Looking at ASD Differently

1. Looking at ASD Differently

2. Acceptable Use of START Material • START Trainer approval is required to present START materials. • Those without START Trainer approval may use individual slides to represent material at meetings, trainings, etc., but may not use large chunks and represent themselves as START Trainers. • For current START Trainers, make note of the “Acceptable Use of START Materials” policy below: • START materials and content must not be substantially modified without input from START. Materials can be personally enhanced with examples, clip art, videos, etc. but, the fidelity of the content should not be altered. • The trainer version of START materials should not be copied or distributed to districts, agencies or other trainers for purposes other than EPLI content training by a START approved trainer or coaching support by identified START coaches. • START should be credited when using materials for training or coaching. • START materials should not be used by START trainers for private-for-pay work.

3. Introductions

4. Application Day • Utilizing the ASD to customize strategies to create independence and socialization • Creativity dilemma

5. Looking at ASD Differently Using the ASD WITH the student rather than against the student

6. Saying: “This will not work” is NOT an option!

7. Goals for Students with ASD • Socialization Skills • Independent Skills

8. Looking at ASD Differently • Respect for what has happened in the past… • While implementing what must happen in the future!

9. 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

10. 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.. 

11. 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

12. Examples of Pairing • Tehran – Loud Noises • Break Card • Terrance – Spitting

13. Break Card BREAK

14. Pairing/Making Associations • Behavior • Material or Area • Practice – Breakdown occurs here • Modify

15. Pairing/Making AssociationsUsability – Customize to Create Utilization • Chris – Break Card – Loved Football PASS PASS

16. PairingTerrance - Spitting • Search for Desirable Surface • Determine the Desirable Surface • Flood the Environment • Practice the Association • Association is Made • Modify

17. Pairing/Making Association – What Will Work and Why? • P.O.C. • Pairing/Making Association – Based on student’s ASD • Create a strategy • Behavior • Material or Area • Practice – Breakdown occurs here • Modify

18. Sets the Stage… For What is Coming Next

19. Visual Structure • Facial Hair – Jerrod • Gym Shirt – Adam

20. ADAM YOU DO HAVE GYM TODAY YOU WILL HAVE TO WEAR THE GYM SHIRT

21. Visual StructureVisual Strategies • Alicia – Tape throughout Building • Jack – Fonts – Morning Routine • Kelly – Talking on the Phone

22. 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 – Matching Yellow Card - Gymnasium Cafeteria Recess Bathroom Gymnasium

23. Alicia’s Color Cards Cafeteria Recess Bathroom Gymnasium

24. Building LayoutDid Work Small Gym Cafeteria Elementary Building

25. 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

26. 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

27. 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

28. 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

29. Visual Strategy Development Visual Schedule Utilizing Student’s Strengths 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

30. Example of a Classroom Visual Schedule Things to Do All Done Calendar Centers Snack Carpet Time Gross Motor

31. An Example of a Lunch Choice Visual System Lunch Choice A Lunch Choice B Lunch Choice C

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

33. Jack - Morning Routines – Fonts Didn’t Work

34. 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

35. 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

36. DifferentFontsColoredCoded 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

37. Visual StructureVisual Strategies Jenna – Talking on the Phone This did not work

38. Visual Structure Visual Strategies This Strategy Worked

39. 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

40. Not If… Where and When

41. Visual Structure Visual Strategies • Max – Staff Identification Badge • Sarah – Going Home

42. Staff Identification Badge • Misunderstanding • Response to Behavior • Purpose and Intent (FUNCTION)

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

44. 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)

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

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

47. The Solution Is… In The Problem

49. Visual Structure and Strategies that will work and why? • P.O.C. • Visual Strategies – Based on student’s ASD – Not just a schedule • Create a strategy • Transition • Compliance • Talking out behavior HRQ

50. 5 Concepts in 5 Minutes