A Counterintuitive Approach to Teaching Students with ASD

8/27/2015
A Counterintuitive Approach to
Teaching Students with ASD
Eastern U.P. ISD
September 2, 2015
Introductions
Looking at ASD Differently
Using the ASD WITH the student
rather than against the student
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8/27/2015
Saying:
“This will not work”
is NOT an option!
Goals for Students with ASD
Socialization Skills
Independent Skills
Looking at ASD Differently
• Respect for what has happened
in the past…
• While implementing what must happen in
the future!
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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
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.. 
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
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Examples of Pairing
• Tehran – Loud Noises
• Terrance – Spitting
• Break Card
Pairing/Making Associations
• Behavior
• Material or Area
• Practice – Breakdown occurs here
• Modify
Break Card
BREAK
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BREAK: Implementation Issues
• PURPOSE of BREAK
– Time w/out demands
– De-escalate
BREAK
• GUIDELINES:
–
–
–
–
Activities / Choices Result in De-escalation
Benign in Reinforcing Value / NOT Highly Preferred
Student Initiated – Staff Prompted (TEACH)
Break Procedures
BREAK
VS.
Choice Time
Break Cards:
What if he uses it to “get out of math?”
Break Procedures
• Signal a break?
– Student initiated? Staff Prompted? Card; Gesture?
• Where?
• Do What?—Calming but not reinforcing
• For how long? How time determined?
– Timer? What if student not ready?
• Return to schedule procedures?
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Pairing/Making Associations
Usability – Customize to
Create Utilization
• Chris – Break Card – Loved Football
PASS
PASS
Pairing
Terrance - Spitting
• Search for Desirable Surface
• Determine the Desirable Surface
• Flood the Environment
• Practice the Association
• Association is Made
• Modify
What Strategies Were Used in
This Section?
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Sets the Stage…
For What is Coming Next
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”.
Visual Structure
• Facial Hair – Jerrod
• Gym Shirt – Adam
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ADAM
YOU DO HAVE GYM TODAY
YOU WILL HAVE TO WEAR THE
GYM SHIRT
Visual Structure
Visual Strategies
• Alicia – Tape throughout Building
• Jack – Fonts – Morning Routine
• Kelly – Talking on the Phone
Visual Structure Staff Imposed –
Alicia – Didn’t Work
• Blue Card – Cafeteria –
Cafeteria
Matching Blue Card – Cafeteria
Recess
• Green Card – Recess –
Matching Green Card – Recess
• Pink Card – Bathroom –
Bathroom
Matching Pink Card – Bathroom
• Yellow Card – Gymnasium –
Gymnasium
Matching Yellow Card - Gymnasium
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Alicia’s Color Cards
Cafeteria
Recess
Bathroom
Gymnasium
Building Layout
Did Work
Small Gym
Cafeteria
Elementary
Building
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
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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
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
Visual Strategies Development
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
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Visual Strategy Development
Utilizing Student’s Strengths
Visual Schedule
Utilize Students Predisposition
to Develop Visual Strategies
Impose Visual Structure on
Environment
Need for Order/Predictability
Visual Sequence of
Expectations
Color Coding /Preferred Activities
to Attach to the schedule
Visual Sequencing Promotes
Student Interaction with Schedule
Schedule must be Mobile using
Clipboards or Folders
Impose Changes in Routines
through Visual Schedule
Creates Student Independence
within any Environment
Independence Prevents
Behavior in Students
Example of a Classroom Visual
Schedule
Things to Do
All Done
Calendar
Centers
Snack
Carpet Time
Gross Motor
An Example of a Lunch Choice
Visual System
Lunch Choice A
Lunch Choice B
Lunch Choice C
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An Example of a Recess Visual
Schedule
Today is
Tuesday
At Recess Today I Will
1
2
3
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
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
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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
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
Visual Structure
Visual Strategies
Jenna – Talking on the Phone
This did not work
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Visual Structure
Visual Strategies
This Strategy Worked
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
Not If…
Where and When
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Visual Structure
Visual Strategies
• Max – Staff Identification Badge
• Sarah – Going Home
Staff Identification Badge
• Misunderstanding
• Response to
Behavior
• Purpose and
Intent (FUNCTION)
Sarah’s Classroom Visual Schedule
Things to Do
All Done
Calendar
Centers
Snack
Carpet Time
Ready For Bus
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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)
There is more to Visual
Strategies and Supports than
just a Visual Schedule
Think Beyond the Visual
Schedule
Visual Structure
Visual Strategies
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Whenever a Student with ASD
is Struggling…Stop Talking…
Think Visual Strategies and
Supports
Components of Effective Instruction
The LEARN UNIT (DTT)
Responsive Feedback
PROMPT / REINFORCE
Request
Response
Reaction
Discriminative Stimulus Sd
• Instruction
• Environmental Stimuli
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Prompting Procedures
(NPDC EBP Brief: http://autismpdc.fpg.unc.edu/content/briefs;
AIM Modules:http://www.autisminternetmodules.org/)
• Instruction vs. Prompting:
– First time given = instruction;
– Every support after to elicit the response = prompt
• Prompt = “help” to teach the correct response
• Goal of prompt is to elicit correct response
– Repeating instructions = verbal prompts
– Multiple prompts encourages inattention / guessing
• Use least intrusive prompt necessary to get the
correct response
Types of Prompts
•
Physical Prompts: Most intrusive / restrictive type of prompt.
– Full physical guidance to a partial physical prompt such as a light touch to
encourage a response.
•
Verbal Prompts: Additional verbal instruction to perform the required action.
•
Visual Prompts:
– Object Prompts: The object acts as a stimulus for the response.
– Gestural Prompts: A point or other gesture to prompt the expected
response.
– Pictorial: A picture or other two dimensional representation (words,
symbols, etc.) acts as a stimulus for the response.
– Positional Prompts: Positioning the correct response in a way that the
student is more likely choose it (often used in direct instruction situations).
– Model Prompts: Demonstration of the behavior to be performed (i.e.,
showing how to perform the behavior/action).
Prompting Procedures
• Levels of prompting (amount of assistance)
– Most-to-Least Prompting
• ERRORLESS LEARNING
• For NEW Skills / Minimizes Errors
• High risk of prompt dependency
– Least-to-Most Prompting
• Use for performance deficits and when learner begins to perform the skill
• TIME DELAY: Give time enough to produce the response but not enough to allow
error / produce behavior challenges
• Reinstate prompts if learner regresses; doesn’t respond; begins to respond
incorrectly, etc.
• Fade prompts as quickly as possible
– Avoid prompt dependency / Ensure independent responding
• Fading Prompts:
– Say softer
– Use less force
– Model PART and wait
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Create Prompt Hierarchy
LEAST
Visual
Intermediate
Model
Controlling
Full Physical
Effectively Teaching
Learning Level
Prompt Level
Differential
Reinforcement Level
New Skill
Most Prompting
Strong to Fade
Mastered Skill
Least Prompting
Natural
The Schedule:
Implementation Variables
• Student is in one of THREE places at
any given time of the day:
The
Schedule
A Break
Time Away
/ Out
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Conceptual Understanding
of Student’s Plan
It is bigger than you Think
Reading to Younger Students
I, _____________________________
agree to the following plan:
1.
I will use kind words with staff and classmates.
List words or phrases ,that are not appropriate. Keep in mind what is appropriate
for a third grader. Others might say these things as well, but are not being
removed
from classroom.
2.
I will keep my hands, feet and saliva to
myself.
3.
I will respect the property of others.
4. If I am not following my plan:
 First – you will need to leave the classroom, walk down to
time away.

Next – Mrs. Brzezinski or another adult will be contacted to help.

Finally – My parents will be contacted. It is important that my
parent know when I have been in time away so they can help me when I get
home.
5. If I am in the time away room, the “Ready or Not Ready” card will be near me.
Adults will not talk to me during this process. When I am ready to return to class,
I turn the card over to “Ready to return to class.”
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Responding to Behavior
Script using a Scale
Behavior Script
Level 6:
Recovery
Level 1:
GREEN
Level 2:
Anxiety
Level 3:
Anger
Level 4/5:
Crisis
What
student
says / does
What
student
says / does
What
student
says / does
What
student
says / does
What student
says/does
What staff
says / does
What staff
says / does
What staff
says / does
What staff
says / does
What staff
says/does
Components of a Script
•
•
•
•
•
Non-verbal (paraverbals)
Non-emotional
Non-punitive
Respect dignity
Teaching component
– Break
– Strategies to reduce anxiety / frustration
• Levels with increasing restrictiveness
• Understanding of the stages and strategies
in behavior escalation
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Script Using the Incredible 5 Point Scale
Behavioral Response Script Using the Incredible 5-Point Scale
The “Incredible 5 Point Scale” (Kari Dunn Buron; http://www.5pointscale.com) is a visual system to assist students in understanding social, emotional, and
behavioral concepts and expectations and to recognize varying levels of stress and anxiety. It is a cognitive behavioral method of teaching students how to
recognize their own internal emotional states and then to practice successful responses to those emotions. Information on a variety of other uses of the scale can
be found on the Autism Internet Modules website (www.autisminternetmodules.org). For use in developing behavioral scripts for staff and a behavioral selfmanagement system for students, the following steps should be followed:
1) Identify what the student says and does during each phase of a behavioral escalation and document on the scale form. Fewer levels can be used if 5 distinctive
escalation levels does not exist. To use as a self-management system, have the student also identify how he/she feels during each phase of the escalation and
document on the scale form. A fillable form is available below.
2) Develop a step by step script for staff to follow when the student begins a behavioral escalation. Key ideas and concepts for developing the script is noted in
the example script below. When used as a self-management system, identify what the student can do at each level in the escalation to reduce stress or anxiety
such as taking a break. Document on the scale form.
3) Teach and implement the system. Staff and students can begin to think and respond in terms of ‘being at’ a level 1, 2, 3, 4, or 5 using the scale as a visual
prompt.
POINTS to remember:

The PURPOSE of a script is to consistently respond to students in such a way to reduce the probability of further escalation while continuing to teach
students the expectations and how to respond to varying emotional states.

Scripts should be nonverbal (or minimal verbal), non-emotional, & non-punitive. Since the example script below is to help staff understand the basic steps
in the process, more words are listed than one should use. Make sure to create basic visuals for all the steps so staff can limit words and use more visuals.

When using the script, ensure staff monitor their paraverbal communication (e.g. not what it said, but HOW it is said), so the response does not come across
emotional or punitive.

If the crisis plan requires physical intervention or seclusion, be sure staff are well aware and follow procedures set forth by the Michigan Department of
Education for the Emergency Use of Seclusion & Restraint (http://michigan.gov/documents/mde/StandardsforSeclusion-Restraint_247533_7.pdf.)
Basic 5 Point Scale Script
Level of Escalation
What STUDENT says / does; How STUDENT feels
What STAFF says or does; What STUDENT can do (ex. Choices / Options)
Level 5--Aggression
Physical aggression toward self / others.

CRISIS PLAN
Level 4—Anger
Verbal aggression including threats of physical harm

Forced break / time away
Level 3—Agitation
Noticeable increase or change in behavior

BREAK to reduce stress; evaluate environment for potential stressors
Level 2—Anxiety
Slight change in behavior

Strategies to alleviate anxiety
Level 1--GREEN
Appropriate behavior & following expectations

Provide positive feedback / reinforcement
The Solution Is…
In The Problem
What Strategies Were Used in
This Section?
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Student Going to Do It…
Staff Must Find Where and When
the Student Can Do It
Verbal Fascinations
• What it looks like: Students who are ‘high
verbal’…..
• Typical response: Frustration or Discipline
• Enlightened response:
Verbal Fascinations
• Weather Station – Anthony
• WRIF - Stump the Staff - Dan
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Weather Channel - Anthony
• Weather Station in
Classroom
• Timer
• Transition Component
Anthony’s Visual Schedule
Things To Do
All Done
Attendance/
Bellwork
Music
Weather Station
Math
Weather Station
Embed P.A. in the Schedule
To Do
All Done
Math
P.A. Choice
Social Studies
P.A. Choice
English
P.A. Choice
Science
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High School Schedule
Hour
Class
Teacher
1st
Room
Animal Research
Independent Study
2nd
Algebra I
3rd
Science
LUNCH
LUNCH
Animal Research
4th
Language Arts
5th
Social Studies
6th
Support
Animal Research
Independent
Study
Verbal Fascinations
• Weather Station – Anthony
• WRIF - Stump the Staff - Dan
Verbal Fascinations Duck Pond
Rain Man
• Mismatches in Communication
• Non-Interactive
• Find the Connection with the Person and
Make it Work Toward the Goal
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Verbal Fascinations
Three Options
• Manage through the use of
visual strategies
• Find a home for it
• Manage Behaviors
Verbal Fascinations
Find a Home for the Fascination
• Ben – American Girl Doll
• Robert – Roger Rabbit
Verbal Fascinations
Manage Behaviors
• Robert – Police Academy 6
• Michael – Playbook
• Toby – Sponge Bob
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Verbal Fascinations
Manage Behavior
• Michael – Playbook – Going to the
Dance
–
–
–
–
–
The Play:
The Play:
The Play:
The Play:
The Play:
Picking Up Your Date
Hanging Out at the Dance
Asking Someone to Dance
Physical Contact
After the Dance
Self Management Systems
Elementary - Toby
•
•
•
•
•
•
•
5th 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.
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
If
If
If
is important that I tell Mrs. Smith the truth about my voice.
I use a nice voice I will say Spongebob.
I use an angry voice I will say Plankton.
I use a whiney voice I will say Squidward.
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Sponge Bob, Squidward, and Plankton
My Voice
Date _____________
Time ______________ to _______________
Reminders
Accuracy
Conclusions
Clear Success
Short Timeframe
Simple Concept
a. Social Script/Story
b. Monitoring Sheet
c. Data
Interests the student
Not If…
Where and When
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The Solution Is…
In The Problem
What Strategies Were Used in
this Section?
Preferred Activities
• What does it look like?
• What is the required response?
• What usually happens?
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Student Going to Do It…
Staff Must Find Where and When
the Student Can Do It
Preferred Activities
• Patra – Door Handles
• Trevor – Commercial String
Example of Preferred Activity
THINGS TO DO
ALL DONE
BELL WORK
DOOR HANDLES
SCIENCE
DOOR HANDLES
MATH
DOOR HANDLES
MUSIC
DOOR HANDLES
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Not If…
Where and When
Trevor – Commercial String
• Respect for Preferred Activity
• Manage Student Drive
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?
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Group Discussion
Preferred Activities
This is hard!!!
Co-workers will say that you
are giving into the Autism
Spectrum Disorder
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Preferred Activities
• Manage driven interests
• Respect for student’s interest
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
Sam’s Assignment Sheet
Assignment
Sam’s Boat
Date:__________________
Teacher’s Boat
Final Boat
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Preferred Activities
Managing Driven Interests
Anthony – Kicker – Rutgers University
Vacuum salesman invited to a birthday party for a
child with autism moved the room to tears
Email from Mom to Kirby
I am reaching out to you in hopes for an answer to an unusual
request for my son who is autistic. He has always been obsessed
with vacuum cleaners. His favorite is the Kirby. He spends hours
every day watching videos on his tablet about different Kirby’s.
When he isn’t watching videos about them, he is talking about
them. I really would LOVE to get a demo done for him for his
birthday. In fact, I am even getting him a cake made that looks like
a Kirby vacuum. I am writing to you in hopes that you can get me
in touch with a way to get him this demo. I want to be clear that I
do not intend on purchasing a Kirby. I was hoping that I could pay
a flat fee or thought that maybe if you have salesmen in training
that needs to get in practice demos for training purposes. I do not
want anything free, but as the mother of a special needs child, it is
so hard to find things to make my son happy. I know that having
this demo done would just be so awesome, and it would warm my
heart to see him so excited to experience that.
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What Strategies Were Used in
this Section?
Share with another table…
Preferred activities
strategies established
Sensory Preoccupations
• Spitting – Brian
• Spinning Objects – Russell
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Student Going to Do It…
Staff Must Find Where and When
the Student Can Do It
MEETING MECHANICS
Problem
Identification
Assign
Responsibilities
Implementation
Variables
Problem
Specification
Brainstorm
Cluster/
Prioritize
Opinions; Opinions; Opinions!!!
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Guiding Principle
• NO OPINIONS
• ALL DECISIONS INFORMED BY….
– THE LAW
– THE RESEARCH
– THE DATA
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
Sensory Preoccupations
• Management of socially inappropriate
behaviors
• Sensory needs organization
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Sensory Preoccupations
• Mike – NPC’s
NPC
• Ryan – Head Position
Not If…
Where and When
Sensory Preoccupations
Mike-NPC
• Staff – Teach the Association
• Student – Practice – Practice – Practice
• Student – Association
NPC
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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
Sensory Preoccupations
Head Position
•
•
•
•
•
Stacked Objects on Head
Head Position
14 at a Time
Unusual to Others
Socially Appropriate
Addressing Hygiene Issues…
Using High Interest Area
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A Brony's Guide to Life Skills
Friendship is magic when every pony is feeling good,
smelling good and looking their best. When bronies
follow the guide to life skills it helps them stay
welcome in the herd. Should I follow these rules, I
will receive pony points, which will earn me some
MLP merchandise.
Pinkie Pie has listed things that everypony must do
everyday:





Shower from mane to tail
Wash your mane with shampoo
Wash your face with a wash cloth and soap in 10 seconds flat
Wash your body including your underarms, hooves and under your tail.
Use a different wash cloth on your body than the one you used for your
face. Always keep them separate
Brushing your teeth everyday will result in rainbow shouts, which is
AWESOME (spoken in Royal Canterlot voice)
Fluttershy has listed things that everypony must do
after the shower:





Dry your mane, body and tail
Apply Oatmeal. Oatmeal!!! Are you crazy? Apply deodorant
Put on clean underwear, dirty saddles will get you kicked out of the herd
Put on a clean shirt and your labeled pants for the correct day
When the weather is cool, put on your clean jacket
Applejack, Twilight Sparkle and Rainbow Dash share that
keeping your clean clothes and your dirty clothes separate help to keep you
organized and feeling, looking and smelling your brony best. Wash your clothes
every weekend and never wear the same underwear two days in a row, brony
rules prohibit this. Follow these rules and get pony points and a brohoof!
The Solution Is…
In The Problem
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What Strategies Were Used in
this Section
Younger Students with ASD
Strategy Must Fit Within the Autism Spectrum Disorder
Older Students with ASD
As the Student with ASD gets Older, Because of
Previous Experiences, the Window of ASD Gets
More Narrow. Strategy Must Fit within the ASD.
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Ordering and Reordering
• Zac – Book Series
• Jeffrey – What is your name today
Ordering/Re-Ordering
What is your name today?
•
•
•
•
•
•
•
Jeffrey – And what is your name today
Maureen Ziegler
Ms. Ziegler
Mrs. Ziegler
Maureen
Moe
Zig
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
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Ordering/Re-Ordering
• Brandon – Secretaries
Ordering/ReOrdering
Secretaries Name
•
•
•
•
•
Baiba
Bunny
Bev
Blanche
June
• What is wrong with this place?
• Get a normal Name
• At least they could all start with the same letter
Robert’s Inventory
Item Name
# of Items
Need to Buy
YES
NO
YES
NO
YES
NO
YES
NO
YES
NO
YES
NO
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Terry’s Schedule
Date:_____________________
Subject
Class Intervals
Hand Raising Questions
Class Meeting
HRQ
HRQ
HRQ
Science
HRQ
HRQ
HRQ
Math
HRQ
HRQ
HRQ
Spelling
HRQ
HRQ
HRQ
Silent Reading
HRQ
HRQ
HRQ
Social Studies
HRQ
HRQ
HRQ
Writer’s Workshop
HRQ
HRQ
HRQ
Class Meeting
HRQ
HRQ
HRQ
Lunch
Recess
Comments:_________________________________________________
What Strategies Were Used in
this Section?
Transitions – Need for
Predictability
• Ian – Lunch Room – Laid on Floor –
Forgot to Check Schedule
• Matt – Eating Lunch in Order
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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
Transition/Need for Predictability
• Transition Issues
• Need for Predictability
Transition
How to get from one place to another?
• Drew - Transition Card
Transition Card
• Scott – Flight Plan
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FLIGHT PLAN
TRAVELING TO AND FROM HANGARS - HALLWAY FLIGHT PLAN










When departing the HANGAR, do a CHECK SIX (take a look around you to see what is
happening!)
Maintain your AIR SPACE at all times!
While in flight, JINK to avoid any BOGEYS (water bottles, pencils,
erasers or people) in the hall
Colliding with BOGEYS could cause a MID-AIR COLLISION
If there is TRAFFIC, attempt to maintain your AIRSPACE, THROTTLE
BACK and CHECK SIX
THROTTLE BACK whenever you need to – slow down and take a
breath!
Along the way, you may encounter an IFF - if so, you may establish
RADIO CONTACT while maintaining your AIRSPACE
Violating others AIRSPACE could cause you to SWAP PAINT and crash
When you are CLEARED TO LAND, you may approach your HANGAR
If you are in a MAYDAY SITUATION, RETURN TO BASE and ask for
Mr. Newhouse or Mrs. Hayes – use your strategies to get back in control
FLIGHT PLAN
DESTINATION: CAFETERIA HANGAR

When departing for the CAFETERIA HANGAR, do a CHECK SIX (take
a look around you to see what is happening!)

Maintain your AIR SPACE at all times!

Before entering the lunch line THROTTLE BACK

Purchase your lunch

Go directly to lunch table - do not SWAP PAINT while walking to table

IFF at your table

Find your WINGMAN and eat your lunch

After you are finished eating, take care of your lunch tray

Return to HANGAR (next class) when bell rings

While in flight, JINK to avoid all BOGEYS in the halls

If you are in a MAYDAY SITUATION, RETURN TO BASE and ask for
Mr. Newhouse or Mrs. Hayes – use your strategies to get back in control
Consult HALLWAY FLIGHT PLAN for departure from CAFETERIA HANGAR
FLIGHT PLAN
DESTINATION: BAND ROOM HANGAR




When you arrive to BAND ROOM HANGAR, THROTTLE BACK and set LANDING GEAR at
the steps.
Land at the drumming station - avoid SWAPPING PAINT with others!
Once
o
o
o
o
Work
secure in the HANGAR:
Deplane
Always be vigilant in maintaining personal AIRSPACE
CHECK SIX before changing stations in the HANGAR
Avoid BOGEYS
in unison with your fellow pilots!
Consult HALLWAY FLIGHT PLAN for departure from BAND ROOM HANGAR
FLIGHT PLAN VOCABULARY
AIRSPACE – personal space – make sure you have enough around you to avoid colliding with other people
BOGEYS – any water bottles, pencils, erasers or people in hallways and classrooms
CHECK SIX – take a look around you to see what is happening
CLEARED TO LAND – there is space available for you to enter the classroom / cafeteria / gym
HANGAR – your classrooms / cafeteria / gym
IFF – look around for your friends – avoid students who may cause problems for you
JINK – maneuver around so that you avoid colliding with other people
MAYDAY SITATION – difficult situation that you are unsure how to handle – times when you are feeling upset, stressed or frustrated
MID-AIR COLLISION – getting into trouble
PILOTS – other classmates
RADIO CONTACT – talking to other students without invading their personal space
RETURN TO BASE – go to Academic Support Room and ask for Mr. Newhouse or Mrs. Hayes
SWAP PAINT – colliding with other students
TRAFFIC – lots of other students and staff in the hallways
THROTTLE BACK – slow down, take it easy
WINGMAN – your friends / buddies
Danny’s Schedule
Subject
Self-Management
Plan (SMP)
A Plan
Prior to leaving for
any class or lunch
the following items
are needed:
1. Put Pencil/Pen
in Backpack
2. Hook Water
Bottle to
Backpack
3. Pick Up Binder
4. Pick Up
Backpack
5. Leave for
Class
Homework*
Date:____________
Comments
Yes/No
----------------
(SMP) A Plan
(SMP) A
YES
NO
1st Hour
7:50 - 8:45
Biology
Huard
Room 305
(SMP) B Plan
----------------(SMP) B
YES
NO
2nd Hour
8:50 - 9:45
AC Success
Hoffman
Room 222
(SMP) B Plan
---------------(SMP) B
YES
NO
3rd Hour
9:50 - 10:45
English 2A
B Plan
Hoffman
Before leaving
Room 222
class do the
(SMP) B Plan
---------------(SMP) B
YES
NO
following:
Lunch
-------------1. Put Pencil/Pen
10:50 -11:15
in Backpack
(SMP) B Plan
---------------(SMP) B
YES
NO
2. Hook water
4th Hour
bottle on
11:20 -12:20
backpack
Adjusted PE
3.
Pick
up
binder
Malkewitz
4. Pick up
Room 303
backpack
(SMP) B Plan
------------(SMP) B
YES
NO
5. Leave for
5th Hour
Class
12:25 - 1:20
Geometry
Logel
Room 221
(SMP) A Plan
---------------(SMP) A
YES
NO
Go to Bus
*If there is homework "Yes," remember to fill out a homework slip and put it in the
folder on the board at Danny's desk.
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Need for Predictability
• Andrew – Obituaries
• Robert/Maddy – Capture Information
• Jonah – Myth Busters
• Jeffrey – Glasses
Capture Information and
Give to Student with ASD
• Pause video and take a picture
• Print Picture
• Student with ASD keeps important
information with them
What Would You Do?
Let’s Go To the Board
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What to do when something disappointing happens.







A Myth Occurs (anything disappointing that makes you
feel upset)!
Stop whatever you are doing.
Go directly to the lab (Mrs. Farquhar’s room).
Test the myth and collect data.
Decide if the myth is confirmed, plausible, or busted.
Report the result.
Go back to class when you have completed the
investigation.
MYTH BUSTERS VOCABULARY
Myth – Anything disappointing that makes you feel upset
Test – Procedure to evaluate the truth of something.
Lab - Mrs. Farquhar’s room, #118
Data collection – Gathering information from the test.
Used to determine if something is Plausible, Busted, or
Confirmed.
Plausible – the myth could be possible
Busted – the myth is not possible
Confirmed – the myth is possible
STOP!
We have a
MYTH!!
Need for Predictability
Eyeglasses
• Jeffrey – “Please take those off”
• “You don’t need those”
• “You can see”
• “How did this happen”?
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The Solution Is…
In The Problem
What Strategies Were Used in
this Section?
What Can Your Team Create
for Your Target Student?
•
•
•
•
•
•
•
Capture Interests
Meet in the Middle
Show Interest
Examine the Purpose
Acknowledge Insight
Bridge Interests to Social Expectations
Excitement about Target Student
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Have an AMAZING Summer
50