Proactive Support Strategies

1
(No Transcript)
2
Proactive Support Strategies

1. Purpose of visual structure support
2. Physical environment
3. Visual supports
4. Visual structure
5. Schedules
6. Support strategies associated with success

3
Proactive Strategies

• Purpose

4
Learning Challenges

• Modulating, processing or integrating sensory
  stimulation
• Scanning area or environment for relevant details
  
• Analyzing and storing information
• Understanding communication
• Integrating information
• Processing

5
Learning Strengths

• Gestalt processing
• Strong long term memory
• Meaningful use of visual information
• Precise repetition of known, familiar routines
• Special topics of interest

6
Activity

• List situations that might cause problem behaviors

7
Considerations When Supporting a Student with ASD

• Difficult activities
• Non-preferred activities
• Repeated demands
• Boredom

• Transitions
• New or unfamiliar situations
• Sensory overload
• Janzen, J. (1996). Understanding the Nature of
  Autism, p. 53., San Antonio, TX Therapy Skill
  Builders.

8
Proactive Support Strategies

• Please help me feel
• Safe
• Calm
• In control
• Prepared

9
Proactive Strategies

1. Purpose
2. Physical environment

10
Activity
11
Physical Environment

• Assess need for physical structure
• Initially provide more structure fade as
  appropriate
• Establish clear physical and visual boundaries
• Minimize potential visual and auditory
  distractions
• Develop areas for specific tasks and functions

12
When Should You Assess the Environment?

• New environment / setting /student
• New expectation
• New behavior observed
• Activity is unstructured
• Increased independence is not occurring
• Life becomes hectic

13
Assessing the Physical Environment

• Free of distractions
• Sensory stimulation minimized
• Easy to navigate
• Various areas clearly defined
• Activities designated to specific locations
• Materials for each activity organized and
  accessible
• Schedules readily available

14
Physical Structure
11

• Clear physical and visual boundaries
• Minimal visual and auditory distractions
• Established teaching areas

Break Area
Large Group
student Work Area
Schedule Area
Teachers Desk
Computer
Coat Area
Door
Circle Time
student Work Area
15
Physical StructureFind the Mistakes
Independent Work Area
Schedule Area
Circle Time
Break Area
Large Group Area
Teachers Desk
11
Independent Work Area
Door
Computer
16
Physical Structure Classroom

• Clear physical and visual boundaries
• Minimal visual and auditory distractions
• Established teaching areas

Break Area
Computers
11
Schedule Area
Vocational Work Area
Teachers Desk
student Desks
Coat Area
Door
17
(No Transcript)
18
Classroom
19
(No Transcript)
20
(No Transcript)
21
Activity

• Applying what you learned about structuring the
  environment go to the Profile and complete
  questions 1 and 2 under Proactive Strategies
• 1. What accommodations do you use to help the
  student with ASD be successful in different
  environments?
• 2. What environmental structure and strategies
  are most successful?

22
Proactive Strategies

• Purpose
• Physical environment
• Visual supports

23
Why Use Visual Supports?

• Provide a permanent prompt
• Provide a reminder of what to do or not to do
• Provide visual/written instruction or
  instructions
• Display information visually and concretely

24
Are Visuals Just for Students with Autism
Spectrum Disorder?
25
Name All Four
26
Name the Purpose of Each Bin
27
Name the Icons on the Phone
28
(No Transcript)
29
Menu
30
Money Placket
31
Functional Clothing Selection
32
Choice Menus
Hodgdon, L.A. (1995). Visual Strategies for
Improving Communication Vol. 1. Troy, MI Quirk
Roberts, pp. 52.
33
Proactive Strategies

1. Purpose
2. Physical environment
3. Visual supports
4. Visual structure

34
Why Use Visual Structure?

• Provides organization
• Provide visual or written instructions
• Concretely outlines steps or a sequence
• Makes task or area clear and logical
• Provides a clear beginning and end
• Increases independence

35
(No Transcript)
36
(No Transcript)
37
(No Transcript)
38
Trail Mix
39
Chocolate Shake
40
(No Transcript)
41
Structured Work Station
42
(No Transcript)
43
Proactive Strategies

1. Purpose
2. Physical environment
3. Visual supports
4. Visual structure
5. Schedules

44
Name this Object
45
Why Use Schedules?

• Students have
• Strengths in visual processing
• Difficulty using verbal information

• Schedules provide
• Visual
• information that
• is static
• allow for processing time

46
Why Use Schedules?

• Students have
• Need for structure
• Need for preparation
• Difficulty with sequencing and organization

• Schedules provide
• Concrete daily activities that are sequential
  and organized

47
Types of Schedules

• Calendar
• Full day schedule
• Part day schedule
• Mini-schedule

48
Types of Schedules

• Object
• Photographs
• Line drawings
• Colored
• Black and white
• Written

49
Schedule Objects
50
Schedule Objects
51
Schedule TOBIs (True Object Based Icons)
52
Schedule Photographs
Computer
Slide
53
Schedule Colored Line Drawings
54
Schedule Written
55
Daily Schedule Picture/Text
56
Deciding the Type of Schedule to Use

• Observe the student
• Determine what he/she understands
• Determine type of communication used
• Assess skills
• When in doubt, begin with more concrete schedule

57
Schedules are Individualized

• Full Day Schedule
• Part Day Schedule

58
Calendars

• After school routines
• Bed time routine

59
Calendar
Sun. Mon. Tue. Wed. Thur. Fri. Sat.
Dentist Trip
Trip Dinner with Papa
60
Morning Schedule
breakfast
bus
car
school
61
Mini-Schedules

• Provide structure within an activity or event
• Outline steps or sequence of the activity
• Visually display steps of the activity
• Break activity into small parts

62
Mini-Schedule Swimming
Change clothes
Go swim
Change clothes
YMCA
63
Mini-ScheduleToileting
64
Going to the Doctors Office
I ride in the car to the doctors office.

I check in with the nurse.
I sit and wait for my name to be called.
I visit with the doctor.
I say goodbye.
Things I can do while I wait
65
Activity

• Create a schedule for a person who experiences
  difficulty transitioning from a fast food
  restaurant.

66
Video

• Using text based schedules to complete activities
  
• http//www.youtube.com/watch?vXaiHCalHysY
• http//www.youtube.com/watch?vuen98aGQO1Afeature
  related
• http//www.youtube.com/watch?vG5r9QsQt7lA

67
Proactive Strategies

1. Purpose
2. Physical environment
3. Visual supports
4. Visual structure
5. Schedules
6. Support strategies associated with success

68
Considerations When Supporting a Student with ASD

• Difficult activities
• Non-preferred activities
• Repeated demands
• Boredom

• Transitions
• New or unfamiliar situations
• Sensory overload
• Janzen, J. (1996). Understanding the Nature of
  Autism, p. 53., San Antonio, TX Therapy Skill
  Builders.

69
What Creates a Difficult Activity?

• Not understanding the purpose
• Not understanding the steps
• Not knowing how much has to be completed
• Being pushed to move faster
• Being pushed to do more
• Difficulty focusing due to external stimulation

70
Strategies to Address Difficult Activities

• Clarify Information!
• What is to be done
• How much is to be done
• How long activity will be performed
• What to do when finished
• The beginning and end of activity

71
Strategies to Address Difficult Activities

• Make abstract tasks concrete!
• Provide visual example
• Provide concrete instructions
• Outline steps
• Create specific rules or criteria

72
Strategies to Address Difficult Activities

• Break activity into small parts!
• Break difficult task into parts
• Sequence steps
• Teach one step at a time and build sequentially
• Teach discrete steps until mastery

73
Task AnalysisDressing Sequence
74
Task Analysis Rolling a Newspaper

• 1. Lay the newspaper flat on the table with the
  fold facing the worker.
• 2. Grasp the folded edge of the newspaper.
• 3. Roll upward four complete rolls.
• 4. Holding the rolled paper in one hand, pick up
  a rubber band with the other hand.
• 5. Slide the rubber band halfway down the
  newspaper.
• 6. Place the rolled newspaper into the box.

75
Strategies to Address Difficult Activities

• Teach the Skill!
• Teach systematically
• Make learning as reinforcing as possible
• Use a structured prompting system

76
Strategies for Prompting

• Assess the student while performing the skill
• Determine level of independence
• Determine when assistance is needed
• Determine how much assistance is needed

77
Strategies for Prompting

• Use the system of least prompts
• Wait for a response
• Provide a gestural prompt
• Provide a verbal instruction
• Provide physical assistance
• Provide assistance only as necessary
• Allow for adequate processing time

78
Points to Consider

• Dont assume student can perform task
• Provide necessary supports to clarify
• Use motivation
• Restructure the situation for success
• Re-teach if needed
• Intervene at first signs of agitation

79
What Is a Non-preferred Activity?

• Working on tasks that are not liked
• Working on tasks for too long
• Limited or no access to preferred tasks
• Repeating meaningless tasks or activities

80
Strategies to Address Non-preferred Activities

• Use the Premack Principle
• Provide breaks
• Provide interesting and meaningful activities
• Mix preferred and non-preferred tasks
• Gradually increase time on task
• Provide reinforcement for task completion

81
First-Then Boards
82
What Creates a Transition?

• Moving from one activity to the next
• Moving from one setting or situation to the next

83
What Creates a New or Unfamiliar Situation?

• Change in a planned activity or event
• Introduction of new task
• Change in environment
• Working with a new person
• Being in a new location
• Attending new event or activity

84
Strategies for Transitions, Novelty, and Change

• Prepare when possible
• Provide warnings / reminders
• Display information visually and concretely
• Outline steps or sequence of activity
• Use calendars, schedules and mini-schedules

85
Activity Proactive Strategies
86
Activity

• Go to the Profile and complete the remaining
  questions.
• 3. Identify any particular procedures or
  problematic situations.
• 4. List two to three proactive strategies that
  could be helpful for this student.

87
Closing Points

• Seek to understand the challenges the person
  faces when processing the environment
• Provide structure and supports to help the person
  feel safe and accepted, calm, and in control