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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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1. Compromissione Reciprocità Socio/Emotiva

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3. Compromissione dell’Iniziativa e del Mantenimento delle Relazioni

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1. Comportamenti Stereotipati

2. Rituali e Routine Eccessivi

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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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(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. Interessi Assorbenti e Ripetitivi

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3. Povertà del Linguaggio e della Comunicazione non Verbale

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1. Interessi Assorbenti e Ripetitivi

2. Tendenza alla Ritualizzazione ed alla Selettività

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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#K&)K&)


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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.


!

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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!

!

!

!

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.


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e. Le strategie comportamentali potranno nel corso del tempo arricchirsi di

quelle cognitive e metacognitive;

f.! La regolazione del comportamento e la prevenzione di comportamenti

disfunzionali rappresentano un obiettivo costante nella gestione dell’Alunno

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La regolazione del comportamento e la prevenzione di comportamenti

cococococococococon Autism


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