Rachel Stotts, M.S., CCC-SLP Assistant Professor/Clinical Supervisor

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1 Rachel Stotts, M.S., CCC-SLP Assistant Professor/Clinical Supervisor

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.

Learning Objectives: 1. Participants of this session will learn the importance of creating clear expectations and boundaries for individuals with ASD. 2.

3 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.

4 About Me~ What do I know? How do I know it? Professionally Personally

5 My Best Teacher~

6 Learning Styles in ASD: Auditory Visual Kinesthetic Combination of the Above

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.

8 Why? As professionals~ It is our JOB to do this As parents that is how we advocate for what our child needs

9 Detour!!!

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

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

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

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?

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

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

16 Schedules Examples~ First-Then Picture Written Both

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

18 Picture/Object Examples~

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.)

20 Storage of Materials Examples~ Zip top baggies Plastic bins Fabric bins Coffee cans Ice cube trays Egg cartons Recycled containers

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

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!

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

24 Timers/Time Indicator Examples~

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?

26 Environmental Set up Examples~ Tape Towels Carpet squares Boxes Tents Chairs Tables Cupboards

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?

28 Feelings/Emotions Examples~ Comic Strip Conversations Speech bubbles 5 Point Scale Zones of Regulation Social Stories Video Scripting

29 Questions~ What do you need help with?

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.

31 References Cont.~ Social Stories: htmhttp:// index.htm boardmaker-boards-and-activities.html yles.pdf

Slide 1 Rachel Stotts, M.S., CCC-SLP Assistant 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

32 Slide 1 Rachel Stotts, M.S., CCC-SLP Assistant 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 Lear ning Obj ectives: 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.

33 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

34 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!!!

35 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

36 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

37 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~

38 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

39 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~

40 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?

41 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 Social Stories: htmhttp://

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