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Service & Resources

Catalog

HANDS in Autism® Interdisciplinary Training & Resource Center

The HANDS (Helping Answer Needs by Developing Specialists) in Autism® Interdisciplinary Training & Resource Center is located within the Department of Psychiatry at the Indiana University School of Medicine. Support for the foundational development of the HANDS in Autism ® Center has been provided through a combination of federal and state funding as well as private philanthropies. To learn more, please contact Naomi Swiezy, Ph.D. HSPP, Director, at [email protected] or find us at HANDSinAutism.iupui.edu

Some graphics adapted from Microsoft stock clip art. Used with permission


Fesler Hall (FH)1130 W Michigan St., Ste 302Indianapolis, IN 46202

HANDSinAutism.iupui.eduTel: 317.274-2675Fax: 317.274.3885Email: [email protected]

Help us in our continued efforts to serve medical, school, family, and community members in supporting families, caregivers, and individuals affected by ASD! We greatly appreciate any and all donations that allow us to provide information, training, and resources to individuals, families, and caregivers in your community. All donations are tax deductible to the extent allowed by law and you will be provided with the necessary documentation of 501(c) tax exemption status (HANDSinAutism.iupui.edu/donatehands.html ). For further information, contact us at [email protected].

Visual Tools & SupportsFirst-Then Board

Stop Light Countdown Board

First Then

First Then

Use this tool to make activity sequences more manageable and motivational for individuals. The tool is durable and includes velcro dots to hold schedule images. Also available in Spanish.

Use this tool to visually structure undefined periods of time when the duration of the activity is unclear. The tool is durable and easy to handle even for individuals with fine motor problems. Also available in Spanish.

Use this tool as a way to motivate individuals to complete activities or follow rules. The tool is durable and easy to handle even for individuals with fine motor problems. The set includes a list of tokens and motivational images. Also available in Spanish.

Use this tool to initiate functional communication with individuals. The tool is durable and easy to handle even for individuals with fine motor problems. The set includes a set of cards and a pulley clip. Also available in Spanish.

Use this tool as a way to initiate and support social communication with individuals and within groups. The tool is durable and easy to handle even for individuals with fine motor problems. The set includes a list of cue cards and a pulley clip. Also available in Spanish.

Use this tool as a visual support for conversations and fostering social skills. The tool is durable and easy to handle even for individuals with fine motor problems. The set also includes a list of discussion topics in visual and written formats. Also available in Spanish.

A set of tools (stop light, count down board, and a first/then board) on a pulley to allow for wearing on a person and immediate access. The tool is durable and easy to handle. Also available in Spanish.

Use this tool to visually communicate the voice level for specific settings. The combination of graphics and words on a durable foundation makes the tool comprehensive across developmental levels of individuals. The set includes 3 types of voice charts. Also available in Spanish.

Use this tool to visually structure undefined periods of time when the duration of the activity is unclear. The tool is durable and easy to handle even for individuals with fine motor problems. Also available in Spanish.

Use this tool to make the decision-making process easier and more manageable for individuals. The tool is durable with velcro dots to hold images and comes with a selection of frequently used pictures. Also available in Spanish.

Choice Board

snack candy surprise music Play�me

computer TV french fries Video game Park

coloring balloon milkshake book Ice cream

I’m working for...

Token Board Discussion Boardsvideo game game music

Conversation Topics

My choice...

FCT Pulley

Social Communication Cue Cards

Mini Pulley

Voice Volume Chart

First

Then

First

Then

I like___________ I do not like_________ X Do you like_________? Have you seen_________?

Yes, I______________ No, I ______________ X My favorite_________

What is your favorite______?

Have you tried___________?

I also like it

I do not like this either X This is fun!

How interesting!

Thank you for sharing

Amazing Me too

This is nice!

Do you like this? Why is it your favorite?

Nice move

Can I go first?

Congratulations!

You can go first

Nice game This is fun!

Good try! Do you want to play again?

$7

$7

$7

$7

$7

$7

$7

$7

$7

(3/pack) $7

Bulk Pricing:10x = $6525x = $140

Use this tool to support game playing to indicate turns and work on turn-taking skills. The tool is durable and easy to handle even for individuals with fine motor problems. The set includes 6 cards. Also available in Spanish.

Disseminate this tool among professionals who may be interacting with individuals with ASD (e.g., school security services). The tool provides a simple explanation of ASD, as well as a number of strategies. The tool is laminated and supplied with a lanyard for easier access. The set includes 10 cards.

The handout provides information and explanations regarding strengths and challenges of individuals with ASD and tips for peers to highlight these strengths and support such challenges. The set includes 50 handouts.

The two-sided handout includes information about ASD suitable for students in second grade and up, as well as a coloring puzzle highlighting facts about ASD inside each puzzle based on the facts about ASD (i.e. strengths are colored blue). The set includes 50 handouts.

Use this tool to support activities that require frequent wait periods (e.g., game playing or cooking activity). The tool is durable and easy to handle even for individuals with fine motor problems. The set includes 6 cards. Also available in Spanish.

Use this card to increase the knowledge and awareness of community members about ASD. This tool can increase the sensitivity and understanding of those interacting with or observing the individual with ASD. The tool is laminated. The set includes 20 cards.

The two-sided handout includes basic information about ASD suitable for students in fourth grade and up, as well as a figure with captions describing the ways people with ASD may act differently than others. The set includes 50 handouts.

The two-sided handout includes tips and strategies on how to support individuals with ASD on a school bus. The set includes 50 handouts.

My/Your Turn Cards

Autism Information Hangtag

Peer Interaction Tips

Autism Puzzle

Go/Wait Cards

This Individual Has Autism Card

Sensory Man

11 Strategies for Bus Drivers

People with Autism Spectrum Disorder may...

Communication• repeatwhatotherssayorsimplybenonverbal

• notunderstandfiguresofspeechorsimplegestures

• needsimpleinstructionsand/orlongertimetoprocess

• notanswer“wh”questions

Social Skills• havelimitedornoeyecontact• lackanappropriatesenseoffearorawarenessofsurroundings

• notunderstandothers’emotions/orperspectives

Repetitive Behaviors/Sensory Sensitivities• focusonrepetitivetopics,motorbehaviors,orpartsofobjects

• beupsetwithtransitionsorsmallchangesinroutines

• haveunusualresponsestotouch,sounds,smells,lights,ortastes

• engageinself-injuriousbehaviors• becomeupsetbysuddenchanges

HANDS in Autism® Interdisciplinary Training and Resource Center

[email protected]

Tips for Working with People with Autism Spectrum Disorder

• Usesimplesentencesandconcretelanguage(saywhatyoumean)

• Give2-3simplechoices• Usevisuallyrepresentedinstructions,rulesordirections

• Avoidtouchingtheperson:useyourbodytoblockbehaviors,redirecttheirattention

• Preparetheindividualforchangestotheirsituationinadvance

• Assumetheycanunderstandyou;donottalkaboutthem

• Allowrepetitivebehaviorsiftheyarenotdangerous

• Allowextratimeforprocessing• Askcaregiversforadditionaltipsspecifictotheindividual

© 2013 HANDS in Autism® Interdisciplinary Training & Resource Center. All rights reserved.

Th is Individual Has AutismIf you have seen unusual behavior, it may be because this individual has

an autism spectrum disorder (ASD). Important information about ASD: - it is a group of neurological disorders that aff ect 1 in 88 people

- there is no known cure, only eff ective ways to treat the core challenges

Individuals with an ASD have diffi culties knowing how to: - act in social settings - communicate simple needs - cope with sensations in their environment

This individual must be taught many things that most people learn naturally. We are helping this individual learn by teaching appropriate ways to interact with people and the environment. Please help us by being respectful of this individual’s special needs in processing and learning about the world.




































If you have seen unusual behavior, it may be because this individual has an autism spectrum disorder (ASD). Important information about ASD:

- it is a group of neurological disorders that aff ect 1 in 88 people - there is no known cure, only eff ective ways to treat the core challenges



Th is Individual Has Autism Th is Individual Has AutismIf you have seen unusual behavior, it may be because this individual has





Informational Resources

Fesler Hall (IUPUI Campus)

1120 South Dr., Ste. 302

Indianapolis, IN 46202

Phone: 317.274.2675

Fax: 317.274.3885

[email protected]

www.HANDSinAutism.org

IU® School of Medicine

The HANDS in Autism® Interdisciplinary Training & Resource Center is affiliated with Department of Psychiatry, IU School of Medicine and Riley Hospital for Children, IU Health. The Center offers a variety of live and online training opportunities to educational and medical professionals, service providers, and parents.

& Learning Connection

Successful Interactions Amongst Peers:


Starting a conversation or keeping it going

Playing together

Repetitive use of body parts (flapping hands, flicking fingers, rocking) or objects (lining toys up, carrying one toy around wherever they go)

5 Tips

1. Students with an ASD can have a hard time with these 3 things:

When you ask a question and the student does not respond, provide choices.

Students with ASD often have a hard time initiating play or joining peers. Because of this, try to include them by asking them to come and play. You can also increase their interest by showing them items or involving them in activities

that are of interest to them.

Often times, a student with an ASD will want to talk about their interests and will have a hard time talking about anything else. It is important to provide them with an opportunity to share these interests but also to allow you to share your interests.

The individual with ASD may only be interested in playing with whatever it is they like and may not want to play the game or activity that someone else enjoys. To help with this, take turns. Offer to play their activity if they will then play your activity.

Understand that students often use these behaviors to stay calm in a setting that might be difficult for them. If the behavior is not dangerous or inappropriate or does not distract or prevent the student from getting involved in the activity, then it may not be necessary to stop it. If the behavior does interfere or is inappropriate or potentially harmful, the teacher may need to prevent the behavior during that activity and/or, if appropriate, use a First-Then board (www.HANDSinAutism.org/pdf/HowTo-FirstThen.pdf) or a visual timer to help the student know that the behavior is not acceptable and that it is time to focus on something else.

For example: “What’s your favorite kind of cookie? Chocolate chip, oatmeal, or peanut butter?”

For example: “First you tell me about

your new Pokémon cards, and then

I will tell you about my soccer game

last night!” It may be helpful to use

the “my turn, your turn” cards or a

timer to assist with taking turns.




Phone: 317.274.2675

Fax: 317.274.3885

[email protected]


IU® School of Medicine

The HANDS in Autism® Interdisciplinary Training & Resource Center is affiliated with Department of Psychiatry, IU School of Medicine and Riley Hospital for Children, IU Health. The Center offers a variety of live and online training opportunities to educational and medical professionals, service providers, and parents.


Sensory ManWhat is Autism? Series for Young Learners


Autism is a brain disorder, which means that the brain of someone with autism works differently than yours or mine. We do not know what causes autism. There is no cure for autism, but there are treatments that can help. You can not catch autism—it is not contagious. People with autism are not sick. They simply think and behave differently than your or I.

Sometimes people with autism behave in ways that may make you uncomfortable or upset. Some of these things might be repeating words or phrases again and again, acting like they can’t hear you, or repeating physical movements over and over. They may also become upset with even small changes in settings and routines.

Some people with autism can not speak, but you can communicate with them in other ways. You can use pictures, write notes, or even use sign language. Some people with autism who do talk still may have difficulty in carrying on conversations or using words to ask for things that they need or want.

Most important is every person with autism is an individual! They are unique, just like you and me. No two people are ever the same. No two people with autism have exactly the same strengths or challenges.

People with autism have strengths and weaknesses just like you. They are good at understanding information presented in pictures, focusing on one thing at a time, learning routines, and interacting with people they know well. People with autism also experience many challenges, like difficulty understanding words or learning by listening to someone talk, learning a new way to do something, meeting and talking with new people, and switching from one activity to another.

People with autism process and respond to information in many different ways. Some people with autism experience different sensations than your or I because of how his/her brain processes

sensory information. Sensory information includes sights, sounds, tastes, touch, smells, pain, and heat or cold. People with autism can be very sensitive or very insensitive to these types of sensations, which can make the world confusing or scary. Various sounds, smells, and lights can cause someone with autism to become very upset. It is important to remember someone with autism can not help feeling this way.

?!....

+ /-

!

State rules positively: tell what

to do instead of what not to do.

11 Do’swww.HANDSinAutism.org | [email protected] | 317.274.2675

©2013, HANDS in Autism® Interdisciplinary Training & Resource Center. All rights reserved. For questions or permission to use, copy, or distribute, please contact N. Swiezy, PhD, HSPP, [email protected].

School Bus & students with Autism

Give specific, positive praise when a student has positive behavior. Comment on the specific behavior you like - be detailed.

Ex.: When you see a student sitting quietly, who usually climbs on the seat, praise him/her accordingly.

Define expectations and areas. Ex.: areas for adults only (driver).

Work with the student’s teacher to decide which behaviors need more planning. Behaviors that do not provide a safety concern (e.g., loud vocalizations, rushing to get the same seat or to be first, flapping arms in line) are best handled with decreased attention (limit looks, glares, reprimands, or comments). Even if behaviors cannot be ignored, it is still important to use minimal facial or verbal response.

Communicate with parents and teachers about any concerns you may have about student’s behavior or safety.

Create boundaries with the help of tape to separate sections and mark spots where to sit (e.g., an oversized red dot). The seat where the student must sit may be different from time to time, but the “system” of using the red dot to show where to sit will

provide consistency.

Use visual schedules, CountDown boards,

Stoplights, First-Then board, and other cues to let the student know what is going to happen or how long to wait. This will help make difficult concepts like time and expectations more concrete.

Find out from parents or teacher what the student’s interests are. Use these as rewards for positive behavior.

Ex.: the student used a quiet voice during the bus trip so s/he gets a Thomas the Train sticker or sucker when s/he gets off . In addition, if the student gets up from his/her seat, rewards can also be used, like holding a favorite toy as long as s/he remains sitting.

Use a fidget bag or any type of bag with items to keep the student busy during down time. These items can include squish

balls, books, cassette tapes with headphones, magna-doodles, etc. Keep these on the bus for student to grab when they enter the bus and then drop off before they exit. If a bus assistant is on the bus, a choice board could allow choice of one item from the fidget bag at a time. Giving

choice can be helpful and keep bus ride interesting.

RKeep feet on the floor! SNo climbing on

the seats!

SGreat job!

Adult Only!

Do not Touch!

RAwesome job

keeping your feet on the floor!

Make sure a student knows that you are talking to him/her before you give an instruction. Get his/her attention by saying their name or lightly tapping their shoulder.

Give one, simple instruction at a time and allow time to think before giving the instruction again.

(6/pack) $7 (6/pack) $7

(20/pack) $7

(10/pack) $7

(50/pack) $25 (50/pack) $25

(50/pack) $25

(50/pack) $25

Bulk Pricing:10x = $23025x = $550

These two-sided handouts review the names and basic characteristics of Autism Spectrum Disorder, how ASD is diagnosed, and relevant changes in diagnoses and treatment with DSM-5. The set includes 30 handouts.

The two-sided handout provides an explanation of applied behavior analysis (ABA) and the foundations of behavior therapy and ABA-based therapy along with other considerations. The set includes 50 handouts.

The screening poster provides an easy-to-follow graphic explanation of characteristic behaviors of individuals with ASD and can serve as a way to initiate conversations with families. Available in two sizes: 1) 11X17 laminated posters - 3 per pack; 2) 8.5X11 laminated handouts - 15 per pack. Also available in Spanish.

The handout debunks myths about Autism Spectrum Disorder and provides evidence-based information. The set includes 50 handouts.

The two-sided handout provides recommendations on how to interact with individuals with ASD, including consideration of common strengths and challenges and suggestions on how to best support individuals with ASD. The set includes 50 handouts.

The brochure is written in a child-friendly language and includes tips for playing with children with ASD, their strengths and challenges, and other basic information about ASD. The set includes 30 brochures. Also available in Spanish.

The brochure is written in a child-friendly language and includes an explanation of strengths and ways to overcome and/or cope with challenges. The set includes 30 brochures. Also available in Spanish.

The handout includes 10 bus ride tips for bus drivers on how to support individuals with ASD. This set will be laminated for repeated use and/or posting on a bus. It will be one that includes 30 handouts.

ASD & DSM-5 Overview

What is ABA?

Autism Screening Poster

Misconceptions & Facts about ASD

10 Do’s for Supporting Individuals with ASD

What is Autism? Brochure

I Have Autism Brochure

10 Bus Rider Tips

ABC Behavior Chart

©2013 HANDS in Autism® Interdisciplinary Training & Resource Center. For questions or permission to use, copy, or distribute, please contact Naomi Swiezy, Ph.D., HSPP, Program Director, at [email protected]. Last Revised 2/2013

Developed by Swiezy, N. B., & Linn, M. N. (2002). Adapted from: Koegel, L. K., Koegel, R. L., Kellgrew, D., & Muller, K. (1996). Parent Education for Prevention and Reduction of Severe Problem Behaviors. Baltimore, MD: Paul H. Brooks Publishing Co.

List any situations or events that may be influencing the child’s behavior today: (e.g., poor sleep the night before, child is feeling ill, just returned from vacation, etc.)Student’s Name: _______________________

Rater’s Name: __________________________

Age: ___________________

Date: ____________________

Operational definitions of target

behavior:

______________________

______________________

______________________

______________________

______________________

________________

______________________

______________________

______________________

______________________

______________________

________________

Time LocationAntecedent

BehaviorConsequence

Function

www.HANDSinAutism.org | [email protected] | 317.274.2675




Phone: 317.274.2675

Fax: 317.274.3885

[email protected]

HANDSinAutism.iupui.edu

The HANDS (Helping Answer Needs by Developing Specialists) in Autism® Interdisciplinary Training & Resource Center is located within the Department of Psychiatry at the Indiana University School of Medicine. Support for the foundational development of the HANDS in Autism ® Center has been provided through a combination of federal and state funding as well as private philanthropies. To learn more, please contact Naomi Swiezy, Ph.D. HSPP, Director, at [email protected] or find us at HANDSinAutism.iupi.edu

Applied Behavior Analysis (ABA)

What Is It?HANDSinAutism.iupui.edu


Defining Behavior:Behavior refers to responses to one’s environment that can be specifically described, observed, and measured. Behavior may be categorized as voluntary or involuntary, social or asocial, adaptive or maladaptive, and functional or nonfunctional. The basic goal of scientists who study behavior is to systematically observe, describe, understand, explain, and predict behavior.

Defining Behavioral Therapy:Behavioral therapy is a broad term referring to the general application and use of behavioral principles and interventions. The term can be used to describe a number of behavioral philosophies, methods and treatments used to address concerns relating to behavioral excesses and deficits. The use or application of behavioral therapy does not specifically involve an analysis of factors influencing behaviors, systematic implementation of strategies, or ongoing analyses of outcomes informed through data-driven decision making. Instead, strategies used as part of behavioral therapy may be selected and implemented on the basis of the clinical judgment of the therapist guiding the intervention.

Defining Applied Behavior Analysis (ABA):ABA is a philosophy that refers to the scientific and systematic application of methods based upon behavioral principles. That is, interventions and programming are derived by making a hypothesis and testing this hypothesis through systematic data collection and analyses of the data. Data is collected from a number of informants, settings, and situations as well as in a number of formats. This data is then utilized to determine the most appropriate methods for intervention. ABA interventions are individualized but effective programming is typically composed of three primary components: setting up the environment, reducing behavioral symptoms, and increasing functional replacement skills. Ongoing data is collected and analyzed to monitor outcomes, areas of needed modifications and successes. This philosophy has been shown to be effective with a wide variety of behavioral disorders (inclusive of Autism Spectrum Disorder) and symptoms for many years and forms the basis of the HANDS in Autism® training model.

Request a training to learn how to effectively support individuals with ASD & related developmental disabilities by contacting us at [email protected] or visiting HANDSinAutism.iupui.edu

Help us bring supports for individuals with ASD to your community! We greatly appreciate any and all donations that allow us to provide information, training, and resources to individuals, families, and caregivers in your community. All donations are tax deductible to the extent allowed by law and you will be provided with the necessary documentation of 501(c) tax exemption status (www.HANDSinAutism.org/donatehands.html ) For further information, contact us at [email protected].

Autism Spectrum Disorder

ScreeningEndorsement of any of these areas should lead to referral for evaluation

Children less than two years old:

Children two years and older:

Inactive

limp/floppy

very little crying

Irritable

difficult to comfort

comforted only by motion

limp/stiff when held

Significant time spent seeking sensory input

spinning in circles

wedging self in tight

places

slamming into objects/

people

Difficulty communicating

difficulty expressing

wants or needslimited

conversation skills

High levels of distress over minor changeschange in

placement of items

change in play sequence

Decreased sensitivity to pain

Interacting with others only to meet a need

play with peer/sibling to get chased

ask mom to come over to fix a toy rather

than play

Mama

Any loss of language skills

Mama

Repetitive motor move-ments of self/objects

repetitive movement of objects

self-injurious behavior flapping hands/

flicking fingers

toe-walking

Difficulty in understanding:

social rules / interactions

environmental safety rules

Difficulty with imaginative play

Strong visual learners

Stop!

Unusual sensitivity to environment

touch

sound

vision

smell(high/low)

Limited social response

limited interest in or awareness of

others

limited social smile/eye contact

Difficulty communicating

limited understanding and/or use of specific

gestures

©2004 HANDS in Autism® Interdisciplinary Training & Resource Center. All rights reserved. For questions or permission to use, copy, or distribute, please contact Naomi Swiezy, Ph.D., HSPP, Director, at [email protected]. Last revised 08/2013


More information about Autism Spectrum Disorder, resources, strategies, and trainings available at:

The HANDS (Helping Answer Needs by Developing Specialists) in Autism® Interdisciplinary Training & Resource Center is located within the Department of Psychiatry at the Indiana University School of Medicine. Support for the foundational development of the HANDS in Autism ® Center has been provided through a combination of federal and state funding as well as private philanthropies. To learn more, please contact Naomi Swiezy, Ph.D. HSPP, Director, at [email protected] or find us at www.HANDSinAutism.org.




Phone: 317.274.2675

Fax: 317.274.3885

[email protected]


Misconceptions & Facts about Autism Spectrum Disorder


Misconceptions Facts


VASD is a neurodevelopmental disorder that affects social communication and social interaction as well as behaviors, interests, and activities.

VASD affects individuals of all races, ethnicities, social classes, lifestyles, and educationalbackgrounds equally.

V

ASD is more common in boys than girls with 1 in 54 boys being affected in comparison to 1 in 252 girls or approximately 5 boys to every 1 girl receiving an ASD diagnosis.

V

Individuals with ASD often have individual strengths and weaknesses across academic and functional areas; however, few individuals with ASD have savant abilities.

X Autism spectrum disorder (ASD) is an emotional problem.

XASD occurs more often in people with high incomes and higher levels of education.

XIndividuals with ASD do not become attached or show affection to others.

X All children with ASD have savant abilities in specific areas.

X The occurrence of ASD is equal between boys and girls.

X ASD can be cured.

VIt is common for ASD to co-occur with other developmental, psychiatric, neurologic, chromosomal, and/or genetic diagnoses.

XIndividuals can be affected by ASD or another disorder, but they cannot be affected bymultiple disorders.

VASD cannot be cured; however, there are many treatment options that enable individuals with ASD to compensate for areas of challenge.

V

Individuals with ASD may demonstrate attachment or affectionate behaviors to parents and/or caregivers; however, such attachment or affection may be on the individual’s own terms or expressed in a manner that is different from what society would typically expect.




Phone: 317.274.2675

Fax: 317.274.3885

[email protected]



10 Do’s for Supporting Individuals with ASD

¤ Do limit verbal instruction and supplement with visual strategies – Individuals with Autism Spectrum Disorder (ASD) generally have strengths in visual processing; verbal information can be difficult for them to process. Use visual supports, modeling, and physical prompts to help ensure understanding.

¤ Do prepare ahead for transitions – Individuals with ASD often have difficulty adjusting to changes and tend to be more successful when they are given time to prepare for transitions and supports are used during transitions. Consider using visual schedules, timers, and other cues both to let the individual know a transition is coming as well as to let him/her know what to expect after the transition.

¤ Do realize that behavior is a form of communication – Individuals with ASD often have difficulty using communication in a functional way. Even verbal individuals can struggle to use their words in times of stress or anxiety. Remember that negative behavior is often an attempt to communicate needs and desires rather than a personal attack on others.

¤ Do use concrete language – Individuals with ASD often have difficulty understanding figures of speech, analogies, sarcasm and exaggerations. Be careful to say exactly what you mean, as your words may be taken literally.

¤ Do use simple sentences – Be clear and concise. Long sentences require longer processing time, and individuals with an ASD often have difficulty processing verbal information. Use short, simple sentences.

¤ Do try to build on successes – Whenever new skills are being taught, it is important to build on the individual’s strengths. If the individual is learning to get dressed, expect him or her initially to do only one

step of the dressing process and then slowly add in steps as he or she becomes ready. If the individual is struggling with an assignment, break it into smaller pieces and add in supports to ensure success. Always try to end activities with a success.

¤ Do remember that behavior problems are not part of the diagnosis - Common behavior problems such as noncompliance, aggression, and tantrums should be addressed and not simply accepted as part of the child’s diagnosis. Interventions are used for specific behaviors and not for the overall diagnosis.

¤ Do use rewards and reinforcers – Most neurotypical individuals learn new skills or stop inappropriate behaviors because of social reinforcement (the desire for acceptance from



Pulley Cards

Choose Job

Break

Fine Motor

Art

Game

Computer

Snack

Work with Teacher

Schedule

Token Board

Reward Schedule

First-Then Board

I have Autism...

What is That?What is Autism?

Even though some things are hard for me, I can try the things below to help me do my best each day:

I can do lots of things if I learn how... we also have....

Contact Us:

... and other resources!

What is Autism? brochure

What is Autismanimation

What is Autismvideo

Activity templates

Strategies for Teenagers & Adults

Life With ASD

It’s easy to forget what to say when talking on the phone to someone. To make it easier, you can fill out a script ahead of time to help prepare what you need to say. Then, when you call, all you have to do is follow your script! Most pizza places will ask the same thing, but it may be in a different order or worded differently. You can say, “one moment please,” if you need time to find your response. Also, if you live with someone, you can ask them for help! Below is a script for ordering pizza over the phone. All you have to do is fill out the highlighted sections!

Directions:

Use the template and follow the steps to help prepare for your phone conversation. See the model for an example.

1. Look up the phone number for the pizza shop that you want to call. You can find their phone number in the phone book or on the internet.

2. Fill out the answers to the questions that the person at the pizza shop will ask you.

3. Call the pizza shop and place your order!

Developed by Megan Carter and Alison Dethoff

Using a Phone Script

Also, check out...

How-To Video Series

How-To Template: Visual SchedulesHow-To Template: Activity ScheduleHow-To Schedule: First-Then Board

Life with ASD Series

Academia Series

Strategy in Practice

[email protected]

Tel: (317)274-2675Fesler Hall (IUPUI)

1120 South Dr., Ste. 302Indianapolis, IN 46202

View/download these and other templates at www.HANDSinAutism.org

Materials provided are samples only! They may need to be individualized to meet the particular needs

of a person with an ASD!


1120 South Drive, Fesler Hall 302Indianapolis, IN 46202Phone: 317.274.2675Email: [email protected]

also in Spanish



& Learning Connection!

Step 1...Because I can learn small bits at a time:

� I will be most successful if hard things are broken into steps to help me learn them.

Because it is hard to know what to say:

� I can work with adults to learn what is and what is not okay to say.

Because I understand pictures and things that are written down:

� I can use pictures and lists to learn.

Blocks

Because I like routines:

� I will like to do the same things at the same time or to have a schedule to let me know what to expect.

� It will help to have reminders if things will change, so I’m ready for the change.

123

Because it is hard making friends:

� I can work with adults and other kids to practice making friends.

Autism Spectrum Disorder (DSM-5, 2013):

Overviewwww.HANDSinAutism.org | [email protected] | 317.274.2675

© 2013 HANDS in Autism Interdisciplinary Training and Resource Center. All rights reserved. For questions or permission to use, copy, or distribute, please contact Naomi Swiezy, Ph.D., HSPP, Director, at [email protected]. Last revised 09/2013

About DSM-5Autism Spectrum Disorder (ASD) is diagnosed according to criteria contained within the current version of the Diagnostic and Statistical Manual of Mental Disorders (5th ed.; DSM-5; APA, 2013). This manual is updated periodically and provides criteria and guidelines for use by physicians and licensed psychologists who make medical diagnoses of ASD. In addition, multidisciplinary teams within schools use the current version of the DSM as well as the special education eligibility criteria outlined within the Individuals with Disabilities Education Improvement Act of 2004 (IDEIA) and the Indiana Department of Education Article 7 (IDOE-Title 511-Article 7, 2010) when making decisions related to the need for special education services under ASD eligibility. Eligibility for special education requires that the symptoms related to ASD result in a consistent and significant negative impact on academic achievement and/or functional performance as identified by the multidisciplinary team.

Potential ImpactWhile the impact of such changes cannot be entirely predicted, studies suggest that the impact of these changes should be minimal. There is evidence that the change in criteria will increase the accuracy of ASD diagnosis. Individuals who have met the criteria for autism, Asperger’s Disorder, PDD-NOS, or Childhood Disintegrative Disorder in the past should continue to meet criteria for ASD or another, more accurate diagnosis within the DSM-5. Despite these changes, decisions related to needed services and supports will continue to be based on the level to which symptoms limit the individual’s ability to function effectively in his or her environment. Treatments or interventions will continue to focus on the individual’s specific symptoms and the severity of those symptoms.

ReferencesAmerican Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.World Health Organization. (2004). ICD-10: International statistical classification of diseases and related health problems. World Health Organization.

Updates & RevisionsRecent revisions were made to ASD criteria in the movement to a new version of the DSM. Within the DSM-5 (APA, 2013), notable changes were made to improve the accuracy of diagnosis with changes based upon input from scientists, providers, community agencies, and families. Autism Spectrum Disorder (ASD) is now a single diagnostic category replacing the 4 disorders of autism or Autistic Disorder, Asperger’s Disorder, Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS), and Childhood Disintegrative Disorder.

¤ Placement of ASD under the category of neurodevelopmental disorders

¤ Consideration of the range of ages for which the effect of ASD symptoms may manifest whereby symptoms of ASD must appear within the early developmental period but may not become entirely apparent until situations and demands exceed the individual’s social skills and capacities

¤ Movement from 3 to 2 domains of functioning being affected for individuals with ASD including (1) challenges related to social communication and social interaction, and (2) restricted repetitive behaviors, interests, or activities

¤ Addition of a dimensional measure to rate the severity of symptoms or level of care and support needed for an individual with ASD

¤ Broadening of the domain related to restricted and repetitive behaviors to include sensory sensitivities or unusual interest in sensory aspects of the environment

¤ Introduction of a new diagnosis of Social (Pragmatic) Communication Disorder for individuals affected by social communication impairments without challenges related to restricted repetitive behaviors, interests, and activities

¤ Increased alignment with the World Health Organization’s International Classification of Diseases (ICD-10; WHO, 2004) used to diagnose other medical disorders within clinical settings

Additional changes made within the DSM-5 (APA, 2013) include the following:

Autism Spectrum Disorders:

Overview

Definitions

DSM-IV-TR: Diagnostic and Statistical Manual of Mental Disorders—Fourth Edition—Text Revision: A manual published in 2000 that outlines the specific characteristics required for the classification of all psychiatric disorders.

PDD: Pervasive Developmental Disorder: The clinical or medical term for a constellation of 5 diagnoses listed in the DSM-IV-TR with core difficulties in social communication.

ASD: Autism Spectrum Disorders: An increasingly used term for three most common PDD diagnoses (Autistic Disorder, Apserger’s Disorder, and Pervasive Developmental Disorder - Not Otherwise Specified [PDD-NOS]).

Facts

There are five disorder categories under the label Pervasive Developmental Disorders:• Autistic Disorder;* • Asperger’s Disorder ;* • Pervasive Developmental Disorder – Not Otherwise Specified (PDD-NOS);* • Childhood Disintegrative Disorder;• Rett’s Disorder.

* Characteristic symptoms present prior to the age of three.

Individuals with Autistic Disorder exhibit challenges and meet criteria in 3 main areas:• Social Interaction - e.g., limited eye contact and gestures, difficulty making friends, difficulty understanding common social rules• Communication - e.g., delay in or lack of spoken language, unusual use of language (e.g., not conversant), limited or no creative play

• Repetitive/Restricted Interests - e.g., excessive interest in unusual objects, limited use of objects and interests or intense interest in limited topic areas; repetitive motor mannerisms; excessive need for routine.

Individuals with Asperger’s Disorder exhibit challenges and meet criteria in 2 main areas:• Social Interaction • Repetitive/Restricted Interests

Additionally, individuals have no significant delay in language or cognitive skills though they often have unusual and pressured language and have difficulty maintaining conversations outside of their area of interest.

Individuals with PDD-NOS exhibit challenges across all three areas above.

Individuals with Rett’s Disorder develop appropriately for the first 5 months and then experience:• Loss of hand skills and development of classic repetitive hand movements (i.e., hand wringing)• Loss of social interaction at onset of disorder• Communication difficulties (both with expression and understanding of language).

Individuals with Childhood Disintegrative Disorder develop appropriately for at least 2 years and then experience:• Loss of skills in at least two of the following areas: communication, social adaptive skills, bowl and bladder control, play skills, and motor skills.• Abnormalities in at least 2 of the following 3 areas:

» Social Interaction » Communication » Repetitive/Restricted Interests.


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I IndependentAfter being given the initial direction or expectation, the child can respond to or complete the task with no further prompt or information.

G GestureThe adult points or motions to the child, activity, or visual cue; no physical contact is made.

V Verbal The adult provides verbal information about the task or the correct response.

M Model The adult demonstrates or provides a completed model of what the child is supposed to do.

PP Partial PhysicalThe adult touches the child (possibly on the arm, elbow, or hand) to assist with the task; requires less involvement than hand-over-hand guidance.

HOH Hand-Over-Hand The adult physically guides the actions of the child by placing their hands over the hands of the child.

FP Full Physical The adult provides physical contact in maneuvering the child to complete required task.

Least amount of adult involvement

Most amount of adult involvement

Basic Prompting Sequence

©2012 HANDS in Autism® Interdisciplinary Training & Resource Center. For questions or permission to use, copy, or distribute, please contact Naomi Swiezy, Ph.D., HSPP, Program Director, at [email protected]. Last Revised 11/2012


The two-sided screening poster provides an easy-to-follow graphic explanation of characteristic behaviors of individuals with ASD and can serve as a way to initiate conversations with families. The check boxes can help mark present characteristics. Available in two sizes: 1) 11X17 laminated posters - 3 per pack; 2) 8.5X11 laminated handouts - 15 per pack. Also available in Spanish.

This 20-minute video features stories of several individuals on the

autism spectrum that reflect successes due to the support of their families and providers utilizing evidence-based strategies.

Free for Indiana residents.

Autism Screening Poster Checklist

What is Autism? Video

Setting-Based Resource Toolkits, Starter Packs, & Guides

The resource toolkit is an effective way to teach professionals, families, and peers regarding individuals with ASD. The kits also include a range of handouts and visual supports to support training.

The following resource toolkits are available for :

Resource Toolkits

Put out all cards, picture side down

Choose who will go first

Wait while other people take a turn

On your turn, flip over 2 cards

2If cards are the same, keep them

If cards are different, put them back

When the cards are all gone, the game is all done

Wait while other people take a turn

X

¤ Healthcare professionals ¤ General Educators ¤ Autism 101 ¤ Bus Drivers ¤ Office Staff ¤ Administrators ¤ Teachers of Related Arts

¤ Home-Community ¤ Cafeteria ¤ Parent/Sibling ¤ Sibling ¤ Peers ¤ Security Guards ¤ EMT

¤ Law Enforcement ¤ Firefighter ¤ Library ¤ School Nurses ¤ School Psychologists ¤ Occupational / Physical Therapist ¤ Speech-Language Pathologist

Six handouts are laminated posters to be placed in a classroom to support staff in the implementation of basic behavioral and teaching strategies (e.g., prompting, positive attention). The set includes 6 posters.

The set includes visual rules for three basic games in two formats, as well as two turn cards. Will be available in series.

Area & Classroom Pointers

Common Game Series

A range of schedules to represent common home activities (e.g., weekend schedule, morning routines, afterschool and evening activities).

A range of activity schedules to represent steps for common activities (e.g., toileting, tooth brushing).

Schedules for Home Starter Pack

Functional Mini-Schedules

Time to Brush Your Teeth

Finished!

Rinse toothbrush

Squeeze toothpaste on toothbrush

Brush top front teeth 10 times

Brush top left teeth 10 times

Brush top right teeth 10 times

Brush bottom front teeth 10 times

Brush bottom left teeth 10 times

Brush bottom right teeth 10 times

Rinse toothbrush

Rinse mouth

Wipe mouth

Bathroom

Computer

Snack

Leisure

Reading

Listening

$25

$15

$18$18

$18

$18 $18(3/pack, 2 format leves)

Bulk Pricing:10x = $16025x = $350

Manuals

A collection of 3 activities with activity schedules in two formats to meet the needs of individuals with ASD with varying developmental levels. Will be available in series.

A collection of 3 activities with activity schedules in two formats to meet the needs of individuals with ASD with varying developmental levels. Will be available in series.

Visual Recipes Series Arts & Craft SeriesKid’s Corner: Thanksgiving Turkey

HANDS in Autism® Interdisciplinary Training and Resource Center

www.handsinautism.org

It is time to make a turkey for Thanksgiving!

Tape on feather 1

Tape on feather 2

Tape on feather 3

Tape on feather 4

Tape on feather 5

Tape on feather 6

The set of school safety tips and strategies includes tips for drills and emergency situations at school, (e.g., evacuation, fire, lock-down, and tornado).

A collection of how-to templates that explain and provide examples of evidence-based visual supports and strategies across academic, functional, and behavioral programming. The templates are an annual collection of materials found on the website and used by HANDS in Autism® trainers.

This manual contains practical strategies and supports, informational materials, resources, and additional considerations for working with families and individuals with ASD and related disorders in healthcare settings.

The training guide is designed to accompany the What is Autism video and includes both discussion and reference materials. It can be used to facilitate trainings and can be used at trainings based on the video training.

This manual contains a wealth of information for caregivers, medical and educational professionals, community members, and individuals. Content includes information on ASD, family considerations, rights and regulations, best practices and practical strategies, and collaboration pointers.

School Safety Tips

How-to Templates Collection (in Volumes)

Toolkit for Medical Professionals

What is Autism Training Guide

Next Steps Manual




Phone: 317.274.2675

Fax: 317.274.3885

[email protected]


The HANDS (Helping Answer Needs by Developing Specialists) in Autism® Interdisciplinary Training & Resource Center is located within the Department of Psychiatry at the Indiana University School of Medicine. Support for the foundational development of the HANDS in Autism ® Center has been provided through a combination of federal and state funding as well as private philanthropies. To learn more, please contact Naomi Swiezy, Ph.D. HSPP, Director, at [email protected] or find us at wwwHANDSinAutism.org.

& Learning Connection!

School Safety Best Practices:

Evacuation Emergency

Visual rulesUsing pictures or words to define the behavioral expectations of this event will allow the individual time to process during this time of heightened anxiety. They can be used as reminders as needed and can be a point of prompting for the adult to help support. For example: follow instructions, quiet voices, listen to teacher, stay in position.

Make your expectations clear

Mini-schedule A mini-schedule would lay out the individual steps that would take place during this event. For example: the alert will be given, we will walk to assigned area, we will remain in position, we will resume the previous activity.

Help the individual to know what is going to happen

Sensory Kit/Fidget bagYou may find that many individuals with ASD seek out sensory stimulation to calm themselves or reduce anxiety. By creating a bag filled with sensory materials, you may enable the individual to meet their sensory needs, thus allowing them to feel less anxious and better able to focus on the task at hand.

Respect sensory issues

Give visual cues for amount of time remaining

Stoplight serves as a visual representation of passing time. Green signifies the beginning of activity, yellow shows that the activity is almost finished, and red lets the individual know the activity is complete.

Mini-Pulley - Stoplight/CountdownHelping an individual to understand the amount the time an activity may take will make great strides in lessening their anxiety in that situation. The tools on this pulley are adult manipulated so the time can be estimated by the adult in situations where the time is not set.

Countdown board allows for more control over the rate of the activity passing. The numbers 1-5 are taken off or moved as the activity is winding down.

Example: Light shown is green when the alert is given. When you are part way through the waiting, add the yellow light and when you are finished and about to move on, add the red light.

Example: Can be used similarly to the stoplight scenario. Number is taken down for each phase of the event or as time passes, ex. go to assigned area, take down a number, and so on until each number has been taken down and the individual

understands that the event is complete.

First Then

brush hair game

I need helpI need a break

Way Too Loud!

Too Loud!

Just Right!

Too Quiet!

I Can Barely Hear You!

How-To Templates

My Big Book of

Toolkitfor Medical Professionals

Strategies & Supports for Working with Individuals with Autism Spectrum Disorder

Next Steps Manual

Family Guide into Autism Spectrum

Disorders

$36

$36$36

$18

$18

$18

(3/pack, 2 format leves) $18(3/pack, 2 format leves)

Bulk Pricing:10x = $34025x = $800

Single-Strategy ToolkitsThe single-strategy toolkit is an effective way to teach professionals, families, and peers regarding specific strategies found to be effective in working with individuals with ASD. The kits include a how-to template, a video and a resource sample. Also available in Spanish.

The following resource toolkits are available for :

◊ Thisstrategyshowsanexpectationfollowedbysomethingpreferred(i.e.,firstwork,thenvideogame).◊ Boardsshowthatoneactivity(usuallyalesspreferredone)musthappenbeforethenextactivity(apreferredone)canoccur.◊ Tryusingfirst-thenboardstohelpindividualsthroughnon-preferredtasks(i.e.,homework,chores,doctorsvisits).◊ Rewardsmustbeimmediatelyavailable.◊ The“Then”boxmayrepresentachoicetime,breaktime,aspecificactivity(e.g,gameboy),oranobject(e.g.,book).Itisokaytoplaceaconcreteobject(suchasabook)onthe“Then”boxifnopicturesareavailable.◊ Remembertoofferrewardspriortonegativebehaviorsotheindividualdoesnotlearntomisbehaveinordertobeofferedareward.

To Make:

1. Takephotographsorcutouttheimagesavailableheretorepresentthe“first”,laminatethepicturesifpossible.2. Thinkaboutpossiblerewards.Usephotographs,objects,ortheattachedimagestorepresentthe“then”,laminateifpossible.3. UsetheFirst-Thenboardincludedhere,ordrawandcutouttwolargesquares,onewith“First”aboveit,andonewith“Then”aboveit.4. UseVelcrotoattachpicturesonFirst-Thenboardintheordershownintheimage.

How-To Templates

Small Board Template

First Then

Also, check out...

How-To Video: First-Then Board

How-To Template: Choice BoardHow-To Template: Visual Schedules

Kid’s Corner SeriesLife with ASD SeriesAcademia Series

Materials provided are samples only! Items may need to be individualized to meet each person’s specific needs!

View/downloadtheseandothertemplatesatwww.HANDSinAutism.org/tools/HowToTemplates.html

First-Then Board

[email protected]

Tel: (317)274-2675

Fesler Hall (IUPUI)1120 South Dr., Ste. 302Indianapolis, IN 46202 ¤ First/hen Board

¤ Countdown/Stoplight Board ¤ Choice Board

MembershipsAn annual membership to access the HANDS in Autism® portal, rich in informational resources, templates, and informational handouts that will make your support individuals with special needs easier whether it is at school, home, or community.

We offer two levels of membership:

¤ Individual Membership is an excellent choice for families and professionals ¤ Organizational Membership allows up to 15 individuals from an organization to access our

resources.

$14

(15/accounts) $450(single/annual) $50

Bulk Pricing:10x = $12025x = $250

General MerchandiseWe have a number of general merchandise available for personal or office/classroom use.

Use the form on the next page to request your resources.

Tumbler

Lanyard

To-Do List

Pulley

Tote Bag

Silver Puzzle Piece Pin T-Shirts

Ball

USB Drive(512MB)

In Case of Emergency Bracelet

$3

$10$3

$5

$5

$3

$10

$20

$3

$5

$5


Order Form Visual Tools & Supports Quantity: 1 10 25

Item # Price: $7 $65 $140

A1* First/Then Board*

A2* Stoplight*

A3* Countdown*

A4* Choice Board*

A5* Token Board*

A6* Discussion Board*

A7* FCT Pulleys*

A8* Mini Pulleys*

A9* Social Communication Cue Cards*

A10* Voice Volume Chart (3/pack)*

A11* My Turn/Your Turn Cards (6/pack)*

A12* Go/Wait Cards (6/pack)*

A13 Autism Information Hangtag Lanyards (10/pack)

A14 This Individual Has Autism Cards (20/pack)

Single-Strategy Toolkits Quantity: 1 10 25

Item # Price: $14 $120 $250

E1* First/Then Board*

E2* Countdown/Stoplight*

E3* Choice Board*

Manuals Quantity: 1 10 25

Item # Price: $36 $340 $800

D1 How-To Manual

D2 Next Steps Manual

D3 Toolkit for Medical Professionals

Setting-Based Resource Toolkits, Starter Packs & Guides

Quantity: 1 10 25

Item # Price: $18 $160 $350

C22 Schedules for the Home Starter Pack-Series 1

C23 Functional Mini-Schedules Starter Pack-Series 1

C24 Area Rules & Classroom Pointers-Series 1 (6 items/set)

C25 Common Games-Series 1 (3/pack, 2 format levels, 2 My Turn/Your Turn visual support cards)

C26 Visual recipes-Series 1 (3/pack, 2 format levels)

C27 Arts & Crafts-Series 1 (3/pack, 2 format levels)

C28 School Safety Tips Toolkit

C29 What is Autism? training guide

Informational Handouts & Brochures

Quantity: 1 10 25

Item # Price: $25 $230 $550

B1 Peer Interaction Tips (50/pack)

B2 Sensory Man (50/pack)

B3 Autism Puzzle (50/pack)

B4 11 Strategies for Bus Drivers (50/pack)

B5 10 Bus Rider Tips, laminated (30/pack)

B6 Misconceptions & Facts (50/pack)

B7 ASD Overview & DSM5 Overview (30/pack)

B8 10 Do’s For Supporting Individuals w ASD (50/pack)

B9 What is Applied Behavior Analysis? flyer (50/pack)

B10* What is Autism? Brochures* (30/pack)

B11* I Have Autism brochures* (30/pack)

B12* 8½x11 Screening poster, laminated* (15/pack)

B13* 8½x11 Screening checklist, laminated* (15/pack)

B14* 11x17 Screening poster, laminated* (3/pack)

B15* 11x17 Screening checklist, laminated* (3/pack)

* Item available in English and Spanish.

C1 Healthcare Professionals Resource Toolkit

C2 General Educators Resource Toolkit

C3 Autism 101 Resource Toolkit

C4 Bus Drivers Resource Toolkit

C5 Office Staff Resource Toolkit

C6 Administrators Resource Toolkit

C7 Teachers of Related Arts Resource Toolkit

C8 Home-Community Resource Toolkit

C9 Cafeteria Workers Resource Toolkit

C10 Parent/Sibling Resource Toolkit

C11 Sibling Resource Toolkit

C12 Peer Resource Toolkit

C13 Security Guard Resource Toolkit

C14 EMT Resource Toolkit

C15 Law Enforcement Resource Toolkit

C16 Firefighter Resource Toolkit

C17 Library Resource Toolkit

C18 School Nurses Resource Toolkit

C19 School Psychologists Resource Toolkit

C20 OT/PT Resource Toolkit

C21 SLP Resource Toolkit

What is Autism DVD (free for Indiana Residents)

Quantity: 1

Item # Price: $15

F1 What is Autism DVD

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All sales are final. Any defective item(s) or item(s) that were different from original order may be exchanged. Please contact 317-274-2675 or [email protected] for questions or concerns. Please note that all defective item(s) are subject to inspection.

All shipped items are sent via Priority mail from the United States Postal Service. All items are shipped free of charge

Please mail order form and payment (copy of a purchase order) to: HANDS in Autism® Fesler Hall, Suite 302, 1130 W Michigan Street, Indianapolis, IN 46202

Make check payable to Indiana University . For security reasons, please write driver’s license number at the top of the check.

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