Looking at ASD Differently. Annual Home and Community Based Waiver Conference November 14, 2017

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1 Looking at ASD Differently Annual Home and Community Based Waiver Conference November 14, 2017

2 Introductions Maureen Ziegler

3 Looking at ASD Differently Using the ASD WITH the student rather than against the student

4 Goals for Students with ASD Socialization Skills Independent Skills

5 Looking at ASD Differently Respect for what has happened in the past While implementing what must happen in the future!

6 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

7 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..

8 Making Associations Right or Wrong

9 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

10 Examples of Pairing Tehran Loud Noises Terrance Spitting Break Card

11 Behavior Pairing/Making Associations Material or Area Practice Breakdown occurs here Modify

12 Break Card BREAK

13 Pairing Terrance - Spitting Search for Desirable Surface Determine the Desirable Surface Flood the Environment Practice the Association Association is Made Modify

14 Sets the Stage For What is Coming Next

15 Breaking Through Autism aspx?c=pmmwnytsf0mdgqf9x3zngy4 Wybcs6tIIFzY_1yVZJDIn3GGw7FLXTGD eu0yueohiueyycyv56gk.&url=http%3a %2f%2fwww.cbsnews.com%2fnews%2fbr eaking-through-autism-with-disneymovies%2f

Life, Animated Quote He has no sense of supposed tos because he can t read all those looks, expressions of favor or disfavor, the ripple in the crowd, borne within each passing moment that builds

16 Life, Animated Quote He has no sense of supposed tos because he can t read all those looks, expressions of favor or disfavor, the ripple in the crowd, borne within each passing moment that builds into life. That means he doesn t know what you re supposed to do in the library as opposed to a playground or what movies most eight-year olds are watching Owen is driven, shaped, and guided by what bubbles up, often quite mysteriously, from within. There are plenty of self-directed urges in everyone. It s just that our impulse instantly slams against our lightening-fast assessment of context. The atmospheric zone created by that collision is Behavior.

17 Visual Structure Facial Hair Jerrod Gym Shirt Adam

18 ADAM YOU DO HAVE GYM TODAY YOU WILL HAVE TO WEAR THE GYM SHIRT

19 Visual Structure Visual Strategies Alicia Tape throughout Building Jack Fonts Morning Routine Kelly Talking on the Phone

20 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 Cafeteria Recess Bathroom Matching Yellow Card - Gymnasium Gymnasium

21 Alicia s Color Cards Cafeteria Recess Bathroom Gymnasium

22 Building Layout Did Work Small Gym Cafeteria Elementary Building

23 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

24 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

25 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

26 Visual Strategies Development Options 1. Left/Right Orientation 2. Top/Bottom Orientation 3. 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

27 Visual Strategy Development Utilizing Student s Strengths Utilize Students Predisposition to Develop Visual Strategies Need for Order/Predictability Color Coding /Preferred Activities to Attach to the schedule Schedule must be Mobile using Clipboards or Folders Creates Student Independence within any Environment Visual Schedule Impose Visual Structure on Environment Visual Sequence of Expectations Visual Sequencing Promotes Student Interaction with Schedule Impose Changes in Routines through Visual Schedule Independence Prevents Behavior in Students

28 Teacher Internal Script THINGS TO DO ALL DONE BELL WORK DOOR HANDLES Student Internal Script SCIENCE DOOR HANDLES MATH DOOR HANDLES MUSIC DOOR HANDLES Social Contract

Sub Class Swearing Homework Teacher Internal

Y N Y N 4 th Hour Algebra Y N Y N 5 th Hour

29 Sub Class Swearing Homework Teacher Internal Script Student Internal Script 1 st Hour Comm Art Y N Y N Room E 108 Hanthorne 2 nd Hour Biology Y N Y N Erikson 3 rd Hour World History Y N Y N 4 th Hour Algebra Y N Y N 5 th Hour English Y N Y N 6 th Hour Media Assistant Y N Social Contract

30 An Example of a Lunch Choice Visual System Lunch Choice A Lunch Choice B Lunch Choice C

31 An Example of a Recess Visual Schedule Today is Tuesday At Recess Today I Will 1 2 3

32 Jack - Morning Routines Fonts Didn t Work Wake Up Bathroom Shower Dry Yourself Shave Put on underwear Put on socks Put on shirt Put on pants

33 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

34 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

35 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

36 Visual Structure Visual Strategies Jenna Talking on the Phone This did not work

37 Visual Structure Visual Strategies This Strategy Worked

38 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

39 Not No Where and When

40 Visual Structure Visual Strategies Max Staff Identification Badge Sarah Going Home

41 Staff Identification Badge Misunderstanding Response to Behavior Purpose and Intent (FUNCTION)

42 Sarah s Classroom Visual Schedule Things to Do All Done Calendar Centers Snack Carpet Time Ready For Bus

43 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)

44 There is more to Visual Strategies and Supports than just a Visual Schedule Think Beyond the Visual Schedule

45 Visual Structure Visual Strategies

46 Whenever a Student with ASD is Struggling Stop Talking Think Visual Strategies and Supports

48 Write Information Accurately

49 Or You Will Get This

50 Conceptual Understanding of Student s Plan It is bigger than you Think

51 The Solution Is In The Problem

52 Student Going to Do It Staff Must Find Where and When the Student Can Do It

53 Verbal Fascinations What it looks like: Students who are high verbal.. Typical response: Frustration or Discipline Enlightened response:

54 Verbal Fascinations Weather Station Anthony WRIF - Stump the Staff - Dan

55 Weather Channel - Anthony Weather Station in Classroom Timer Transition Component

56 Anthony s Visual Schedule Things To Do All Done Attendance/ Bellwork Music Weather Station Math Weather Station

57 Verbal Fascinations Weather Station Anthony WRIF - Stump the Staff - Dan

58 Verbal Fascinations Duck Pond Rain Man Mismatches in Communication Non-Interactive Find the Connection with the Person and Make it Work Toward the Goal

59 Verbal Fascinations Three Options Manage through the use of visual strategies Find a home for it Manage Behaviors

60 Verbal Fascinations Find a Home for the Fascination Ben American Girl Doll Robert Roger Rabbit

61 Verbal Fascinations Manage Behaviors Robert Police Academy 6 Michael Playbook Toby Sponge Bob

Play: Hanging Out at the Dance The Play: Asking Someone

62 Verbal Fascinations Manage 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

63 Self Management Systems Elementary - Toby 5 th Grade Student with Asperger Syndrome Work Completion Issues Difficulty with Voice Tone Perceived Verbal Aggression Toward Staff Perceived Verbal Aggression Toward Students Limited Support from Staff Minimal Interactions with Peers

MY VOICE People use different voices when they talk. Sometimes voices sound nice like Spongebob. Sometimes voices sound angry like Plankton. Sometimes voices sound whiney like Squidward.

Fifth graders use nice voices so it is important that I use a nice voice because I am a fifth grader. Fifth graders are not supposed to whine like Squidward so it is important that I don t whine.

64 MY VOICE People use different voices when they talk. Sometimes voices sound nice like Spongebob. Sometimes voices sound angry like Plankton. Sometimes voices sound whiney like Squidward. My voice sounds different sometimes too. It is important that my voice sounds nice like Spongebob when I talk to people. Fifth graders use nice voices so it is important that I use a nice voice because I am a fifth grader. Fifth graders are not supposed to whine like Squidward so it is important that I don t whine. When I talk to people at school, Mrs. Smith is going to ask me if my voice sounded like Spongebob, Squidward, and Plankton and I have to tell Mrs. Smith who my voice sounded like. It is important that I tell Mrs. Smith the truth about my voice. If I use a nice voice I will say Spongebob. If I use an angry voice I will say Plankton. If I use a whiney voice I will say Squidward.

65 Sponge Bob, Squidward, and Plankton My Voice Date Time to Reminders Accuracy

66 Conclusions Clear Success Short Timeframe Simple Concept a. Social Script/Story b. Monitoring Sheet c. Data Interests the student

67 Not If Where and When

68 The Solution Is In The Problem

69 Preferred Activities What does it look like? What is the required response? What usually happens?

70 Student Going to Do It Staff Must Find Where and When the Student Can Do It

71 Preferred Activities Patra Door Handles Trevor Commercial String

72 Example of Preferred Activity THINGS TO DO ALL DONE BELL WORK DOOR HANDLES SCIENCE DOOR HANDLES MATH DOOR HANDLES MUSIC DOOR HANDLES

73 Not If Where and When

74 Trevor Commercial String Respect for Preferred Activity Manage Student Drive

75 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?

76 Group Discussion Preferred Activities

78 This is hard!!! Co-workers will say that you are giving into the Autism Spectrum Disorder

79 Preferred Activities Manage driven interests Respect for student s interest

80 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 Activities for Work Completion

81 Preferred Activities Managing Driven Interests Mike Runner Any University

82 Share with another table Preferred activities strategies established

83 Sensory Preoccupations Spitting Brian Spinning Objects Russell

84 Student Going to Do It Staff Must Find Where and When the Student Can Do It

85 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

86 Sensory Preoccupations Management of socially inappropriate behaviors Sensory needs organization

87 Sensory Preoccupations Mike NPC s NPC Ryan Head Position

88 Not If Where and When

89 Sensory Preoccupations Mike-NPC Staff Teach the Association Student Practice Practice Practice Student Association NPC

90 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

91 Addressing Hygiene Issues Using High Interest Area

92 The Solution Is In The Problem

93 Ordering and Reordering Zac Book Series Jeffrey What is your name today

94 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

95 Ordering/Re-Ordering Brandon Secretaries

96 Connor - Museum Then Put Items Back Where They Belong

97 Date: Garbage Truck Checklist Time Here Not Here Recycling Truck Checklist Time Here Not Here Yard Waste Removal Time Here Not Here

98 Transitions Need for Predictability Ian Lunch Room Laid on Floor Forgot to Check Schedule Matt Eating Lunch in Order

99 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

100 Transition/Need for Predictability Transition Issues Need for Predictability

101 Transition How to get from one place to another? Drew - Transition Card Transition Card Scott Flight Plan

102 Need for Predictability Andrew Obituaries Robert/Maddy Capture Information Jonah Myth Busters Jeffrey Glasses

103 Capture Information and Give to Student with ASD Pause video and take a picture Print Picture Student with ASD keeps important information with them

104 What Would You Do? Let s Go To the Board

105 The Solution Is In The Problem

The LINK Program. Today s Agenda. Peer to Peer Support Programs for Students with ASD. Goals for Students with Autism. Development of the Concept

The LINK Program. Today s Agenda. Peer to Peer Support Programs for Students with ASD. Goals for Students with Autism. Development of the Concept Today s Agenda Peer to Peer Support Programs for Students with ASD July 11, 2008 Goals for Students with Autism The Story Using the autism with the student rather than against the student Medium of Exchange