and knowing someone believes in them. When strategies for creating a climate of high expectations are implemented, students will know. Students will trust you because they understand you are going to treat them with dignity and respect. Those on the spectrum need us to see them as a person first. They need us to believe in them. Most importantly, they need us to provide a climate of high expectations so they have the freedom to learn, succeed, and fulfill their potential. 

 

 

 

 


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By Jan Bedell, Ph.D., Master NeuroDevelopmentalist, SPED Homeschool Board Member & Therapy Partner

 

April is Autism Awareness Month and we here at SPED Homeschool understand how autism can affect learning and the education process. SPED Homeschool Founder and CEO, Peggy Ployhar, started their family’s homeschooling journey after their son’s autism diagnosis 19 years ago. We hope that our resources will empower your homeschool and your student will reach his/her full potential.

 

An autism diagnosis has become alarmingly more prevalent, moving from 1 in 10,000 births 25-30 years ago to 1 in 66 in recent reports. This increase is not explained away by better testing or the “gene pool” theory. So many children today fall into this label because of the broad spectrum of symptoms that are currently included under the umbrella of autism. As neurodevelopmentalists (NDs), the thought process is that the symptoms causing behavioral triggers resulting in this label should be addressed directly and not simply labeled. The question is, where do you start? 

 

Every individual on the planet learns through their senses. The bulk of the information comes primarily from three of the five sensory avenues – auditory, visual, and tactile. In the case of a diagnosis of autism, these sensory messages can be too sensitive (hypersensitive), not sensitive enough (hyposensitive), or a scrambled message. All of the above cause misinterpretation of sensory input by the brain. Every child does the best they can to function with the information provided through these sensory input channels. If one or more channels are giving distorted information to the brain, it compounds the challenge of the daily demand to function in a typical manner.

 

The NeuroDevelopmental Approach uses brain plasticity (its ability to grow and change) to improve the functional ability of the child. We also acknowledge the huge part that the chemistry of the body plays in individual progress. There isn’t enough space to expand on the metabolic aspect of spectrum disorders, so we will focus here on the ND help that is available. Let’s look at the main areas of input to the brain for some examples.

 

Vision:

When peripheral vision is hypersensitive, it means the detail or central vision is not working well, and the peripheral is working too well. When this happens, it is easy for a child to “play” with their vision by moving objects, flapping arms, or moving fingers, just to name a few common repetitive actions that we refer to as sensory play or stimming. These actions produce endorphins that are the same chemicals that make you feel good when you run. Running to get this feeling is good and very different from continuously pumping this chemical into your system by engaging in sensory play. The more this destructive behavior happens, the further the child retreats from the world around them. NDs encourage a multi-pronged approach to this situation. 1. Discourage the sensory play and redirect as much as possible. 2. Work to improve the central detail vision through specific stimulation so the child’s payoff (endorphins) is no longer there and the behavior stops.

 

By addressing the root cause, these symptoms can diminish significantly and allow more typical functioning to emerge.”

 

Tactile/Touch:

Many children with an autism label have an aversion to light touch. Certain clothes bother them, hugs are rejected, washing hair, haircuts and showers can be a nightmare, and food sensitivities make it hard to get nutritional meals consumed. At the same time this hypersensitivity exists, children may also have trouble distinguishing deep touch or pain (hyposensitivity). They might have unexplained bruises or ear infections that are not acknowledged as a problem until the eardrum bursts. All of these examples reflect a brain that is not getting the right messages from the tactile sensory stimulation in the environment. The ND’s solution again is to provide enough tactile input to change the brain and thus the reaction to the outside stimulus.  

 

Auditory:

Many autistic children are so hypersensitive to sound that much of the auditory stimulation in their world is painful. To combat this pain, many children simply turn off their auditory systems. This results in two very negative outcomes. 1. Withdrawal from friends and family as well as struggles with negative behaviors in noisy environments. 2. Lack of use of the auditory channel creating deficits in auditory sequential processing, which is holding pieces of information in short-term memory. This results in the inability to follow directions, stay on task, comprehend what is said or read, understand cause and effect as well as posing a challenge to reading with a phonetics approach. This deficit causes behavioral and academic challenges. For example, if you have a 9-10 year old that is only processing like a 2-year-old, you may have behavior and even academic abilities more like a 2-year-old. 

 

To address the first issue of hypersensitivity, the auditory system needs stimulation to reduce sound sensitivity. For low processing (short-term memory), the children need to learn to stretch their ability over time to be more age-appropriate. This is done through specific 1-2 minute interactions that happen multiple times a day. The results have astounded parents as well as professionals working with these children. To find out more about this important aspect of the autism diagnosis, visit this link. You will find a free test kit to check your child’s short-term memory level for yourself, information about the importance of auditory processing for successfully navigating life, as well as how to enhance this extremely valuable, life-long skill. 

 

In conclusion, it is the author’s opinion that we must pay much more attention to the cause of those negative indicators. By addressing the root cause, these symptoms can diminish significantly and allow more typical functioning to emerge. The best place to do this is at home, so homeschooling a child with autism is highly recommended. When parents are equipped with the right kind of information to stimulate the child’s brain at the root cause, progress toward typical function can be achieved. This is in stark contrast to public schools that have rooms that overstimulate with random stimulus. When there is a room full of children with sensory issues and non-typical behavior, how can you expect your child to gain typical development or behavior? Home with the model of parents and siblings is a much better option. 

 

 

 

 

 


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 by Cheryl Swope , M.Ed., SPED Homeschool Curriculum and Consulting Partner

 

April is Autism Awareness Month and we here at SPED Homeschool understand how autism can affect learning and the education process. SPED Homeschool Founder and CEO, Peggy Ployhar, started their family’s homeschooling journey after their son’s autism diagnosis 19 years ago. It is our hope that our resources will empower your homeschool and your student will reach his/her full potential.

 

We homeschooled twins on the autism spectrum from their infancy through high school graduation. Along the way, we learned to create a daily schedule, even for weekends and summers. Our friends’ children did not need this, but our children with autism did. They appreciated the predictability and security of a gentle routine. Even today, our family finds it helpful to include all of these:

 

Refreshing Outdoor Time

Our children may struggle with anxiety, obsessions, compulsions, or rigidity of thought, so we need to teach them to relax. As homeschoolers, we carefully schedule schoolwork, chores, and therapies, but we may forget to schedule time in nature! Consider set times each day to refresh your child. It will be good for you too! Some of our favorite ways to refresh:

  • Walk outside
  • Play at a park during non-peak hours
  • Swim
  • Sit on the back porch swing to watch the birds and squirrels
  • Pull weeds, dig in the dirt, sweep the driveway or sidewalk, carry logs to or from the woodpile, pick up sticks in the yard, visit neighbors

 

Conversation and Engagement

When my daughter’s speech therapist observed that my daughter was on the autism spectrum, the therapist cautioned against long periods of isolated play. She told me to engage her.

  • Have conversations. Play simple games. Read books together. Have her “point to the butterfly” or “point to the red balloon.” 
  • Now age 26, my daughter’s most requested engaging “game” is one we created while waiting for things. “Which is your favorite piece of artwork in this restaurant?” “Which wall color is your favorite in this waiting room?” While in traffic, “Which vehicle is your favorite of those we can see?” We take turns. Not only does this improve theory of mind and awareness of surroundings, but it seems immediately to reduce anxiousness while waiting.
  • Her twin brother prefers active, higher-level strategy games. His current favorite is Ticket to Ride, which he and I play almost nightly. (With maps, trains, and problem-solving, it is little wonder this game is a clear winner for my son on the autism spectrum!)

 

Quiet

We want to instill a love of quiet in wholesome ways for the mind. Start with 10 or 15 minutes. Increase to 20 or 30. Each rotated container might hold items gathered by the child’s ability:

  • Storybooks – board books for younger children to handle, children with a tendency to drool, or children who do not yet handle paper pages well; picture books for more able students.
  • Sturdy art supplies – wax crayons, colored pencils, large stencils, drawing paper.
  • Puzzles – large, wooden puzzles if needed or more intricate puzzles as the child is able.
  • Relaxing music – with a mat or plush throw blanket.
  • Field guides – for older students, select a topic outside their typical selections.
  • Simple kits – models or crafts, sewing/lacing cards, paint sets 
  • Headphones – stories, poetry, or more advanced options for more capable students. 

 

Companionship

A willing sibling or adaptable playmate can offer companionship for your child. Myself & Others can assist with coaching beforehand. Consider a dog, cat, or fish for additional companionship. If a pet would be too much, consider growing something in a garden or container, such as pansies, zinnias, or little cherry tomatoes your child can help tend. Encouraging your child to nurture someone (or something) helps her avoid focusing too much on herself. Fostering companionship with tenderness can be deeply gratifying.

 

Spontaneous Fun Sprinkled into the Day

While we prevent difficulties by adhering to a routine, we must also prevent rigidity or an over-reliance on schedules by looking for moments to interject playful delight. Snuggle lightly (or deeply, depending on the preference). Grab a quick blast of fresh air by going to get the mail together. Play pretend with favorite toys. Let her ride her trike before dinner, pick wildflowers, or set the table with a favorite tablecloth. Such things can improve spontaneity while lifting everyone’s moods.

 

Refresh Yourself

Most importantly, refresh yourself. Your peace will be shared by your child.

  • Enjoy the gift of any few quiet moments you can find at church, in the Word, and in prayer. 
  • Avoid rehearsing the past, listening to disturbing news, or ruminating over troubles in front of your child. Talk instead to your spouse, your mom, or a good friend.
  • Drop fearful or fretful language as children mirror our anxieties. Begin speaking intentionally with greater trust and hope.
  • Let your children know that they are in good hands. Be confident that you can create a comforting, secure routine for them. 
  • When you fail, pick yourself up and make necessary tweaks. Your resilience models confidence that the Lord always provides. And He does. 

 

Fear not, for I am with you;

Be not dismayed, for I am your God.

I will strengthen you,

Yes, I will help you,

I will uphold you with My righteous right hand.

Isaiah 41:10, my daughter’s confirmation verse

 

 

 

 

 


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Rebecka Spencer, SPED Homeschool Consulting Partner

April is Autism Awareness Month and we here at SPED Homeschool understand how autism can affect learning and the education process. SPED Homeschool Founder and CEO, Peggy Ployhar, started their family’s homeschooling journey after their son’s autism diagnosis 19 years ago. We hope that our resources will empower your homeschool and your student will reach his/her full potential.

 

I remember the day well. Bright blue eyes gazed into mine on that very first day of school. Her curly blonde pigtails bounced as she played by herself on the monkey bars at recess. During the day, we played get-to-know-you games and used manipulatives such as blocks and alphabet letters to enter the world of learning for the newly-established writing workshop class. Then, the tears and awkward mannerisms started. Just a few minutes later, this sweet child was curled in the fetal position in the reading center of the classroom. We soon became familiar with the word to describe what we saw – autism. Autism is a spectrum disorder. It is also the most extreme on the continuum of disorders that we call Functional Disconnection Syndrome (FDS). This was the beginning of our story. 

 

Autistic kids can appear healthy but often act abnormally. They may stare into space for hours, become fixated on a spot on the floor, act out or throw tantrums. Each one is different. I wanted to get to the bottom of this problem, and that is when I found the importance of brain balance and primitive reflex integration methods.  

 

What happens when the left brain becomes more dominant? The right brain falls behind. What can be done to balance the left and right brain? Brain Hemispheric Integration is simple stimulation exercises – the process of finding the underactive areas of the brain, exercising those areas, and then bringing about more connections. When this happens, they do not cross-communicate well. We want to strengthen the weak side and bring about higher functions of the brain. Through stimuli taken in through the senses, the brain develops and builds connections between the neurons. The brain uses stimuli from all of the senses to create what it knows, does, and it learns and adjusts according to successes and failures. The brain is very adaptive. The brain begins to control the body, learn, remember and recall. 

 

We learned five senses in school, but not  proprioception, which helps us know where we are in space, or the vestibular sense, which helps sense rotation and movement against the gravitational pull. These extra senses are very important in brain development, and especially in kids who have suffered from a developmental issue like Autism.

 

In less than a year, a baby learns what food is, what foods it likes or does not, and then approaches or moves away from food. If the baby wants food, he will have to move in a direction to move towards the food, then take the food and finger clasp, then put it in the mouth, and repeat. There are a lot of things involved in this seemingly simple process. 

 

Babies also learn emotion at a young age through senses. They learn language and language sounds connect to symbols in different orders so that something can be said. What does this mean? Some neurons did not develop at the normal rate. or some developed a bit smaller or quicker than needed. This is one reason milestone checks are very important.

 

In dyslexia, the left side is not as active as the right side, and the left side is the one needed for reading to occur. 

 

Hemisphere exercises stimulate the side of the brain that is underactive, and that is exactly what we began to do with our little learner. We incorporated brain exercises and primitive reflex exercises to help our sweet girl get her brilliant brain back into sync. Typically, it takes about six weeks to integrate all of the primitive reflexes. 

 

These exercises can help start the process of balancing the brain so that your child can overcome developmental delays. Parents can also do these exercises since as many as 40% may also have retained primitive reflexes. Rest assured that this initial step in remediation is easy and does not take long. From here, we want to balance both sides of the brain. Generally, autistic kids have a heavier RIGHT side of the brain than the left. We started doing brain exercises and primitive reflex exercises with our little girl.  

 

Our struggling learner with autism is now finishing up her eighth-grade year and we continue sessions together to make sure we are exercising the needed areas. She is making exceptional grades in all academic areas, taking coding classes, presenting before her classmates with ease, and tutoring on the side. She has friendships she may not have had due to her increased social skills and understands where she is in space, hence integrating all of the reflexes and spatial awareness. When recently asked her career path choice upon enrolling for classes for her freshman year, she confidently exclaimed she wants to enter the field of education.

 

Interested in learning more on this and other autism related research? Use this link to receive research updates from Dr. Rebecka

 

 

 

 


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