Disturbi dello Spettro Autistico e Scuola...Proposta Linee Guida Autismo e Scuola - Documento Aperto...
Transcript of Disturbi dello Spettro Autistico e Scuola...Proposta Linee Guida Autismo e Scuola - Documento Aperto...
Proposta Linee Guida Autismo e Scuola - Documento Aperto
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M. Amato, A. Bosco, A. Cavallaro, A. Ciriello, E. Fucci, R. Gervasio, M. Landolfo,
M. Minopoli, P. Pisciotta, M. Rossi Doria, L. Ranieri, M. Ruscello, A. Vairo
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Proposta Linee Guida Autismo e Scuola - Documento Aperto
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Proposta Linee Guida Autismo e Scuola - Documento Aperto
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1. Comportamenti Stereotipati
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3. Interessi Ristretti
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1. Compromissione Reciprocità Socio/Emotiva
2. Compromissione Comportamenti Comunicativi non Verbali
3. Compromissione dell’Iniziativa e del Mantenimento delle Relazioni
(b) Interessi ed Attività Ristretti e Ripetitivi (necessari per la diagnosi 2 su 4)
1. Comportamenti Stereotipati
2. Rituali e Routine Eccessivi
3. Interessi Ristretti
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!4. Alterazioni Sensoriali
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
Proposta Linee Guida Autismo e Scuola - Documento Aperto
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Proposta Linee Guida Autismo e Scuola - Documento Aperto
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Proposta Linee Guida Autismo e Scuola - Documento Aperto
!
!
(a) Interazione Sociale
1. Deficit Contatto Oculare
2. Sfuggenza Fisica
3. Alterazione Espressioni Mimico-Facciali (Sorriso, Pianto e Collera)
(b) Comunicazione
1. Scarsa Intenzionalità Comunicativa
2. Rallentata Emergenza Gesti Deittici (Allungare il Braccio, Pointing, Etc.)
3. Assenza Gesti Rappresentativi
!!!!!!!!!
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1. Scarsa Intenzionalità Comunicativa
2. Rallentata Emergenza Gesti Deittici (Allungare il Braccio, Pointing, Etc.)
3. Assenza Gesti Rappresentativi
!!!!!!!!!!!!
Proposta Linee Guida Autismo e Scuola - Documento Aperto
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1. Interessi Assorbenti e Ripetitivi
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Proposta Linee Guida Autismo e Scuola - Documento Aperto
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Proposta Linee Guida Autismo e Scuola - Documento Aperto
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!
1. La diagnosi funzionale deve essere frutto del confronto e di un lavoro di
Equipe, prevedendo la collaborazione tra tutte le figure coinvolte nella presa
in carico del soggetto;
2.! La traduzione in piano dinamico funzionale deve avvenire attraverso un
bilancio delle potenzialità di apprendimento del soggetto, considerando 5
aree per la scelta degli obiettivi (area dell’interazione sociale, area della
comunicazione, area della regolazione del comportamento, area delle abilità
di vita quotidiana, area delle skill accademiche/didattiche);
3.! Le strategie utilizzate devono prevedere non solo l’acquisizione di
apprendimenti, ma anche la generalizzazione e devono essere pensate
nell’ambito di un curriculum che tenga conto della strutturazione
dell’alunno come persona sociale da includere ed integrare;
4.! Obiettivi e Strategie vanno condivisi con la famiglia e le figure terapeutiche
deputate all’intervento extrascolastico;
5.! La verifica degli obiettivi è un processo che va altresì condiviso con l’intera
Equipe che segue il soggetto con Autismo !!
!
!!!!!!!!!!!!,1/0M!K&)%41'%(&%!8#.!-&!6AK!#$$%414#!
!
!
1.1.1.1.1.1. La diagnosi funzionale deve essere frutto del confronto e di un lavoro di i
Equipe, prevedendo la collaborazione tra tutte le figure coinvolte nella presa
in carico del soggetto;
2. La traduzione in piano dinamico funzionale deve avvenire attraverso un
bilancio delle potenzialità di apprendimento del soggetto, considerando 5
aree per la scelta degli obiettivi (area dell’interazione sociale, area della
comunicazione, area della regolazione del comportamento, area delle abilità
di vita quotidiana, area delle skill accademiche/didattiche);
3. Le strategie utilizzate devono prevedere non solo l’acquisizione di
apprendimenti, ma anche la generalizzazione e devono essere pensate
nell’ambito di un curriculum che tenga conto della strutturazione
dell’alunno come persona sociale da includere ed integrare;
4. Obiettivi e Strategie vanno condivisi con la famiglia e le figure terapeutiche
deputate all’intervento extrascolastico;
5. La verifica degli obiettivi è un processo che va altresì condiviso con l’intera
Equipe che segue il soggetto con Autismo !!
,1/0M!K&)K&)%41%41'%('%(&%!&%!8#.!-&!6AK!#$$%$$%414#&)&)
Proposta Linee Guida Autismo e Scuola - Documento Aperto
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Proposta Linee Guida Autismo e Scuola - Documento Aperto
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Proposta Linee Guida Autismo e Scuola - Documento Aperto
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C7A7!O!M91E>fN>!!!
!
1.! La Motivazione, che può essere intrinseca all’attività proposta o comunque
correlata ad una gratificazione finale, è il cardine dell’apprendimento e
pertanto va sempre mantenuta alta;
2.! La scelta dei Materiali Didattici (Stimoli) che devono essere chiari, non
confusivi e salienti per gli obiettivi specifici di apprendimento;
3.! Gli Obiettivi Specifici di Apprendimento che devono essere alla portata
dell’alunno non troppo complessi non troppo elementari perché anche in
questo caso rischiano di annoiare lo studente. In caso di difficoltà ad
individuare obiettivi perché apparentemente troppo complessi l’insegnante
potrà frammentare gli obiettivi ed utilizzare una task analysis;
4.! Gli Aiuti devono servire ad evitare di contattare l’errore favorendo un
apprendimento più fluido ed una riduzione di frustrazione derivante
dall’insuccesso;
5.! La Gratificazione finale deve essere adeguata rispetto alle apsettative dello
studente e mai data per scontato.
!
!!!!!!!!!!!!,1/0O!P#5(*#!8#.!$17(.%.#!-&!188.#&)%C#&,(!$*-%)(!
!
!
1.1. La Motivazione, che può essere intrinseca all’attività proposta o comunque e e
correlata ad una gratificazione finale, è il cardine dell’apprendimento e
pertanto va sempre mantenuta alta;
2. La scelta dei Materiali Didattici (Stimoli) che devono essere chiari, non
confusivi e salienti per gli obiettivi specifici di apprendimento;
3. Gli Obiettivi Specifici di Apprendimento che devono essere alla portata
dell’alunno non troppo complessi non troppo elementari perché anche in
questo caso rischiano di annoiare lo studente. In caso di difficoltà ad
individuare obiettivi perché apparentemente troppo complessi l’insegnante
potrà frammentare gli obiettivi ed utilizzare una task analysis;
4. Gli Aiuti devono servire ad evitare di contattare l’errore favorendo un
apprendimento più fluido ed una riduzione di frustrazione derivante
dall’insuccesso;
5. La Gratificazione finale deve essere adeguata rispetto alle apsettative dello
studente e mai data per scontato.
Proposta Linee Guida Autismo e Scuola - Documento Aperto
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!
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Proposta Linee Guida Autismo e Scuola - Documento Aperto
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Proposta Linee Guida Autismo e Scuola - Documento Aperto
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1.! Costruire una Rete Educativa intorno al Soggetto con CP, che coinvolga
tutte le figure educative (genitori, terapisti, insegnanti, supervisore);
2.! Costruire un elenco grezzo di CP per scegliere nel gruppo su quale
intervenire in ordine di priorità;
3.! Utilizzare il criterio del danno (i comportamenti auto/etero-aggressivi
hanno la priorità) e la valutazione dell’intensità, durata e frequenza come
parametro aggiuntivo;
4.! Allenare il gruppo a riconoscere, descrivere e registrare il CP;
5.! Attivare procedure atte ad effettuare la Baseline e l’Analisi Funzionale
(Diari con registrazione degli Antecedenti/Comportamento Conseguenza;
Questionari Specifici ed Analisi Sperimentale con Evocazione del CP);
6.! Individuazione di procedure atte all’intervento di decremento/estinzione
del CP: intervento proattivi (basati sugli antecedenti) ed interventi reattivi
(basati sulle conseguenze);
7.! Monitoraggio dell’Intervento ed attivazione di procedure di incremento di
Comportamenti Sostitutivi.
!!!!!!!!!!!!,1/0R!!P#5(*#!8#.!*1!5#+,%(&#!)#%!;6!
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1. Costruire una Rete Educativa intorno al Soggetto con CP, che coinvolgagaga
tutte le figure educative (genitori, terapisti, insegnanti, supervisore);
2. Costruire un elenco grezzo di CP per scegliere nel gruppo su quale
intervenire in ordine di priorità;
3. Utilizzare il criterio del danno (i comportamenti auto/etero-aggressivi
hanno la priorità) e la valutazione dell’intensità, durata e frequenza come
parametro aggiuntivo;
4. Allenare il gruppo a riconoscere, descrivere e registrare il CP;
5. Attivare procedure atte ad effettuare la Baseline e l’Analisi Funzionale
(Diari con registrazione degli Antecedenti/Comportamento Conseguenza;
Questionari Specifici ed Analisi Sperimentale con Evocazione del CP);
6. Individuazione di procedure atte all’intervento di decremento/estinzione
del CP: intervento proattivi (basati sugli antecedenti) ed interventi reattivi
(basati sulle conseguenze);
7. Monitoraggio dell’Intervento ed attivazione di procedure di incremento di i
CCComompopopopoportrtamamenentiti SSostitutivi.
Proposta Linee Guida Autismo e Scuola - Documento Aperto
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Proposta Linee Guida Autismo e Scuola - Documento Aperto
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Proposta Linee Guida Autismo e Scuola - Documento Aperto
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Proposta Linee Guida Autismo e Scuola - Documento Aperto
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disfunzionali rappresentano un obiettivo costante nella gestione dell’Alunno
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