looking at asd differently
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Looking at ASD Differently. Acceptable Use of START Material. START Trainer approval is required to present START materials. - PowerPoint PPT PresentationTRANSCRIPT
Looking at ASD Differently
Acceptable Use of START Material
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Introductions
Application Day
• Utilizing the ASD to customize strategies to create independence and socialization
• Creativity dilemma
Looking at ASD Differently
Using the ASD WITH the student rather than against the student
Saying: “This will not
work” is NOT an option!
Goals for Students with ASD
Socialization Skills
Independent Skills
Looking at ASD Differently
• Respect for what has happened
in the past…
• While implementing what must happen in the future!
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
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..
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
Examples of Pairing
•Tehran – Loud Noises
•Break Card
•Terrance – Spitting
Break Card
BREAK
Pairing/Making Associations
• Behavior
• Material or Area
• Practice – Breakdown occurs here
• Modify
Pairing/Making AssociationsUsability – Customize to
Create Utilization• Chris – Break Card – Loved Football
PASSPASS
PairingTerrance - Spitting
• Search for Desirable Surface
• Determine the Desirable Surface
• Flood the Environment
• Practice the Association
• Association is Made
• Modify
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
Sets the Stage…
For What is Coming Next
Visual Structure
• Facial Hair – Jerrod
• Gym Shirt – Adam
ADAMYOU DO HAVE GYM TODAY
YOU WILL HAVE TO WEAR THE GYM SHIRT
Visual StructureVisual Strategies
• Alicia – Tape throughout Building
• Jack – Fonts – Morning Routine
• Kelly – Talking on the Phone
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
Alicia’s Color Cards
Cafeteria
Recess
Bathroom
Gymnasium
Building LayoutDid Work
ElementaryBuilding
Cafeteria
Small Gym
Color Coded Check In and Check Out Cards
Not Enough
Strategy - Not Bad – Didn’t Work
Staff Lack of Understanding – How ASD Impacts Student
Staff – Don’t Abandon Strategy – Enhance It
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
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
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
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 Predisposition to Develop Visual Strategies
Need for Order/Predictability
Color Coding /Preferred Activities to Attach to the schedule
Creates Student Independencewithin any Environment
Schedule must be Mobile using Clipboards or Folders
Utilizing Student’s Strengths
Example of a Classroom Visual Schedule
Things to Do All Done
Calendar
Centers
Snack
Carpet Time
Gross Motor
An Example of a Lunch Choice Visual System
Lunch Choice A Lunch Choice B Lunch Choice C
An Example of a Recess Visual Schedule
Today is Tuesday
At Recess Today I Will
1 2 3
Jack - Morning Routines – Fonts Didn’t Work
Wake UpBathroomShower
Dry YourselfShavePut on
underwearPut on socksPut on shirtPut on pants
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
Jack - Morning Routines – Fonts Did Work
Wake Up
Bathroom
Shower
Dry Yourself
Shave
Put on Underwear
Put on Socks
Put on Shirt
Put on Pants
Different Fonts Colored Coded to Promote Interaction with Schedule – Not Enough
Strategy - Not Bad – Didn’t Work
Don’t Abandon Strategy – Modify Until Works
Experimental Approach – Problem Solving Focus
What is Important About the Fonts - Order
Visual StructureVisual Strategies
Jenna – Talking on the Phone
This did not work
Visual Structure Visual StrategiesThis Strategy Worked
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
Not If…
Where and When
Visual Structure Visual Strategies
• Max – Staff Identification Badge
• Sarah – Going Home
Staff Identification Badge
• Misunderstanding
• Response to
Behavior
• Purpose and
Intent (FUNCTION)
Sarah’s Classroom Visual Schedule
Things to Do All Done
Calendar
Centers
Snack
Carpet Time
Ready For Bus
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)
There is more to Visual Strategies and Supports than
just a Visual Schedule
Think Beyond the Visual Schedule
Whenever a Student with ASD is Struggling…Stop Talking…
Think Visual Strategies and Supports
The Solution Is…
In The Problem
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
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
5 Concepts in 5 Minutes
Student Going to Do It…
Staff Must Find Where and When the Student Can Do It
Verbal Fascinations
• What it looks like: Students who are ‘high verbal’…..
• Typical response: Discipline
• Enlightened response:
Verbal Fascinations
• Weather Station – Anthony
• WRIF - Stump the Staff - Dan
Weather Channel - Anthony
• Weather Station in Classroom
• Timer• Transition Component
Anthony’s Visual ScheduleThings To Do All Done
Attendance/
Bellwork
Music
Weather Station
Math
Weather Station
Verbal Fascinations
• Weather Station – Anthony
• WRIF - Stump the Staff - Dan
Dan and WRIF
Conclusion of the Interview
Verbal Fascinations Duck Pond Rain Man
• Mismatches in Communication
• Non-Interactive
• Find the Connection with the Person and Make it Work Toward the Goal
Verbal FascinationsThree Options
• Manage through the use of
visual strategies
• Find a home for it
• Manage Behaviors
Verbal FascinationsManage through the use of Visuals
Tyler – Lady Please
Open the Other Door
LEFT DOOR RIGHT DOOR
Verbal FascinationsManage through the use of Visuals
• Taylor – Substitute Bus Driver
No 3 Beeps Before You Cross Road
NO 3 BEEPS
Verbal FascinationsFind a Home for the Fascination
• Ben – American Girl Doll
• Robert – Roger Rabbit
Verbal FascinationsManage Behaviors
• Robert – Police Academy 6
• Michael – Playbook
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
Not If…
Where and When
The Solution Is…
In The Problem
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
Preferred Activities
• What does it look like?
• What is the required response?
• What usually happens?
Student Going to Do It…
Staff Must Find Where and When the Student Can Do It
Preferred Activities
• Patra – Door Handles
• Trevor – Commercial String
THINGS TO DO ALL DONE
BELLWORK
DOOR BREAK
MATH
DOOR BREAK
DOOR BREAK
SCIENCE
LGI ROOM
Example of Preferred Activity
Not If…
Where and When
Trevor – Commercial String
• Respect for Preferred Activity
• Manage Student Drive
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
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?
Group Discussion
Preferred Activities
This is hard!!!
Co-workers will say that you are giving into the Autism
Spectrum Disorder
Preferred Activities
• Manage driven interests
• Respect for student’s interest
Preferred ActivitiesManaging Driven Interests
• Drew – Unifix Cubes
• John – The Price is Right
5 Concepts in 5 Minutes
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
Share with another table…
Preferred activities strategies established
Sensory Preoccupations
• Spitting – Brian
• Spinning Objects – Russell
Student Going to Do It…
Staff Must Find Where and When the Student Can Do It
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
Sensory Preoccupations
• Management of socially inappropriate behaviors
• Sensory needs organization
Sensory Preoccupations
• Mike – NPC’s
• Ryan – Head Position
NPC
Not If…
Where and When
Sensory PreoccupationsMike-NPC
• Staff – Teach the Association
• Student – Practice – Practice – Practice
• Student – Association
NPC
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
Sensory PreoccupationsHead Position
• Stacked Objects on Head• Head Position• 14 at a Time• Unusual to Others• Socially Appropriate
The Solution Is…
In The Problem
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
Ordering and Reordering
• Zac – Book Series
• Jeffrey – What is your name today
Ordering/Re-OrderingWhat is your name today?
• Jeffrey – And what is your name today
• Maureen Ziegler
• Ms. Ziegler
• Mrs. Ziegler
• Maureen
• Moe
• Zig
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
Ordering/Re-Ordering
• Brandon – Secretaries
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
Ordering and Re-Ordering
• STAR WARS
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
Transitions – Need for Predictability
• Ian – Lunch Room – Laid on Floor – Forgot to Check Schedule
• Matt – Eating Lunch in Order
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
Transition/Need for Predictability
• Transition Issues
• Need for Predictability
TransitionHow to get from one place to another?
• Drew - Transition Card
• Scott – Flight Plan
Transition Card
FLIGHT PLAN
TRAVELING TO AND FROM HANGARS - HALLWAY FLIGHT PLAN
When departing the HANGAR, do a CHECK SIX (take a look around you to see what is
happening!) Maintain your AIR SPACE at all times! While in flight, JINK to avoid any BOGEYS (water bottles, pencils,
erasers or people) in the hall Colliding with BOGEYS could cause a MID-AIR COLLISION If there is TRAFFIC, attempt to maintain your AIRSPACE, THROTTLE
BACK and CHECK SIX THROTTLE BACK whenever you need to – slow down and take a
breath! Along the way, you may encounter an IFF - if so, you may establish
RADIO CONTACT while maintaining your AIRSPACE Violating others AIRSPACE could cause you to SWAP PAINT and crash When you are CLEARED TO LAND, you may approach your HANGAR If you are in a MAYDAY SITUATION, RETURN TO BASE and ask for
Mr. Newhouse or Mrs. Hayes – use your strategies to get back in control
FLIGHT PLAN DESTINATION: CAFETERIA HANGAR
When departing for the CAFETERIA HANGAR, do a CHECK SIX (take a look around you to see what is happening!)
Maintain your AIR SPACE at all times! Before entering the lunch line THROTTLE BACK Purchase your lunch Go directly to lunch table - do not SWAP PAINT while walking to table IFF at your table Find your WINGMAN and eat your lunch After you are finished eating, take care of your lunch tray Return to HANGAR (next class) when bell rings While in flight, JINK to avoid all BOGEYS in the halls If you are in a MAYDAY SITUATION, RETURN TO BASE and ask for
Mr. Newhouse or Mrs. Hayes – use your strategies to get back in control Consult HALLWAY FLIGHT PLAN for departure from CAFETERIA HANGAR
FLIGHT PLAN DESTINATION: BAND ROOM HANGAR
When you arrive to BAND ROOM HANGAR, THROTTLE BACK and set LANDING GEAR at the steps.
Land at the drumming station - avoid SWAPPING PAINT with others!
Once secure in the HANGAR:
o Deplane o Always be vigilant in maintaining personal AIRSPACE o CHECK SIX before changing stations in the HANGAR o Avoid BOGEYS
Work in unison with your fellow pilots!
Consult HALLWAY FLIGHT PLAN for departure from BAND ROOM HANGAR
FLIGHT PLAN VOCABULARY
AIRSPACE – personal space – make sure you have enough around you to avoid colliding with other people BOGEYS – any water bottles, pencils, erasers or people in hallways and classrooms CHECK SIX – take a look around you to see what is happening CLEARED TO LAND – there is space available for you to enter the classroom / cafeteria / gym HANGAR – your classrooms / cafeteria / gym IFF – look around for your friends – avoid students who may cause problems for you JINK – maneuver around so that you avoid colliding with other people MAYDAY SITATION – difficult situation that you are unsure how to handle – times when you are feeling upset, stressed or frustrated MID-AIR COLLISION – getting into trouble PILOTS – other classmates RADIO CONTACT – talking to other students without invading their personal space RETURN TO BASE – go to Academic Support Room and ask for Mr. Newhouse or Mrs. Hayes SWAP PAINT – colliding with other students TRAFFIC – lots of other students and staff in the hallways THROTTLE BACK – slow down, take it easy WINGMAN – your friends / buddies
Need for Predictability
• Andrew – Obituaries
• Robert – X X X’s – Look what you did
• Jeffrey – Glasses
Need for Predictability
X X X X X
Look what you Did?
What did you Do?
Need for PredictabilityEyeglasses
• Jeffrey – “Please take those off”
• “You don’t need those”
• “You can see”
• “How did this happen”?
The Solution Is…
In The Problem
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
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
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