Monday, July 1, 2013
1. Working With Students With Autism Spectrum Disorders (ASD) (Dr. Stephanie Carter-Larson)
- Access the handout on the ASCA website. Click on the conference picture and then click on the mobile app. You can search for handouts based on Day and Session.
- "Severity is in the symptoms of the disorder - not the disorder itself"
- So, state, "The symptoms are severe." Better to use the descriptors High Functioning and Low Functioning
- Toys - "average kiddo (when given a toy) uses the toy as it is to function and look at others for their reactions and support. A child on the Autism Spectrum will dissect the toy's details."
- Developmental Trajectories -
- Typical trajectory - become experts on people
- ASD- become experts on things (objects, history, stacking, parts of world, areas of interest, etc.)
- Asperger's (in DSM-V not a separate category - Autism Spectrum Disorder)
- "Want desperately to have friends but miss the mark with social cues. Miss the understanding in the different meanings. Don't hear the nuances in voice."
- "Problem - if you are not interested in dinosaurs and you come play with me (an ASD kiddo) - we have a problem because I am playing dinosaurs (dinosaurs only)."
- No medication for ASD. But, co-morbid disorders may be medicated (anxiety, depression, etc.)
- High correlation between ASD and gastro-intestinal problems
- The earlier you intervene the better the prognosis
- RtI does NOT apply for ASD
- Higher functioning ASD kiddos usually not identified until 1st or 2nd grade
- Applied Behavior Analysis (ABA) strategies - most significant, highly effective technique; teachers need to go to ABA workshops
- "(In schools) there is a disconnect between what I'm supposed to do in reading/math and getting behavior and communication under control."
- CDC numbers - 1:88 children affected; Recent government survey of school age children 1:50 children affected
- A number of interventions listed on handouts. Here are a few examples...
- Bring students in before school starts to tour building
- Assign a peer mentor
- Assign these students into "community classrooms"
- When working with these kiddos, have them use something in their hands: fidget, other play-modalities, Play-Doh/Model Magic, clay, etc.
Tuesday, July 2, 2013
1. Keynote Speaker - David Marcus - Pulitzer Prize Winning Journalist (www.davemarcus.com)
- Wrote the book Acceptance (see link below)
- "It's about educating the whole kid."
- "Many stories have negative beginnings with amazing results."
- What do we need to do...
- "We have to get beyond labels."
- "We have to do a better job engaging kids who are disengaged."
- "We have to let others know what we do."
- "Accountability by the way the government defines it is NOT going to engage those 20%-30% of kids who are disengaged."
- "(When people suggest ideas for substantial/real change) We spend so much time saying NO! Why don't we find ways to say YES?"
- Do practical things - hands on learning
- Question from a school counselor in the audience - "How do we engage the disengaged teacher?"
- Response - "Elicit parents to do this work." "You pick up the crap when there are bad teachers."
- "What you are doing as elementary school counselors is vital."
- "We need to change the way we are educating school counselors and how it (school counseling) is taught. School counseling has changed - dealing with more family issues."
- Question from a school counselor in the audience regarding the media
- We could use a media relations workshop
- "Need to get good news out to journalists."
- Bloggers - School Counseling and Education
- "Education is fundamental to our success in our country."
- "We need kids who are critical thinkers and who are well emotionally and socially. YOU go beyond filling in those little circles."
- "Pull off labels."
- Get the handouts from the ASCA Website.
- Four M's of Impact Therapy
- Multi-Sensory - mind and ears
- Motivational - use your voice, face, passion and energy
- Marketing - sell the idea you can be helpful - I can help you.; Need to believe in your product; Need to present it that way
- Maps - THEORY; need to have that map in your head (for example, Adlerian)
- "You may only get one shot with a parent. When he/she leaves you, you need to make sure they left with something. This is not just YOU listening."
- When closing the session ask - "Tell me what was helpful today. Tell me 2 things you will try this week. When I see you in the hallway next week, what will you tell me you tried?"
- Need to know the Stages of Change (Prochanska) because you need to understand what stage of change the parent is in to determine if they are really ready to make a change.
- Pre-contemplation - Parent might say - Why are you calling me again? You need to do your job and fix this problem!"
- Contemplation - Parent might say - I'm not quite sure what is going on with my kids. Maybe they are disrespecting me...
- Action - So, you would do an action activity with a parent in pre-contemplation stage
- Questions to ask parents:
- "What piece do you want help with?"
- "Are you willing to learn some new things about parenting that may be helpful?"
- "When kids misbehave, there is a purpose and we are going to work together to figure out the purpose."
- "Where did you learn how to parent? Is there a manual?...."
- 4 Goals of Misbehavior: attention, power (intervene by giving choices), revenge, displaying inadequacy
- 3 Parenting Styles: Giving In, Giving Orders, Giving Choices
- All kinds of visual techniques (this is KEY) and hands on techniques in the handouts and in the book - Impact Therapy (see link below).
- "You need to get their attention."
- The book: Creative Counseling Techniques (see link below) has many of the same techniques and clearly explains their use with students.
You can find the graphics/fonts used in this post at:
From the Pond - www.fromthepond.com
Kimberly Geshwein -