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Looking at ASD Differently
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Introductions
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Application Day
• Utilizing the ASD to customize strategies to create independence and socialization
• Creativity dilemma
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Looking at ASD Differently
Using the ASD WITH the student rather than against the student
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Saying: “This will not work” is NOT an option!
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Goals for Students with ASD
Socialization Skills
Independent Skills
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Looking at ASD Differently
• Respect for what has happened in the past…
• While implementing what must happen in the future!
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How To Use The ASD with the Student and Not Against Them?
• Pairing/Making Associations• Visual Continuity• Verbal Fascinations• Preferred Activities• Sensory Preoccupations• Ordering/Re-ordering• Transition Issues
Utilize the Inclinations they are Predisposed to their Advantage
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Pairing/Making Associations
• ABA: Science of applying behavioral principles to changing behavior….
• ABC: Learning Paradigm
• Pairing / Making Associations: Foundation of ABA / ABC minus the psychobabble..
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Pairing/Making Associations
• Determine the behavior
• Pair a material or place with the behavior
• Practice the pairing until the association is made
• Once the association is made reduce the size of the material or the opportunity to have access to the place where the behavior can occur
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Examples of Pairing
• Tehran – Loud Noises
• Break Card
• Terrance – Spitting
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Break Card
BREAK
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Pairing/Making Associations
• Behavior
• Material or Area
• Practice – Breakdown occurs here
• Modify
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Pairing/Making AssociationsUsability – Customize to
Create Utilization• Chris – Break Card – Loved Football
PASSPASS
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PairingTerrance - Spitting
• Search for Desirable Surface
• Determine the Desirable Surface
• Flood the Environment
• Practice the Association
• Association is Made
• Modify
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Pairing/Making Association –What Will Work and Why?
• P.O.C.• Pairing/Making Association – Based on
student’s ASD• Create a strategy
– Behavior– Material or Area– Practice – Breakdown occurs here– Modify
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Sets the Stage…
For What is Coming Next
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Visual Structure
• Facial Hair – Jerrod
• Gym Shirt – Adam
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ADAMYOU DO HAVE GYM TODAY
YOU WILL HAVE TO WEAR THE GYM SHIRT
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Visual StructureVisual Strategies
• Alicia – Tape throughout Building
• Jack – Fonts – Morning Routine
• Kelly – Talking on the Phone
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Visual Structure Staff Imposed –Alicia – Didn’t Work
• Blue Card – Cafeteria –Matching Blue Card – Cafeteria
• Green Card – Recess –Matching Green Card – Recess
• Pink Card – Bathroom –Matching Pink Card – Bathroom
• Yellow Card – Gymnasium –Matching Yellow Card - Gymnasium
Cafeteria
Recess
Bathroom
Gymnasium
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Alicia’s Color Cards
Cafeteria
Recess
Bathroom
Gymnasium
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Building LayoutDid Work
ElementaryBuilding
Cafeteria
Small Gym
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Color Coded Check In and Check Out Cards
Not Enough
Strategy - Not Bad – Didn’t Work Staff Lack of Understanding – How ASD
Impacts StudentStaff – Don’t Abandon Strategy – Enhance It
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Appropriately Supported -Individualized Visual Strategies• The visual strategies should bridge the
barriers that are preventing the student with ASD from functioning independently within the general education setting
• The visual strategies should be utilized in every setting the student is expected to transition from P.E. to assemblies
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Using the Visual Environment to Create Opportunities – Awakenings - TEACCH
• Creating Patterns that connect for a person with ASD
• Organization of an environment leads to independence
• Independence leads to less behavior• Visual Organization strategies prevent
the staff from making assumptions about what the students need or want
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Visual Strategies Development
1. Left/Right Orientation2. Top/Bottom Orientation3. Color Coded Schedule to
Visually Orient to Environment
4. Pencil/Paper Skills to Visually Orient to Environment
5. Preferred Activities to Associate Student with Schedule
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Visual Strategy Development
Impose Visual Structure on Environment
Visual Schedule
Visual Sequence of Expectations
Visual Sequencing PromotesStudent Interaction with Schedule
Impose Changes in Routinesthrough Visual Schedule
Independence Prevents Behavior in Students
Utilize Students Predispositionto Develop Visual Strategies
Need for Order/Predictability
Color Coding /Preferred Activitiesto Attach to the schedule
Creates Student Independencewithin any Environment
Schedule must be Mobile using Clipboards or Folders
Utilizing Student’s Strengths
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Example of a Classroom Visual Schedule
Things to Do All Done
Calendar
Centers
Snack
Carpet Time
Gross Motor
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An Example of a Lunch Choice Visual System
Lunch Choice A Lunch Choice B Lunch Choice C
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An Example of a Recess Visual Schedule
Today is Tuesday
At Recess Today I Will1 2 3
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Jack - Morning Routines –Fonts Didn’t Work
WAKE UPBathroom
ShowerDry Yourself
ShavePut on underwearPut on socks
Put on shirtPut on pants
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Which Part Important - Color Coding, Sequence of Activities, Order Font Name
• Font Name – Order of Font on Computer– Ariel Unicode MS– Agency FB- ALGERIAN– Arial– Arial Black– Arial Narrow– Arial Rounded MT Bold– Baskerville Old Face– Bauhaus 93
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Jack - Morning Routines –Fonts Did Work
Wake UpBathroomSHOWER
Dry YourselfShave
Put on UnderwearPut on SocksPut on Shirt
Put on Pants
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Different Fonts COLORED Codedto Promote Interaction with
Schedule – Not EnoughStrategy - Not Bad – Didn’t Work
Don’t Abandon Strategy – Modify Until WorksExperimental Approach – Problem Solving Focus
What is Important About the Fonts - Order
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Visual StructureVisual Strategies
Jenna – Talking on the PhoneThis did not work
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Visual Structure Visual Strategies
This Strategy Worked
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Universal No Strategy on a Telephone – Can’t Pretend to Talk on Phone at that Time
Strategy - Not Bad – Didn’t Work Don’t Abandon Strategy – Enhance It
See Person Talking on Phone
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Not If…Where and When
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Visual Structure Visual Strategies
• Max – Staff Identification Badge
• Sarah – Going Home
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Staff Identification Badge
• Misunderstanding
• Response to Behavior
• Purpose and Intent (FUNCTION)
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Sarah’s Classroom Visual Schedule
Things to Do All Done
Calendar
Centers
Snack
Carpet Time
Ready For Bus
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Functions of Visual Strategies• Use as a clock• Use for organization• Use for transition• Use for redirection• Use to manage crisis or a change in routine• Use to create visual rules about situation• Structure for new or complex environments• Clothing for different activities• Organization of complex task• Use for revisualization (Beyond Fat 06)
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There is more to Visual Strategies and Supports than
just a Visual Schedule
Think Beyond the Visual Schedule
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Whenever a Student with ASD is Struggling…Stop Talking…
Think Visual Strategies and Supports
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The Solution Is…
In The Problem
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Making Decisions about Visual Supports 1. Think about the issues or problem areas that your student is experiencing. 2. Choose the “Problem Issue” that most closely matches your understanding of the reasons that
the student is experiencing problems. 3. Choose one or several Visual Support Strategies. 4. You may also choose Other Strategies
Problem Issue Visual Support Strategies Other Strategies Student doesn’t UNDERSTAND the task
Mini schedules Task organizers “Help me” cue to request
support
Pre-teach task with supports in non-threatening environment (home, 1:1 setting)
Student doesn’t LIKE the task
First-then with cues for choices following task
Break cards (“can I take a break”)
Make the work more fun! Use a token reward system
with specific rewards
Student has low frustration tolerance, becomes upset easily
Calming supports Mistake book
Teach relaxation strategies Start with easy tasks then
move to more difficult tasks
Student has difficulty with transition
First-then schedules Provide transition supports
(including countdown cards & visual and auditory timers)
Introduce change into schedules
Allow student to hold transition object during transitions (e.g., Koosh, train)
Verbal or auditory precorrects
Student engages in verbally or physically aggressive behavior with peers
Provide rules/expectations Waiting symbols Turn-taking cards Conversation starters/cues Scripts Cues for appropriate behavior
(sharing, asking “can I play?”) Video models
Teach skills such as sharing, playing appropriately
Take a break to calm down
Student is passive and not engaged with peers
Conversation starters/cues Scripts Video models
Peers are prompted and trained to engage student
If you don’t know why your student is struggling, start with:
Rules/expectations Daily schedule Mini schedule Choice board First-then
Work on rapport building strategies
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Visual Structure and Strategies that will work and why?
• P.O.C.
• Visual Strategies – Based on student’s ASD – Not just a schedule
• Create a strategy – Transition– Compliance– Talking out behavior
HRQ
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5 Concepts in 5 Minutes
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Student Going to Do It…
Staff Must Find Where and When the Student Can Do It
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Verbal Fascinations
• What it looks like: Students who are ‘high verbal’…..
• Typical response: Discipline
• Enlightened response:
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Verbal Fascinations
• Weather Station – Anthony
• WRIF - Stump the Staff - Dan
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Weather Channel - Anthony
• Weather Station in Classroom
• Timer• Transition Component
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Anthony’s Visual ScheduleThings To Do All Done
Attendance/Bellwork
Music
Weather Station
Math
Weather Station
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Verbal Fascinations
• Weather Station – Anthony
• WRIF - Stump the Staff - Dan
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Dan and WRIF
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Conclusion of the Interview
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Verbal Fascinations Duck Pond Rain Man
• Mismatches in Communication
• Non-Interactive
• Find the Connection with the Person and Make it Work Toward the Goal
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Verbal FascinationsThree Options
• Manage through the use of visual strategies
• Find a home for it
• Manage Behaviors
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Verbal FascinationsManage through the use of Visuals
Tyler – Lady PleaseOpen the Other Door
LEFT DOOR RIGHT DOOR
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Verbal FascinationsManage through the use of Visuals• Taylor – Substitute Bus Driver
No 3 Beeps Before You Cross Road
NO 3 BEEPS
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Verbal FascinationsFind a Home for the Fascination
• Ben – American Girl Doll
• Robert – Roger Rabbit
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Verbal FascinationsManage Behaviors
• Robert – Police Academy 6
• Michael – Playbook
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Verbal FascinationsManage Behavior
• Michael – Playbook – Going to the Dance
– The Play: Picking Up Your Date– The Play: Hanging Out at the Dance– The Play: Asking Someone to Dance– The Play: Physical Contact– The Play: After the Dance
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Not If…Where and When
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The Solution Is…
In The Problem
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Verbal Fascinations that will work and why?
• P.O.C.
• Verbal Fascinations – Based on student’s ASD
• Create a strategy– Manage Through the Use of Visuals – Find a Home for the Verbal Fascination– Manage Behaviors
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Preferred Activities
• What does it look like?
• What is the required response?
• What usually happens?
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Student Going to Do It…
Staff Must Find Where and When the Student Can Do It
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Preferred Activities
• Patra – Door Handles
• Trevor – Commercial String
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THINGS TO DO ALL DONE
BELLWORK
DOOR BREAK
MATH
DOOR BREAK
DOOR BREAK
SCIENCE
LGI ROOM
Example of Preferred Activity
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Not If…Where and When
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Trevor – Commercial String
• Respect for Preferred Activity
• Manage Student Drive
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Preferred Activities• Preferred Activities throughout the Student’s
Schedule to Enhance Student Participation with the Schedule
• Preferred Activities to Manage Obsessive Behaviors
• Preferred Activities to Meet the Internal Drive of the Student
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Preferred Activity
• What About Us?– Do you ever feel like something is missing?– What do you do?– How do you handle it?
– Where is YOUR CELL PHONE right now?
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Group Discussion
Preferred Activities
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This is hard!!!
Co-workers will say that you are giving into the Autism
Spectrum Disorder
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Preferred Activities
• Manage driven interests
• Respect for student’s interest
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Preferred ActivitiesManaging Driven Interests
• Drew – Unifix Cubes
• John – The Price is Right
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5 Concepts in 5 Minutes
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Preferred Activities that will work and why?
• P.O.C.
• Preferred Activities – Based on student’s ASD
• Create a strategy– Managing Driven Interests– Respect for the Student’s Drive
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Share with another table…
Preferred activities strategies established
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Sensory Preoccupations
• Spitting – Brian
• Spinning Objects – Russell
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Student Going to Do It…
Staff Must Find Where and When the Student Can Do It
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Silent Fall• Investigate the students sensory
preoccupation
• Use the sensory preoccupation to develop student understanding of the expectations of the environment
• Don’t fight the ASD. Use the ASD to make the student’s behavior more socially acceptable
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Sensory Preoccupations
• Management of socially inappropriate behaviors
• Sensory needs organization
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Sensory Preoccupations
• Mike – NPC’s
• Ryan – Head Position
NPC
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Not If…Where and When
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Sensory PreoccupationsMike-NPC
• Staff – Teach the Association
• Student – Practice – Practice – Practice
• Student – Association
NPC
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The “M” Word
• Staff – Teach the Association (Where you can do this)
• Student – Practice – Practice – Practice (When…When….When)
• Student – Makes Association
• Limit Number of Opportunities
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Sensory PreoccupationsHead Position
• Stacked Objects on Head• Head Position• 14 at a Time• Unusual to Others• Socially Appropriate
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The Solution Is…
In The Problem
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Sensory Preoccupations - what will work and why?
• P.O.C.
• Sensory Preoccupations – Based on student’s ASD
• Create a strategy– Associations to a place or area– Make more socially appropriate
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Ordering and Reordering
• Zac – Book Series
• Jeffrey – What is your name today
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Ordering/Re-OrderingWhat is your name today?
• Jeffrey – And what is your name today• Maureen Ziegler• Ms. Ziegler• Mrs. Ziegler• Maureen• Moe• Zig
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Ordering and Reordering
• Anxiety reduction
• Socially isolating – doesn’t require another person
• Benefits – escape and reward
• Management of ordering
• Utilize for instructional and social opportunities
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Ordering/Re-Ordering
• Brandon – Secretaries
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Ordering/ReOrderingSecretaries Name
• Baiba• Bunny• Bev• Blanche• June
• What is wrong with this place?• Get a normal Name• At least they could all start with the same letter
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Ordering and Re-Ordering
• STAR WARS
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Ordering/Reordering - what will work and why?
• P.O.C.
• Ordering/Reordering – Based on student’s ASD
• Create a strategy– Anxiety reduction– Socially isolating – doesn’t require another person– Benefits – escape and reward– Management of ordering– Utilize for instructional and social opportunities
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Transitions – Need for Predictability
• Ian – Lunch Room – Laid on Floor –Forgot to Check Schedule
• Matt – Eating Lunch in Order
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Transition – Need for Predictability Rain Man - Hotel Room
• Reliance on Sameness
• Some People are Safe
• Safe People (Staff/Family) can allow Student’s Behavior During Transition
• Allowing Behavior Creates a Smooth Transition
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Transition/Need for Predictability
• Transition Issues
• Need for Predictability
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TransitionHow to get from one place to another?
• Drew - Transition Card
• Scott – Flight Plan
Transition Card
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Need for Predictability
• Andrew – Obituaries
• Robert – X X X’s – Look what you did
• Jeffrey – Glasses
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Need for Predictability
X X X X X
Look what you Did?
What did you Do?
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Need for PredictabilityEyeglasses
• Jeffrey – “Please take those off”
• “You don’t need those”
• “You can see”
• “How did this happen”?
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The Solution Is…
In The Problem
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Transition/Need for Predictability -what will work and why?
• P.O.C.
• Transition/Need for Predictability – Based on student’s ASD
• Create a strategy– Reliance on Sameness– Some People are Safe– Strong need for order– Trying to predict environmental expectations
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What Can Your Team Create for Your Target Student?
• Capture Interests• Meet in the Middle• Show Interest• Examine the Purpose• Acknowledge Insight• Bridge Interests to Social Expectations• Excitement about Target Student
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Completion of Work• POC sections completed
– With Goals and Strategies:• Teaming• Looking at ASD Differently: Visual
Continuity, Preferred Activities, and Verbal Fascinations.
• Master action plan written