Looking at ASD Differently

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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