ASD Tool Kit

1
ASD Tool Kit
Prepared by Wendy Hugenroth ICISD ASD Mentor
2
Visual Schedules

• Effective communication does not just happen.
• It takes effort from the sender and the receiver
  to ensure that attempts at communication
  accomplish their purpose.
• Those who experience communication disorders
  encounter exceptional difficulty participating in
  the communication process.
• Employing visual aids to support the
  communication process can significantly improve
  their successful participation.
• -- Linda Hodgdon, Visual Strategies for Improving
  Communication, Vol 1, Practical Supports for
  School and Home.

3
Visual Schedules
Student moves clip or places x in box on left
4
Schedules

• An activity schedule is a set of pictures or
  words that cues someone to engage in a sequence
  of activities.
• Goal of teaching schedule use is to enable
  children to perform tasks and activities without
  direct prompting.

5
More schedules

• Schedule and Mini schedule

6
Mini Schedulesgive details that describe the
steps in the task.
Mini schedule for work that changes tools are
circled and steps are filled in
Sensory mini schedule
7
Mini SchedulesSamples
Bathroom procedure
Get ready for Art
Mini schedule for Centers
Mini for job at school
8
Destination CardsA visual tool that gives
students the target student carries the card to
the destination often matching it to an
identical card at that location.
.

• Typical destination cards one carried by
  student, one fixed to door of destination

• In this picture, the student needs to get bowling
  shoes. She will carry the card to the shoe
  counter where shell find the matching card and
  know shes in the right place

9
Transition Supports

• Student carries the sword (feather) to Captain
  Feathersword, then velcros the feather-sword to
  his hand.

10
Work Contract I am working for
11
Transition supports INFORMATION is the best
support for transition/change

• Information
• Tells when the activity will begin and end
• Provides warning that the transition is about
  to occur.
• Priming outline the activity for student
• Reduces anxiety
• Janzen visual strategies

• Issues
• I like what I am doing and dont want to stop
• When can I do it again?
• What comes next?
• Will I like it?
• Any change feels like loss of control and that
  makes me feel anxious.
• Protesting change has become part of the
  transition process for me.

12
Calendar

• Gives information in a form students can
  understand
• Answers student questions
• Supports independence
• Supports self-management
• Helps students see logic and order in life, teach
  concepts of sequence, before and after
• Reduce behavior problems related to difficulty
  with change, lack of understanding
• Reduces anxiety

• Calendars successfully help students organize,
  understand sequence and time concepts, and give
  them much valuable information.
• Makes events predictable
• Helps student wait
• Clarifies time concepts.
• Linda Hodgdon, Visual Strategies for Improving
  Communication,
• Vol 1, Practical Supports for School and Home

13
Additional Supports

• Intentional error
• Adult making a mistake allows student to show how
  much they know.

Blind Eye If you dont see it, it didnt happen
Fish Bowl Help ASD student avoid living in a
fish bowl, where everything is noticed.
14
Additional Supports

• PROMPT Heirarchy
• Full Physical Assist
• Partial Physical Assist
• Modeling
• Gesture
• Direct Verbal
• Indirect Verbal
• Independent

Pacing
Respond to how quick or how slow student works
15

• Proximity Control
• When a student's behavior begins to be disruptive
  or distracting, the staff member should move
  close to the student while carrying on the
  activity with the whole group.  
• No punishment or undue attention needs be given
  the student at this time.  
• Generally the adult's presence at close range is
  enough to subdue mild inappropriate behaviors.

• Antiseptic Bounce
• When a student behavior indicates a buildup of
  stress or restlessness, it is a good idea to
  remove the student in such a way that attention
  is not focused on the negative behavior.  
• Try to find something for the student to do that
  will allow them a few minutes away from the
  problem area.  
• This should allow the student to return to the
  program in a new frame of mind.

16
Visual supports for typical activities

• Placement for shoes and glasses during sensory

• Conversation starters

17
Cue Cards and Reminders

• Staff keep cue cards handy on retractable cord.
• Apron carries other frequently used items.

18

• Spacer helps with handwriting.

• Mountain or Molehill?
• Helps student decide how big a problem is

19
Behavioral expectation information

• Directions for how to enter a room and begin
  appropriate activity.

20
Turns

• Turn card can be passed around a group in a game
  or for a turn to talk.

21
Communication with families

• Goals of Visual Bridges
• 1 Mediate communication between home and
  families.
• 2 Stimulate and expand functional language,
  communication, reading and writing and academic
  development
• 3 Provide more opportunities for the student to
  engage in communication and conversation about
  his experience.

• Issues
• It can be time consuming for a teacher to
  communicate all important details
• Communication between the teacher and home
  generally does not include the student as a
  conduit of his own experience and information
• Linda Hodgdon, Visual Strategies for Improving
  Communication, Vol 1, Practical Supports for
  School and Home.

22
School to Home Communication
23
Home to School Communication





24
Sensory Integration Therapy

• A sensory diet provides the necessary combination
  of sensory input to feed or nourish a childs
  nervous system.
• It can calm an over-aroused or active child
• Increase the activity of an under aroused/passive
  child
• Prevent uncomfortable reactions to sensory input
• Reduce sensory seeking (self-stim) behavior
• Increase productivity and comfort for the child
• Teach the child self-regulation strategies.
• When a childs nervous system feels properly
  organized it is better able to attend and perform
  in school.
• Sensory Integration Tips to ConsiderContributed
  By Kim Davis and Melissa Dubie

25
Sensory Schedules
26
Oral Motor Program
Talk Tools Oral Motor Program Sara
Rosenfeld-Johnson, SLP, has developed tools for
improving oral strength (lips, tongue and jaw),
refining of tongue placement required for
articulation, and enhancing breath support for
adequate respiration, phonation and resonation,
all required for speech skills. These tools
come in the form of various horns and straws,
each with a particular skill in mind to acquire.
The program also uses functional and fun
exercises to practice desired skills.
Oral Motor opportunities for High School students
27
Progressive Muscle Relaxation

• A simple and easy to learn method, the PMR
  procedure teaches students to relax muscles
  through a two-step process. Physical relaxation
  leads to a calm mental state.
• First deliberately apply tension to one muscle
  group at a time, then stop the tension.
• Attend to the feeling as the tension leaves the
  muscles.
• As a student practices PMR they learn to
  recognize when they are feeling stress and to use
  an appropriate strategy to remain calm and in
  control.
• Jacobson, E. (1938). Progressive relaxation.
• Chicago University of Chicago Press.

28
PMR examples
29
Physical activitybenefits individuals with autism

• Following moderate aerobic activity, children
  with autism may experience increases in attention
  span, on-task behavior, and level of correct
  responding
• (Rosenthal-Malek Mitchell, 1997).
• A physical activity-based program is easy to
  implement and has been shown to be effective in
  controlling many types of inappropriate behaviors
  associated with autism
• (Allison, Basile, MacDonald, 1991 Elliott,
  Dobbin, Rose, Soper, 1994).

30
Physical Activity

• Children with autism may prefer to engage in
  self-stimulatory behaviors with the main focus on
  obsessive or repetitive routines and interests.
• Behaviors include hand flapping, finger flicking,
  toe walking, being upset by changes, and being
  very rigid about object placement.
• Evidence indicates that aerobic exercise both
  directly decreases the self-stimulatory behaviors
  of persons with autism, and increases positive
  behaviors in this population
• (Rosenthal-Malek, A., Mitchell, S. (1997).
  Brief report The effects of exercise on the
  self-stimulating behaviors and positive
  responding of adolescents with autism. Journal of
  Autism and Developmental Disorders, 27(2),
  193-202.)

• The use of aerobic exercise has been shown to
  reduce unproductive, aggressive, stereotypical,
  self-injurious and disruptive behavior, as well
  as purposeless wandering.
• Increases the level of academic and work related
  performance.
• In addition, structured aerobic exercise has been
  shown to improve attention span, on-task
  behavior, and increasing endurance which is
  associated with improved work performance.
• Source O'Connor J.H., French R., Henderson H.
  Palestra. Use of Physical Activity to Improve
  Behavior of Children with Autism - Two for One
  Benefits.200016 3. 5.

31
Walk Run Summer Fun
32
Social Stories

• A Social Story describes a situation, skill, or
  concept in terms of relevant social cues,
  perspectives, and common responses in a
  specifically defined style and format.
• The goal of a Social Story is to share accurate
  social information in a patient and reassuring
  manner that is easily understood by its audience.
  
• Although the goal of a Story should never be to
  change the individuals behavior, that
  individuals improved understanding of events and
  expectations may lead to more effective
  responses.

33
Applause Social Stories

• Half of all Social Stories developed should
  affirm something that an individual does well.
• Carol Gray says Keep in mind that at least 50
  of all the Stories should congratulate or applaud
  current skills/abilities/personality traits/ or
  concepts that the person does well."

34
Applause Social Story Examples

• Many People think Julie is AWESOME
• Many people think Julie is awesome!  Awesome is a
  word that means a very big GOOD, or more than
  100 great most of the time. Awesome means that
  people are very pleased with MOST OF THE THINGS I
  DO AND SAY each day. Here are some reasons why
  people think I am awesome
• 1.      I work very hard.
• 2.      I am a friendly person.
• 3.      I am very intelligent.
• 4.      I can be helpful to my teachers at
  Westside.
• 5.      I have a nice personality.
• If the adults who read my Story want to write
  other reasons why I am awesome on this paper,
  this is okay.  They may look at the list and
  think, Thats a great list!  Those would be my
  ideas, too! and sign their name without writing
  any other reasons.  This is also ok.

35
Comic Strip Conversations

• Individuals with ASD have trouble interpreting
  social situations and understanding speech as
  quickly as most social interactions require.
• A comic strip conversation is a conversation
  between two or more people using simple
  illustrations in a comic strip format.

• They show children how to behave in a socially
  acceptable manner and conform to social
  standards.
• They systematically identify what people say and
  do
• CSC emphasize what people may be thinking....
• Comic Strip Conversations regard the thoughts and
  feelings of others as holding equal importance to
  spoken words and actions in an interaction.

36
CSC sample
37
How can comic strip conversations be used?

• to convey important information
• for problem-solving and conflict resolution
• to learn social skills
• to follow simple classroom rules
• to communicate perspectives, feelings, and ideas

38
Power Cards

• Power Card Strategy involves including special
  interests with visual aids to teach and reinforce
  academic, behavioral and social skills.
• When can the Power Card Strategy be used?
• When an individual lacks understanding of
  expectations
• To clarify choices
• To teach cause and effect between a specific
  behavior and its consequence
• To teach another's perspective
• To aid in generalization
• As a visual reminder of appropriate behavioral
  expectations of a situation.
• Myles, B. S., Trautman, M. L., Schlevan, R. L.
  (2006). The Hidden Curriculum Practical
  Solutions for Understanding Unstated Rules in
  Social Situations. Autism Asperger Publishing
  Company Shawnee Mission, KS.

39
Teaching Break and Power Cards
Sometimes YOU might need a break, too.
Brett Favre says, Man! Sometimes I just need to
take a break!
I might sit quietly.
Other times I might need to walk it off.
I might pump iron.
Power Card
Brett Favre cheers for me when I remember to
take a break.
Taking a break make me feel better.
40
Behavior Management Tools

• Behavior regulation includes the ability to read
  and self-monitor positive and negative reactions
  as well as to understand elements in the
  environment that may be causing discomfort.
• Brenda Smith Myles, Jack Southwick, Asperger
  Syndrome and Difficult Moments, Practical
  Solutions for Tantrums, Rage and Meltdowns.

• Often have difficulty interpreting their emotions
  and social well-being.
• Not reliable reporters of stress, anxiety,
  depression
• Often have difficulty self calming when they
  become upset.

41
Tools to help students monitor feelings

• Navigating the Social World

• The Incredible 5 point Scale

42
Mood Meters
43
A mood meter that helps a student know what to do
at different levels
44
Anger/Frustration Log
45
Behavior SupportsSamples from The Planner Guide
46
Self Monitor FeelingsBefore and After Sensory
47
Pleasure Book

• A book that is used to trigger happy thoughts and
  to help the student redirect his mood when he
  feels down. The book may contain cues to think
  of a calming activity (going for a walk, playing
  a preferred game, listening to music or talking a
  warm bath).

• It may also contain pictures of relaxing figures,
  i.e., the family pet, grandma, or a family
  vacation that brings fond memories.
• These are Pleasure Books from our office we
  all use them.

48
(No Transcript)
49
Grievance Book

• A booklet used by students to put negative
  feelings or experiences when he is agitated so
  that the student does not perseverate on a
  problem. The student may write or draw about the
  problem. When hes finished he may use the
  Pleasure Book.

50
Sins of the SystemOne of the most significant
problems facing people with ASD is difficulty
understanding and managing social relationships.
People with ASD rarely grasp the rules
intuitively, and their failure to do so can cause
serious personal and professional problems.
Temple Grandin
Murder, Arson, Stealing Hurting people Threateni
ng people
Lying under oath
Slight speeding on the freeway
Illegal parking
Parking in handicap zone
Courtesy rules good manners, not cutting in
line. Not talking to people about things that are
usually private. Really good things Acts of kin
dness
51
Break Card
52
Assistive Technology

• Assistive technology can provide both routine and
  customized access to the general curricula for
  students with disabilities.
• AT has the potential to augment abilities and
  bypass or compensate for barriers. (Lewis, 1994).
• ATs are tools to extend physical, social and
  communicative abilities.
• AT provides the means for academic and
  cooperative inclusion.

53
Behavior Plan
54
Circle of Friends A program for children who
have difficulties making friendships

• The object is to make sure the child is included
  in activities and feels a part of a group.
• There are weekly meetings in which issues are
  discussed and social skills are practiced.
• The goal is a situation in which everyone learns
  and friendships develop.

• Tony Attwood, PhD, uses the same concept to
  explain appropriate social contact.
• For example, hugs and kisses would be appropriate
  for the immediate family and close friends, but
  not for those in the outer circles.

55
Making Friends Story
56
Social SupportLearning about the people in class

• Classmates volunteer to be the friend of the
  week.
• ASD student interviews their friend and records
  information.
• This also supports conversation skills.
• The Friend has specific duties during the week,
  which varies based on need.
• Help with calendar, eat lunch together, play at
  recess.
• Varies based on needs.

57
KIK_at_s Kids Including Kids _at_ SunfieldA Peer
to Peer support program for students with autism
at Sunfield Elementary School

• Getting started
• Discuss Autism Spectrum Disorder
• Explain what we are looking for in a buddy
• Need kids to show kids with ASD what kids do at
  school

• Key Points
• Has to be fun
• Adults have to invest time to see outcomes
• People have to be flexible
• Listen to students ideas and concerns

58
Organizational SupportSupporting Executive
Function Disorder

• Many children with autism have deficits in
  executive functions.  The 'executive' in charge
  of their brain is not effective so planning
  processes suffer.  Teachers should put proactive
  teaching strategies in place to help students
  become successful and learn organizational
  processes. 
• Here are some ideas
• Use a laminated desk map that shows appropriate
  placement of books and materials
• Morning books can be stacked on one side,
  afternoon books on the right side.  Order of use
  can also be modeled.
• Organize the students locker use crates and
  labels.
• Assigned a homework buddy to help record
  assignments and pack correct books.
• Provide class notes.
• Use colored portfolio with two pockets that
  matches text book's cover, or a purchased text
  book cover for each subject. 

59
High School Message Center

• Staff or students record reminders, keep papers
  organized

60
Organizational supportfor homework, books and
pencils
61
Accommodations and Modifications

• Accommodations
• Do not alter or lower expectations or standards
  in instructional level, content or performance
  criteria.
• Changes are made in order to provide equal access
  to learning and equal opportunity to demonstrate
  what is known.
• Grading is same as general education peers

• Modifications
• Do alter or lower expectations or standards in
  instructional level, content, or performance
  criteria.
• Changes are made to provide the student
  meaningful and productive learning experiences
  based in individual needs and abilities.
• Grading is different from general education peers.

62
3rd grade Academic Modifications
63
Academic Supports

• Dolch word list with visual supports.
• Cut and glue on index cards.
• Match to similar card that doesnt have picture,
  then trim away picture a little at a time.