Rachel Stotts, M.S., CCC- SLP Assistant Professor/Clinical ... · San Jose, CA: Think Social Pub....
Transcript of Rachel Stotts, M.S., CCC- SLP Assistant Professor/Clinical ... · San Jose, CA: Think Social Pub....
Rachel Stotts, M.S., CCC-SLP Assistant Professor/Clinical Supervisor
A Puzzle~ This section will be a crash course on creating
supports to increase success for individuals with ASD in the home, community and school. The simple strategies will focus on creating clear expectations, providing visual and other supports to increase clarity and understanding of what to do in different situations and environments.
Learning Objectives: 1. Participants of this session will learn the importance of
creating clear expectations and boundaries for individuals with ASD.
2. Participants of this session will learn how to create adaptations for a variety of settings &/or situations.
3. Participants of this session will gain knowledge to help determine when a support/adaptation is needed and plan for it.
About Me~
What do I know? How do I know it? • Professionally • Personally
My Best Teacher~
Learning Styles in ASD: Auditory Visual Kinesthetic Combination of the Above
Identify the Style~ • Knowing a child’s strengths and needs is very
important for promoting success. • Understanding strengths and needs will help you
determine a preferred learning style. • Children with special needs are under greater stress
with fewer resources~ • they have less/or impaired skills for coping • Parents, caregivers, therapists can recognize their
needs and adapt to allow the child to be more successful as well as develop skills.
Why? • As professionals~
• It is our JOB to do this • As parents that is how we
advocate for what our child needs
Detour!!!
Things We know~ Individuals with ASD: • Tend to like routine & rituals • Do not always like change • Like to know what’s coming • Tend to become anxious by the unknown • Like clear expectations • Tend to do better with structure • Need to trust • Need to be validated
Things We know cont.~ Individuals with ASD: Have strong interest areas Demonstrate splinter skills Have communication deficits May need more processing time Have feelings Want to belong, be loved and accepted
Clear Expectations & Boundaries~ So taking what we know about individuals with ASD
how can we clarify our expectations and create clear boundaries?
We have to try think like the individuals we are serving
Ask These questions~ From the individual’s perspective, is it clear: Where am I supposed to be? What materials/toys can I use? What & when can I do something? Who am I doing “X” with? How long do I have to? How do I stay calm/cope? When am I done/how do I go to the next thing?
How can we use visual supports & adaptations? Schedules Picture/object supports Storage of materials Duration maps/markers Timers/time indicators Environmental set up Dealing with feelings/emotions
Schedules~ Top-Down/ Left-Right Match the level to the individual’s skills
Written, pictures, objects, manipulative, etc. Understand individual’s tolerance for the challenging
activities Alternate preferred-non preferred Include sensory as needed
Schedules Examples~ First-Then Picture Written Both
Picture/Object Supports~ Objects or parts of objects to represent the item, event,
person or activity. Photograph/line drawings to label items, events,
person or activities Allow for:
Making choices Making verbal language concrete Allows for visual and kinesthetic learners to take in
more information
Picture/Object Examples~
Storage of Materials~ Seems unusual to be concerned with how we “store”
our materials but it can be an important clue for individuals with ASD.
Adds clarity to beginning/end of an activity. Concrete closure to event or activity Helps with routines (e.g., clean up, transitioning, etc.)
Storage of Materials Examples~ Zip top baggies Plastic bins Fabric bins Coffee cans Ice cube trays Egg cartons Recycled containers
Duration Maps/Markers~ A must have strategy in your tool box!!! Helps with tolerance for non preferred Adds a concrete way to move through time/trials/ etc. Helps with understanding when something is finished Adds an action for the individual so they are actively
involved in moving through activity Can serve as a distractor from the actual “work”
Duration Map/Marker Examples~ Beads on a string/pipe cleaner Stickers on a chart Puzzle pieces Boxes to check off Balls in a tin “Penny Chart” Tons of ways to do this!
Timers/Time Indicators~ Related to duration maps/markers Adds a multi-sensory indicator to the element of time
Visual, auditory, kenesthetic Increases awareness and clarity of ending/beginning
or duration of something Can be used for desired activities and other
Timers/Time Indicator Examples~
Environmental Set Up~ How the environment is arranged can mean the
difference between success and behaviors
How the space looks, sounds, flows, feels, etc… all impact the performance of the individuals we work with
Can you make a change to the environment that
promotes success?
Environmental Set up Examples~ Tape Towels Carpet squares Boxes Tents Chairs Tables Cupboards
Feelings/Emotions~ Feelings & emotions are not concrete!
How do we add structure and transparency to
something ambiguous?
How can we deal with 0-90 in seconds?
How do we teach what they or other people think and feel?
Feelings/Emotions Examples~ Comic Strip Conversations Speech bubbles 5 Point Scale Zones of Regulation Social Stories Video Scripting
Questions~ What do you need help with?
Resources~ Gray, C. (2010). The new social story book (10th anniversary ed.).
Arlington, Tex.: Future Horizons. 5 Point Scale Gray, C. (1994). Comic strip conversations: Illustrated interactions that
teach conversation skills to students with autism and related disorders (Rev. and updated. ed.). Arlington, Tex.: Future Horizons.
Kuypers, L., & Winner, M. (2011). The zones of regulation: A curriculum designed to foster self-regulation and emotional control. San Jose, CA: Think Social Pub. Boardmaker Software
Buron, K., & Curtis, M. (2012). The incredible 5-point scale: Assisting students in understanding social interactions and controlling their emotional responses (Significantly improved and expanded 2nd ed.). Shawnee Mission, Kan.: AAPC Pub.
References Cont.~ http://www.autism.org.uk/living-with-autism/strategies-and-
approaches/social-stories-and-comic-strip-conversations/what-is-a-comic-strip-conversation.aspx
http://teacch.com/about-us/what-is-teacch http://www.timetimer.com/ https://itunes.apple.com/us/app/vistimer/id434108079?mt=8 Social Stories: http://kidscandream.webs.com/page12. htmhttp://www.machkovich.com/Cory/AutismRecovery/SocialStories/
index.htm http://www.autisminspiration.com/public/department47.cfm http://www.speakingofspeech.com/ http://teachinglearnerswithmultipleneeds.blogspot.com/2008/02/free
-boardmaker-boards-and-activities.html http://www.cmcgc.com/media/handouts/101103/210_Brenda_Smith_M
yles.pdf
Slide 1
Rachel Stotts, M.S., CCC-SLPAssistant Professor/Clinical Supervisor
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 2
A Puzzle~ This section will be a crash course on creating
supports to increase success for individuals with ASD in the home, community and school. The simple strategies will focus on creating clear expectations, providing visual and other supports to increase clarity and understanding of what to do in different situations and environments.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 3
Lea r ning O bj ec t ives:1. Participants of this session will learn the importance of
creating clear expectations and boundaries for individuals with ASD.
2. Participants of this session will learn how to create adaptations for a variety of settings &/or situations.
3. Participants of this session will gain knowledge to help determine when a support/adaptation is needed and plan for it.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 4
About Me~
What do I know? How do I know it?
• Professionally• Personally
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 5
My Best Teacher~
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 6
Learning Styles in ASD:Auditory Visual Kinesthetic Combination of the Above
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 7
Identify the Style~• Knowing a child’s strengths and needs is very
important for promoting success.• Understanding strengths and needs will help you
determine a preferred learning style.• Children with special needs are under greater stress
with fewer resources~ • they have less/or impaired skills for coping• Parents, caregivers, therapists can recognize their
needs and adapt to allow the child to be more successful as well as develop skills.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 8
Why?• As professionals~
• It is our JOB to do this • As parents that is how we
advocate for what our child needs
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 9
Detour!!!
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 10
Things We know~Individuals with ASD: • Tend to like routine & rituals• Do not always like change• Like to know what’s coming• Tend to become anxious by the unknown• Like clear expectations• Tend to do better with structure• Need to trust• Need to be validated
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 11
Things We know cont.~Individuals with ASD: Have strong interest areas Demonstrate splinter skills Have communication deficits May need more processing time Have feelings Want to belong, be loved and accepted
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 12
Clear Expectations & Boundaries~ So taking what we know about individuals with ASD
how can we clarify our expectations and create clear boundaries?
We have to try think like the individuals we are serving
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 13
Ask These questions~From the individual’s perspective, is it clear:
Where am I supposed to be? What materials/toys can I use? What & when can I do something? Who am I doing “X” with? How long do I have to? How do I stay calm/cope? When am I done/how do I go to the next thing?
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 14 How can we use visual supports & adaptations? Schedules Picture/object supports Storage of materials Duration maps/markers Timers/time indicators Environmental set up Dealing with feelings/emotions
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 15
Schedules~ Top-Down/ Left-Right Match the level to the individual’s skills
Written, pictures, objects, manipulative, etc. Understand individual’s tolerance for the challenging
activities Alternate preferred-non preferred Include sensory as needed
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 16
Schedules Examples~ First-Then Picture Written Both
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 17
Picture/Object Supports~ Objects or parts of objects to represent the item, event,
person or activity. Photograph/line drawings to label items, events,
person or activities Allow for:
Making choices Making verbal language concrete Allows for visual and kinesthetic learners to take in
more information
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 18
Picture/Object Examples~
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 19
Storage of Materials~ Seems unusual to be concerned with how we “store”
our materials but it can be an important clue for individuals with ASD.
Adds clarity to beginning/end of an activity. Concrete closure to event or activity Helps with routines (e.g., clean up, transitioning, etc.)
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 20
Storage of Materials Examples~ Zip top baggies Plastic bins Fabric bins Coffee cans Ice cube trays Egg cartons Recycled containers
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 21
Duration Maps/Markers~ A must have strategy in your tool box!!! Helps with tolerance for non preferred Adds a concrete way to move through time/trials/ etc. Helps with understanding when something is finished Adds an action for the individual so they are actively
involved in moving through activity Can serve as a distractor from the actual “work”
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 22
Duration Map/Marker Examples~ Beads on a string/pipe cleaner Stickers on a chart Puzzle pieces Boxes to check off Balls in a tin “Penny Chart” Tons of ways to do this!
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 23
Timers/Time Indicators~ Related to duration maps/markers Adds a multi-sensory indicator to the element of time
Visual, auditory, kenesthetic Increases awareness and clarity of ending/beginning
or duration of something Can be used for desired activities and other
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 24
Timers/Time Indicator Examples~
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 25
Environmental Set Up~ How the environment is arranged can mean the
difference between success and behaviors
How the space looks, sounds, flows, feels, etc… all impact the performance of the individuals we work with
Can you make a change to the environment that promotes success?
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 26
Environmental Set up Examples~ Tape Towels Carpet squares Boxes Tents Chairs Tables Cupboards
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 27
Feelings/Emotions~ Feelings & emotions are not concrete!
How do we add structure and transparency to something ambiguous?
How can we deal with 0-90 in seconds?
How do we teach what they or other people think and feel?
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 28
Feelings/Emotions Examples~ Comic Strip Conversations Speech bubbles 5 Point Scale Zones of Regulation Social Stories Video Scripting
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 29
Questions~ What do you need help with?
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 30
Resources~ Gray, C. (2010). The new social story book (10th anniversary ed.). Arlington, Tex.: Future Horizons. 5 Point Scale Gray, C. (1994). Comic strip conversations: Illustrated interactions that teach conversation skills to students with
autism and related disorders (Rev. and updated. ed.). Arlington, Tex.: Future Horizons. Kuypers, L., & Winner, M. (2011). The zones of regulation: A curriculum designed to foster self-regulation and emotional
control. San Jose, CA: Think Social Pub. Boardmaker Software Buron, K., & Curtis, M. (2012). The incredible 5-point scale: Assisting students in understanding social interactions and
controlling their emotional responses (Significantly improved and expanded 2nd ed.). Shawnee Mission, Kan.: AAPC Pub.
http://www.autism.org.uk/living-with-autism/strategies-and-approaches/social-stories-and-comic-strip-conversations/what-is-a-comic-strip-conversation.aspx
http://teacch.com/about-us/what-is-teacch http://www.timetimer.com/ https://itunes.apple.com/us/app/vistimer/id434108079?mt=8 Social Stories: http://kidscandream.webs.com/page12. htmhttp://www.machkovich.com/Cory/AutismRecovery/SocialStories/index.htm http://www.autisminspiration.com/public/department47.cfm http://www.speakingofspeech.com/ http://teachinglearnerswithmultipleneeds.blogspot.com/2008/02/free-boardmaker-boards-and-activities.html http://www.cmcgc.com/media/handouts/101103/210_Brenda_Smith_Myles.pdf
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
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