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

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________