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July 2014 Newsletter: Transition Back-To-School

July 2014 Newsletter Topic: Autism and "Back to School"
I know it's still the middle of summer, but this month we're going to share ideas, tips, and resources for helping children with autism transition back to school in the fall. Since we mail out our newsletter at the end of the month, it will be the perfect time to start working on the transition!

Check back with us all month long on our Facebook and Twitter pages for us to post new resources as they are added. Make sure you're subscribed to our free newsletter to get all the resources at the end of July!
http://positively-autism.blogspot.com/2014/07/july-2014-newsletter-topic-autism-and.html


Tips and Articles:

Helping Our Kids with Autism Transition Back Into School - http://positively-autism.blogspot.com/2014/07/helping-our-kids-with-autism-transition.html

Classroom Checklist - http://positively-autism.blogspot.com/2014/07/classroom-checklist.html

Autism Guide for Bus Drivers and Transportation Supervisors - http://positively-autism.blogspot.com/2014/07/autism-guide-for-bus-drivers-and.html

Tips for Reducing the Stress Associated with Back to School - http://positively-autism.blogspot.com/2014/07/tips-for-reducing-stress-associated.html

Getting Ready for School: Transition Tips for Students with Autism - http://positively-autism.blogspot.com/2014/07/getting-ready-for-school-transition.html

Back-To-School Tips and Q & A with Dr. Paula Kluth - http://positively-autism.blogspot.com/2014/07/back-to-school-tips-and-q-with-dr-paula.html


Freebies: 

School Supply Picture Cards - http://positively-autism.blogspot.com/2014/07/school-supply-picture-cards.html

Back To School Social Story - http://positively-autism.blogspot.com/2014/07/back-to-school-social-story.html

Picture Schedule for Morning Routine - http://positively-autism.blogspot.com/2014/07/picture-schedule-for-morning-routine.html


News:

July 2014 Positive Autism News - http://positively-autism.blogspot.com/2014/07/july-2014-positive-autism-news.html

July 2014 Positive Autism News

Exceptional Minds Students Among Post Crew for "Dawn of the Planet of the Apes"
July 10, 2014
http://www.shootonline.com/newsbriefs/exceptional-minds-students-among-post-crew-dawn-planet-apes

Tulsa Named Autism-Friendly City
July 10, 2014
http://www.tulsaworld.com/news/health/tulsa-named-autism-friendly-city/article_724b61e0-e092-53c4-997e-21533f7ab276.html

Garland Student with Autism Learns to Play Organ by Ear
July 11, 2014
http://www.dallasnews.com/news/community-news/garland-mesquite/headlines/20140711-autistic-garland-man-teaches-himself-to-play-the-church-organ.ece

Sister Reveals Autistic Twin Brother's 'Super Powers'
July 18, 2014
http://abcnews.go.com/Health/sister-reveals-autistic-twin-brothers-super-powers/story?id=24602958

Picture Schedule for Morning Routine

You can use this set of picture cards to make a picture schedule for your child's morning routine. Having a consistent picture schedule of the steps to the routine can help your child to follow the routine more smoothly and independently.

http://www.positivelyautism.com/downloads/MorningRoutinePictureCards.pdf

Another tip about morning routines: about a month before school starts, wake up your children a little earlier each morning to prepare for the time they will need to wake up for school. You can also start practicing the morning routine using these picture cards in the weeks before school starts to get your child used to the routine.

Positively Autism also has a free set of bedtime routine picture cards to use for a bedtime schedule. http://www.positivelyautism.com/downloads/BedtimeRoutinePictureCards.pdf

Back To School Social Story

Time For School: A Back To School Social Story

From "Educating Everyone 4 Life"

This Back to School social story is designed to help children cope with the transition of coming back to school after summer vacation. This is a visual story made for children with autism; however, all children can benefit from this story. Children with Special Needs, who or autistic, or who are in the general education classroom benefit when using a visual representations of a change in their routine. Use this book as a printable, multimedia presentation, or social story. This book is aligned with Common Core Standards in Reading.

http://www.teacherspayteachers.com/Product/Time-For-School-A-Back-To-School-Social-Story-657742

Here is an example of a more specific social story that you can write for your child using your own pictures and information: http://www.machkovich.com/Cory/AutismRecovery/SocialStories/BacktoSchool.pdf

In order to make the social story, you can arrange to visit your child's teacher and classroom before school begins to introduce your child and take some photos. If you are unable to arrange this type of visit, you can visit the school building and possibly the playground to get your child familiar with the environment and take photos of these. Also, you may be able to find pictures of the teacher, school building, or classroom on the school's website that you can use to make a social story.

School Supply Picture Cards

A set of picture cards of common school supplies. Can be used for a variety of activities including picture communication, vocabulary development, flash cards, matching games, and more!

http://www.positivelyautism.com/downloads/SchoolSupplyPictureCards.pdf


Another tip for school supplies is to color-code school supplies for different subjects, such as having blue notebooks, binders, and other materials for math, red for language arts, and so on. Color-coding can help a child organize school materials and the colors can be integrated into a picture schedule.

Back-To-School Tips and Q & A with Dr. Paula Kluth

If you've been following Positively Autism for any length of time, you'll know how much we love Paula Kluth. Her practical, compassionate, and helpful advice on teaching children with autism is nothing less than awesome! Here are is a download of her advice on transitioning back to school.

Here is a short interview with Dr. Kluth with some tips on getting ready for school: http://www.autismspeaks.org/sites/default/files/documents/family-services/paula_interview.pdf

If you're looking for a great staff training resource, check out this package from Dr. Paula Kluth!

"You're Going to Love This Kid!" Professional Development Package

Getting Ready for School: Transition Tips for Students with Autism

Adapted from: P. Kluth (2010). “You’re Going to Love This Kid!”: Teaching Students with Autism in the Inclusive Classroom (Rev. ed.). Baltimore: Brookes.

This article is from the website of Dr. Paula Kluth. It, along with many others on inclusive schooling, differentiated instruction, and literacy can be found at www.PaulaKluth.com. Visit now to read her Tip of the Day, read dozens of free articles, and learn more about supporting diverse learners in K-12 classrooms.

For many learners with autism, transitions are the toughest part of schooling. Moving from classroom to classroom or teacher to teacher can be stressful enough, but moving from building to building is almost always a process filled with anxiety and trepidation. These four strategies are designed to prepare the learner with autism for a new school or a new schooling experience and can be used days or months before the student arrives as well as throughout the school year.

School Preview

Many students with autism will profit from seeing, experiencing, and learning about the school before they show up on the first day. This is an effective strategy for students who are changing schools or for those who will be going to a certain classroom for the first time. A student can pre-view the school using many different tools. Some learners might appreciate a videotape of the school and its rooms, complete with short interviews with his new teachers. Other students like to tour the school themselves and meet teachers face to face before school officially starts. Still others may want to hear siblings, parents, or friends tell them about the school. Students may also be interested in reviewing brochures of the school, newsletters from the previous year, and/or the school’s website (if one exists).

Surveys

Before the year begins or during the first few days of school, many teachers ask students and their families to complete a survey. The purpose of this tool is to help the teacher become more personally acquainted with students and to make an immediate connection with families. Some teachers may choose to administer different surveys to students and parents while other teachers may design a survey that families and students complete together. While a survey would undoubtedly help a teacher learn more about his student with autism, many teachers choose to use surveys with every student in the class.

When considering using a survey, teachers will want to focus on learning styles, interests, needs, strengths or even on student ideas for the classroom. Although questions will vary by age group, possible questions include:

• How do you learn best?
• What hobbies do you have?
• What scares or upsets you?
• What kind of expertise do you have (e.g., skateboarding, karate, collecting bugs, drawing)?
• What do you need to be comfortable in my classroom?
• What do you want to learn this year?
• What is your least favorite part of the school day?
• What is your favorite part of the school day?

If one or more students cannot write, the teacher, parent or support person can allow learners to submit visual surveys. Students might draw pictures, create a collage, or submit photographs or a video in response to the survey questions.

Routines and Schedules

Some students will profit from the development and implementation of written schedules, picture calendars, or the use of a daily planner. As one of my former students explained to me: “School is very stimulating and a lot of noises and disorganization for me. So I need to get used to new places and have a schedule”. Teachers should talk often to students about how time will be used in the classroom. They should also try to give students with autism as much warning as possible when they are going to alter the class schedule or when a substitute will be teaching the class.

All students in a given classroom may benefit from knowing more about the schedule. Having information about what content will be taught and what activities will take place in any given day or week can help any student become a better planner and time manager. Teachers can make going over the daily schedule a regular part of the daily routine in any classroom; even taking a few seconds to review this information can make a difference in the learning of some students.

Personal Portfolio

Students who have unique needs and abilities may want to introduce themselves to a teacher through the use of a portfolio. Portfolios may include photographs, artwork, writing or schoolwork samples, lists of favorite things, or even video or audiotapes.

A portfolio can be an especially helpful tool for students who do not speak or use a reliable communication system. I worked with one young man, J.D., to assemble a portfolio he would use as he transitioned from high school to the work place. This young man did not speak and those who met him for the first time often struggled to connect with him. When his teachers first accompanied him to his new school, J.D.’s peers began asking them questions about him: Did he understand them? Did he have any interests?

The teachers decided that J.D. needed a way to represent himself so that they didn’t need to serve as his voice and liaison. In order to facilitate this process the teachers worked with J.D. to create a portfolio that he could use to introduce himself to new people and to interact with those he already knew. J.D.’s portfolio included:

Four pages of photographs (J.D. with family and friends; snapshots of him playing soccer at a community park; J.D. working with peers on a biology experiment, vacation photos from the Rock and Roll Museum in Ohio)

• A short “resume” outlining some of the classes he took in middle school
• A list of his favorite movies and compact discs
• A “Learning About Autism” pamphlet J.D. got at a conference
• A glossy picture of the Green Bay Packers, J.D.’s favorite football team
• Portfolios can be in paper, audio, or video form, formal or informal, a few pages or dozens of pages, include only current information and artifacts or serve as a cumulative record of the student’s life.

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More Resources from Paula Kluth:

Just Give Him the Whale!: 20 Ways to Use Fascinations, Areas of Expertise, and Strengths to Support Students with Autism

Joyful Learning: Active and Collaborative Learning in Inclusive Classrooms

From Tutor Scripts to Talking Sticks: 100 Ways to Differentiate Instruction in K-12 Inclusive Classrooms

Tips for Reducing the Stress Associated with Back to School

Help your child transition back to school with less stress with these tips from Dr. Peter Faustino, President of the New York Association of School Psychologists.

http://www.autismspeaks.org/sites/default/files/documents/family-services/tips_peter.pdf

Autism Guide for Bus Drivers and Transportation Supervisors

A quick guide for bus drivers and school district transportation supervisors to help make the bus riding experience safe and positive for students with autism.

http://www.autismspeaks.org/sites/default/files/documents/family-services/transportation.pdf

Classroom Checklist

A tool you can use to help you set-up your classroom for your students with autism. By Lori Ernsperger, PhD.

http://www.autismspeaks.org/sites/default/files/documents/family-services/classroom_checklist.pdf

Helping Our Kids with Autism Transition Back Into School

A detailed and helpful list of strategies to prepare for the transition back to school from Dr. Esther Hess, a developmental psychologist and executive director of Center for the Developing Mind.

http://www.drhessautism.com/img/news/helping-kids-with-autism-transition.pdf

July 2014 Newsletter Topic: Autism and "Back to School"

I know it's still the middle of summer, but this month we're going to share ideas, tips, and resources for helping children with autism transition back to school in the fall. Since we mail out our newsletter at the end of the month, it will be the perfect time to start working on the transition!

Check back with us all month long on our Facebook and Twitter pages for us to post new resources as they are added. Make sure you're subscribed to our free newsletter to get all the resources at the end of July!

Positively Autism June 2014 Newsletter: Wandering and Elopement

June 2014 Topic: Autism and Wandering/Elopement

Elopement refers to a person leaving an area without notifying others, which may place that individual in a dangerous situation. Elopement, which is similar to the term wandering, is a common issue faced by the families and educators of people with autism.

This month, we'll continue our series on Autism and Safety by focusing on resources and information to help with elopement and wandering among students with autism.

http://positively-autism.blogspot.com/2014/06/june-2014-topic-autism-and.html

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Articles/Resources

The Danger of Elopement/Wandering - http://positively-autism.blogspot.com/2014/06/the-danger-of-elopementwandering.html

Why is My Child Eloping and What Can I Do? - http://positively-autism.blogspot.com/2014/06/why-is-my-child-eloping-and-what-can-i.html

Tips to Help Prevent Wandering and Wandering-Related Tragedies - http://positively-autism.blogspot.com/2014/06/tips-to-help-prevent-wandering-and.html

Wandering Toolkits for Families and First Responders - http://positively-autism.blogspot.com/2014/06/wandering-toolkits-for-families-and.html

Create a Family Wandering Emergency Plan (Includes a Plan to Fill-In) - http://positively-autism.blogspot.com/2014/06/create-family-wandering-emergency-plan.html

Sample IEP Letter to Help Your Child's School Address Wandering - http://positively-autism.blogspot.com/2014/06/sample-iep-letter-to-help-your-childs.html

Research on Autism and Eloping/Wandering - http://positively-autism.blogspot.com/2014/06/research-on-autism-and-elopingwandering.html

Safety Products for Autism and Wandering - http://positively-autism.blogspot.com/2014/06/safety-products-for-wandering.html

Social Stories for Wandering/Eloping - http://positively-autism.blogspot.com/2014/06/social-stories-for-wanderingeloping.html

Caregiver Checklist Tool for Wandering/Eloping (How to Minimize the Risk) - http://positively-autism.blogspot.com/2014/06/caregiver-checklist-tool-for.html



Positive Autism News

Program Sparks Beautiful, 'Unique Chemistry' Between Students With Autism And Elderly
June 23, 2014
http://www.huffingtonpost.com/2014/06/23/lionheart-school-students-autism_n_5485635.html

8-year-old w/Asperger's is Youngest Published Game Programmer
June 20, 2014
http://starlocalmedia.com/friscoenterprise/news/year-old-youngest-published-game-programmer/article_0c5dc602-f895-11e3-8292-0019bb2963f4.html

Autistic Student Who Graduated at the Top of His Class Shares His Valedictory Speech
June 20, 2014
http://www.washingtonpost.com/local/education/autistic-student-who-graduated-at-the-top-of-his-class-shares-his-valedictorian-speech/2014/06/20/46144f82-f8aa-11e3-8aa9-dad2ec039789_story.html

Teen: Science Fair Helped “Overcome and Conquer” Autism
June 13, 2014
http://www.ocala.com/article/20140613/articles/140619864

Talented Musician With Autism Running Out Of Money For College
June 11, 2014
http://denver.cbslocal.com/2014/06/11/talented-musician-with-autism-running-out-of-money-for-college/
(I realize this doesn't sound like a positive story, but I had to share!)

Non-Verbal Teen with Autism Gets Standing Ovation for Graduation Speech
June 6, 2014
https://news.yahoo.com/autistic-teen-with-trouble-speaking-gives-graduation-address-to-standing-ovation-173305905.html

June 2014 Positive Autism News

Program Sparks Beautiful, 'Unique Chemistry' Between Students With Autism And Elderly
June 23, 2014
http://www.huffingtonpost.com/2014/06/23/lionheart-school-students-autism_n_5485635.html

8-year-old w/Asperger's is Youngest Published Game Programmer
June 20, 2014
http://starlocalmedia.com/friscoenterprise/news/year-old-youngest-published-game-programmer/article_0c5dc602-f895-11e3-8292-0019bb2963f4.html

Autistic Student Who Graduated at the Top of His Class Shares His Valedictory Speech
June 20, 2014
http://www.washingtonpost.com/local/education/autistic-student-who-graduated-at-the-top-of-his-class-shares-his-valedictorian-speech/2014/06/20/46144f82-f8aa-11e3-8aa9-dad2ec039789_story.html

Teen: Science Fair Helped “Overcome and Conquer” Autism
June 13, 2014
http://www.ocala.com/article/20140613/articles/140619864

Talented Musician With Autism Running Out Of Money For College
June 11, 2014
http://denver.cbslocal.com/2014/06/11/talented-musician-with-autism-running-out-of-money-for-college/
(I realize this doesn't sound like a positive story, but I had to share!)

Non-Verbal Teen with Autism Gets Standing Ovation for Graduation Speech
June 6, 2014
https://news.yahoo.com/autistic-teen-with-trouble-speaking-gives-graduation-address-to-standing-ovation-173305905.html

Caregiver Checklist Tool for Wandering/Eloping (How to Minimize the Risk)

A safety checklist you can use to minimize the risk of your child wandering or eloping, as well as minimizing the danger if your child does go missing.

http://nationalautismassociation.org/wp-content/uploads/2012/08/NAA_CAREGIVER_CHECKLIST.pdf

Social Stories for Wandering/Eloping

Here are some Social Stories from the AWAARE Collaboration on the topic of wandering and eloping.

Print and Attach Your Own Photos:
Stay in my apartment
Stay in my apartment with Mom
Stay in my apartment with Dad
Stay in my house
Stay in my house with Mom
Stay in my house with Dad

Text Only:
Staying in my apartment with Mom and Dad
Staying in my apartment with Mom
Staying in my apartment with Dad
Staying in my house with Mom and Dad
Staying in my house with Mom
Staying in my house with Dad

Here's the main page of the AWAARE Collaboration, where you can find lots of wandering safety information: http://www.awaare.org/index.htm

Safety Products for Autism and Wandering

The National Autism Association sells safety products related to autism and wandering. On their website, you'll find:

• Stop Sign Visual Aids
• Door/Window Alarms
• Safety Alert Window Cling
• "Lost and Found" Temporary Tattoos with Safety Information
• "Safety Alert: I Have Autism" Wristbands
• More

Links to other companies selling safety products related to autism and wandering can be found here: http://www.awaare.org/resources.htm

Research on Autism and Eloping/Wandering

If you'd like to look in-depth at some strategies used by researchers to address eloping and wandering, here are some articles:

Assessment and Treatment of Elopement Maintained by Access to Stereotypy, Journal of Applied Behavior Analysis (2010): http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2938949/pdf/jaba-43-03-513.pdf

Brief Treatment Analysis for Elopement in an Outpatient Clinic Setting, University of Iowa Thesis (2011): click here for link.

Differential Reinforcement With and Without Blocking as Treatment for Elopement, Journal of Applied Behavior Analysis (2011): http://seab.envmed.rochester.edu/JABA/articles/2011/jaba-44-04-0903.pdf

The Emergence of Flopping During Treatment for Elopement, Munroe-Meyer Institute: http://webmedia.unmc.edu/mmi/pdf/theemergenceofflopping.pdf

Functional Analysis and Treatment of Elopement, Journal of Applied Behavior Analysis (1997): http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1284082/pdf/9433790.pdf

Functional Analysis and Treatment of Elopement Across Two School Settings, Journal of Applied Behavior Analysis (2010): http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2831439/

Latency of Response During the Functional Analysis of Elopement, Journal of Applied Behavior Analysis (2013): http://www.necc.org/uploadDocs/2/neidert-et-al-2013.pdf

Sample IEP Letter to Help Your Child's School Address Wandering

An example of a letter you can send to your child's school to inform them of your child's tendency to wander and suggest/request that safety measures be put in place.

http://www.awaare.org/IEPletter.htm

Create a Family Wandering Emergency Plan (Includes a Plan to Fill-In)

Make sure your family has a plan in case of a wandering emergency. Before an emergency happens, sit down together and decide how you will get in contact with each other, where you will go and what you will do in a wandering emergency. Fill out this simple template and keep a copy with your emergency supply kit or another safe place known to all family members, where it can be easily accessed if your child should go missing. You may also want to give a copy to your child's teachers or other caregivers.

Please save a copy of this plan to your computer, as well as printing a copy to fill-in with your family. http://www.awaare.org/docs/FWEP.pdf

Along with this plan, keep a copy of this "Person-Specific Information for First Responders" form that lists information that can help find your child if he or she is lost: http://www.awaare.org/docs/AUTISM%20ELOPEMENT%20ALERT%20FORM.pdf

Wandering Toolkits for Families and First Responders

Check out these toolkits with lots of valuable resources.

The family/caregiver toolkit contains:

• Caregiver Checklist 
• Family Wandering Emergency Plan (FWEP) 
• First-responder profile form
• Swimming Lessons Tool 
• Root-cause Scenario & Strategies Tool 
• Stop Sign Prompts 
• Social Stories 
• Caregiver Log 
• Sample IEP Letter. (Never allow restraint/seclusion practices into any IEP as this increases associated risks.) 
• General Awareness Letter: share with schools, homeowner’s association, law enforcement agencies, physicians, etc. 
• Caregiver Resources

The first responder toolkit contains:

• Autism Overview 
• Autism Behaviors  
• Autism Wandering Statistics  
• First Responder Checklist 
• First Responder Resource Sheet   
• First Responder Tips   
• First Responder Notification Form   
• Search & Rescue Guidelines For Missing Persons With Special Needs (NCMEC) 
• Print-and-hang Flyer 

Tips to Help Prevent Wandering and Wandering-Related Tragedies

Six Tips to Help Prevent Wandering and Wandering-Related Tragedies (and other resources) from Autism Speaks: http://www.autismspeaks.org/wandering-resources

Helpful Tips from Parents and Families: http://www.autismspeaks.org/family-services/autism-safety-project/wandering-tips

Why is My Child Eloping and What Can I Do?

A helpful article by a BCBA that discusses some tips on reducing eloping based on the reasons why a child elopes in the first place.

http://www.autism-community.com/why-is-my-child-eloping-and-what-can-i-do/

Resource from Amazon.com:

Danger Is...? (Autism Is...? Books) (Volume 2)

 

 

The Danger of Elopement/Wandering

According to Autism Speaks, a survey on wandering and elopement was recently conducted with parents of children with autism. In this survey, almost 50% of the families reported that their child had gone missing for long enough to cause a significant safety concern. Clearly, elopement (leaving an area without notifying others), poses a potential danger to individuals with autism.

To further illustrate the danger, parents in this survey reported that over 1/3 of the children who elope are rarely or never able to communicate identifying information, such as their name or phone number. These families also report some "close calls:" 2/3 of parents reported that their children had a close call with a traffic injury and approximately 1/3 reported a close call with a potential drowning incident. (Note: please see last month's issue of Positively Autism for water safety resources).

In addition to the danger to the individuals with autism themselves, 58% of the parents of children who elope reported that this was the most stressful behavior related to their child's autism. Elopement can also prevent families from attending activities outside the home due to fear of the child wandering off (62% of families of children who elope) and can disrupt parental sleep because of fear of elopement (40% of parents surveyed). Despite these family concerns, half of the families of children who elope reported that they had not received any advice or guidance from professionals about how to address elopement.

In this blog post series, we hope to provide some resources to help both families and educators address this important issue.

References

"New Data Shows Half of All Children with Autism Wander and Bolt from Safe Places" - http://www.autismspeaks.org/news/news-item/new-data-shows-half-all-children-autism-wander-and-bolt-safe-places

"What is Elopement?" by Abby Twyman, M.Ed., BCBA: http://www.autism-community.com/what-is-elopement/

June 2014 Topic: Autism and Wandering/Elopement

Elopement refers to a person leaving an area without notifying others, which may place that individual in a dangerous situation. Elopement, which is similar to the term wandering, is a common issue faced by the families and educators of people with autism.

This month, we'll continue our series on Autism and Safety by focusing on resources and information to help with elopement and wandering among students with autism.


Reference

"What is Elopement?" by Abby Twyman, M.Ed., BCBA: http://www.autism-community.com/what-is-elopement/

Positively Autism May 2014 Newsletter: Water Safety

Articles, Tips, and Resources

Positively Autism May Topic: Water Safety - http://positively-autism.blogspot.com/2014/05/positively-autism-may-topic-water-safety.html

Drowning Prevention for Children and Adults with Autism Video - http://positively-autism.blogspot.com/2014/05/drowning-prevention-for-children-and.html

Water Safety: The Ultimate Life Skill - http://positively-autism.blogspot.com/2014/05/water-safety-ultimate-life-skill.html

"The Swim Professor on Autism and Swimming" Video - http://positively-autism.blogspot.com/2014/05/the-swim-professor-on-autism-and.html

"How to Teach a Child with Autism to Swim" Video - http://positively-autism.blogspot.com/2014/05/how-to-teach-child-with-autism-to-swim.html

YMCA Special Needs Swimming Instruction - http://positively-autism.blogspot.com/2014/05/ymca-special-needs-swimming-instruction.html

Autism Speaks Swimming and Water Safety Scholarship Fund (For Organizations) - http://positively-autism.blogspot.com/2014/05/autism-speaks-swimming-and-water-safety.html

Autism "Swim School" Video - http://positively-autism.blogspot.com/2014/05/autism-swim-school-video.html

Swimming Pool Safety Social Story - http://positively-autism.blogspot.com/2014/05/swimming-pool-safety-social-story.html

Drowning Prevention and Autism Brochure - http://positively-autism.blogspot.com/2014/05/drowning-prevention-and-autism-brochure.html


Downloads

Positively Autism's Summer Page! http://www.positivelyautism.com/free/unit_summer.html

• "What to Expect on Summer Break" Social Story 
• "Travis the Train Visits the Beach" Vocabulary Story
• "Travis the Train Goes on a Summer Picnic" Vocabulary Story
• Sunny Vocabulary Flashcards
• "Train in the Sun" Vocabulary Story
• Summer Songs Videos
• More!

Dinosaur Puzzle Token Economy - http://www.teacherspayteachers.com/Product/Dinosaur-Puzzle-Token-Economy-1260204

Reading and Copywork for Kids Who Love Trains - http://www.teacherspayteachers.com/Product/Reading-and-Copywork-for-Kids-Who-Love-Trains-1247809


News

May 2014 Positive Autism News - http://positively-autism.blogspot.com/2014/05/may-2014-positive-autism-news.html

May 2014 Positive Autism News

Boy With Autism Calls 911, Saves Mom
May 9, 2014
http://ktla.com/2014/05/09/mommy-fell-down-boy-with-autism-calls-911-saves-mom/#axzz327zXmYZK

Brave Kid With Autism Confronts His Bullies In Front Of The Whole Class
May 15, 2014
http://www.huffingtonpost.com/2014/05/15/jake-stands-up-to-bullies-video_n_5333732.html

Town of Maynard Helps Teen with Autism Go to the Prom
May 16, 2014
http://clinton.wickedlocal.com/article/20140516/NEWS/140518391/12423/NEWS

Student with Autism a Beloved Member of High School Track Team
May 16, 2014
http://www.eagletribune.com/sports/x2117396836/Born-with-autism-Breton-a-beloved-member-of-Timberlane-track-team

Student Overcomes Autism Disorder to Receive Degree
May 18, 2014
http://diverseeducation.com/article/64347/

Eden Autism Services CEO: Employing People with Autism is 'Good for Business'
May 21, 2014
http://www.nj.com/mercer/index.ssf/2014/05/post_103.html

Drowning Prevention and Autism Brochure

A printable brochure about the importance of water safety as well as some tips and resources for families. http://autism.fsu.edu/documents/DrowningBrochureDRAFT.pdf

Swimming Pool Safety Social Story

A social story that describes swimming pool safety rules.

Available Formats: Microsoft Word (.doc) and Adobe PDF

Please see the notes for parents on the last page of this story before using it.

Autism "Swim School" Video

Autism Speaks Swimming and Water Safety Scholarship Fund (For Organizations)

This program provides funding to programs and organizations that provide swimming and water safety lessons for people with autism in local communities. The money is used for the organization or program to offer scholarships for swimming and water safety lessons to financially disadvantaged people with autism. If selected, organizations may receive up to $2,500 in scholarship funds.

Funding is awarded on a quarterly basis, so to apply for the program, the application deadlines are May 21, August 13, and November 12.

Please note that individual people with autism and their families are not eligible to apply for this funding. However, if you know of a swimming/water safety program in your area, Autism Speaks encourages you to contact them and encourage them to apply for the funding.

Applications for the program are submitted online, and more information can be found here: http://www.autismspeaks.org/family-services/grants/swimming

YMCA Special Needs Swimming Instruction

Here's a list from the National Autism Association of YMCA locations that offer special needs swimming instructions. http://nationalautismassociation.org/resources/autism-safety-facts/swimming-instructions/

"How to Teach a Child with Autism to Swim" Video

"The Swim Professor on Autism and Swimming" Video

Water Safety: The Ultimate Life Skill

Autism expert Jim Ball, EdD, BCBA-D shares his tips and strategies for teaching water safety for people with autism. From taking sensory issue into consideration to teaching strategies, such as using visual supports, Dr. Ball covers this topic with lots of helpful suggestions.

Read the article here: http://autismdigest.com/water-safety-the-ultimate-life-skill/

Drowning Prevention for Children and Adults with Autism Video

Positively Autism May Topic: Water Safety

With summer approaching, water and pool safety becomes more of a concern for all parents. This may be particularly true for parents of children with autism, who are often drawn to water without understanding the potential dangers it may pose.

This month, we'll share resources to help you keep your children safe around the water.

Positively Autism Newsletter: April 2014

Announcements

Online ABA Training Class: registration is now open for Positively Autism's next online training class. More info here: http://www.positivelyautism.com/training.html

Teacher Of The Year Program:
Positively Autism wants to recognize outstanding teachers of students with autism! Parents can nominate their children's teachers and teachers can nominate their co-workers. Each teacher nominated will receive an e-mailed note of thanks for their service to children and families.

Nominations will be accepted from April 28 through May 31 for 2014. Each May, one of the nominated teachers will be randomly selected as Positively Autism's Teacher of the Year, and will receive the following: 

• A free enrollment in one of Positively Autism's online training courses.
• Free materials from PositivelyAutism's store on Teachers Pay Teachers.com
• A "Teacher of the Year" certificate.

Ten randomly selected runners-up will receive the following: 

• Free materials from PositivelyAutism's store on Teachers Pay Teachers.com

 More information and a nomination form can be found here: http://www.positivelyautism.com/teacheroftheyear.html

Articles and Information

Positively Autism April Topic: Autism and Stress - http://positively-autism.blogspot.com/2014/04/positively-autism-april-topic-autism.html

Calm In Crisis - http://positively-autism.blogspot.com/2014/04/calm-in-crisis.html

Trained in Calmness, Dogs Help Children with Autism - http://positively-autism.blogspot.com/2014/04/trained-in-calmness-dogs-help-children.html

The Cup Kid: Parenting a Child with Meltdowns - http://positively-autism.blogspot.com/2014/04/the-cup-kid-parenting-child-with.html

"Autism, Anxiety, Stress, and Anger" by StressFreeKids.com - http://positively-autism.blogspot.com/2014/04/autism-anxiety-stress-and-anger-by.html

Helpful Books on Autism and Stress/Anxiety - http://positively-autism.blogspot.com/2014/04/helpful-books-on-autism-and.html

Stressed Out! A Survey of Autism Parent Stressors - http://positively-autism.blogspot.com/2014/04/stressed-out-survey-of-autism-parent.html

Results of Positively Autism's Stress Survey - http://positively-autism.blogspot.com/2014/04/results-of-positively-autisms-stress.html

Benefits of Meditation for Autism - http://positively-autism.blogspot.com/2014/04/benefits-of-meditation-for-autism.html


Freebies

Color Words and Primary/Secondary Colors Activities - http://positively-autism.blogspot.com/2014/04/new-free-downloads-color-words-and.html

Mother's Day Social Story and Activities - http://www.positivelyautism.com/free/mothersday.html

News

April 2014 Positive Autism News - http://positively-autism.blogspot.com/2014/04/april-2014-positive-autism-news.html

April 2014 Positive Autism News

Student with Autism Thriving in College
April 13, 2014
http://www.mansfieldnewsjournal.com/article/20140412/NEWS01/304120026/Student-autism-thriving-college

Some Companies see Opportunity in Autism
April 15, 2014
http://www.cbsnews.com/news/some-companies-see-opportunity-in-autism/

Prison Inmates Train Service Dogs to Help Kids with Autism
April 21, 2014
http://abclocal.go.com/kabc/story?section=news/local/los_angeles&id=9511543

Athlete with Autism Adds Amazing Boston Marathon Finish to His ESPY
April 22, 2014
http://www.huffingtonpost.com/caurie-putnam/boston-marathon-jason-j-mac-mcelwain_b_5188636.html

Mira Costa Grad with Autism Pens Raw Memoir to Challenge Blanket Stereotypes
April 22, 2014
http://www.easyreadernews.com/83012/mira-costa-grad-autism-pens-raw-memoir/

Buy her book here.

Autism Awareness: Teacher’s Moving Words to Students Go Viral
April 23, 2014
http://fox8.com/2014/04/23/autism-awareness-teachers-moving-words-to-students-go-viral/

Young People with Autism Share Snapshots of Their Lives
April 24, 2014
http://www.remindernews.com/article/2014/04/23/young-people-with-autism-share-snapshots-of-their-lives

The Artists of Autism Exhibition
April 24, 2014
http://www.autismdailynewscast.com/the-artists-of-autism-exhibition/10269/joworgan/

Why I Sent My ‘Typical’ Kids To A Preschool For Autistic Children
April 25, 2014
http://cognoscenti.wbur.org/2014/04/25/autism-leah-hager-cohen

New Free Downloads: Color Words and Primary/Secondary Colors Activities

Color Clips: A Color Word Spelling Activity - http://www.positivelyautism.com/downloads/ColorClips.pdf

Primary and Secondary Colors: A Computer-Based Learning Activity - http://www.positivelyautism.com/downloads/PrimarySecondaryColors.pptx

Primary and Secondary Colors Worksheet - http://www.positivelyautism.com/downloads/PrimarySecondaryColors_Worksheet.pdf


More activities for teaching colors can be found here: http://www.positivelyautism.com/free/2free_academic.html

Benefits of Meditation for Autism

from Spectrum Meditations

“Meditation can help us embrace our worries, our fear, our anger; and that is very healing. We let our own natural capacity of healing do the work.” - Thich Nhat Hanh

Meditation may lead to a variety of benefits for the health and wellness of the general population. It can help people learn to quiet their minds and focus their attention by observing their thoughts and feelings without judgment. The focus is on being in the present moment. Through meditation, we may be able to change how we deal with the thoughts and emotions we experience in our daily lives.

Medication may produce many types of benefits, both physiological and psychological. Regular meditation has been associated with increased energy, reduced muscle tension, reduced blood pressure, increased immune function, improved sleep, and decreased pain and perception of pain.

One of the benefits most relevant to people with autism relates to stress and processing of negative emotions. As Positively Autism reported last month, at least 30% of people with autism may also have an anxiety disorder, according to research estimates. Some research also indicates that individuals who are "higher-functioning" on the autism spectrum may experience a higher rate of anxiety disorders. Anxiety can range from mild to severe, but it can be a problem for many of our children and students with autism. Meditation is one option that can be explored as a stress and anxiety reduction strategy.*

Among adults, meditation has been associated with producing a relaxing response and relaxation of muscles. It may also improve mental and emotional health through the increase of stress management skills and other self-regulatory behaviors. During meditation, brain activity may shift to areas of the brain that promote the decrease of stress, anxiety, worry, and mild depressive feelings.

Also of interest for people with autism is that meditation has been associated with increases in areas that they often struggle with, such as concentration, focus, self-regulation of behavior, resilience, and adaptability. Here are some examples:

Self-Regulation: self-management is a skill taught to many students with autism. It involves learning to observe your own behaviors and make some kind of notes, tallies, or other recording system to track your own progress with certain behaviors (such as being on task in class or completing chores). Students may also give themselves rewards (agreed upon by teacher and student or parent and child) for completing these behaviors.  There are many ways to teach self-management skills, but the first step in the process is becoming aware of your own behaviors and being taught exactly what behaviors you need to “watch for” in yourself. According to Autism Key, meditation may play a role in this process because it promotes self-awareness, which is the first step to self-regulation. For more about self-management, please read these two issues of Positively Autism's newsletter: May 2011 and June 2011.

Similarly, the process of self-awareness can also help with reducing problem behavior. If students can learn to monitor their own physical and mental states, they may be able to calm themselves before frustration or other negative emotions lead to a behavioral “meltdown.” One strategy that works well with teaching this concept is the Incredible 5 Point Scale. In this strategy, you will create a scale with a range of emotions (such as 1 is happy/relaxed and 5 is losing control). For each step on the scale, you can fill in what this emotional state looks and feels like, and appropriate choices the student can do while in each state to either calm down or remain calm). Click here for an example. Again, self-awareness is key to this process, and learning meditation may help students become more aware of their thoughts, emotions, and physical states. This clearly facilitates the ability to help self-regulate emotions.

Aggression: a couple of recent research studies have evaluated the impact of a mindfulness-based meditation strategy on aggressive behavior of adolescents with autism and Asperger’s Syndrome. The program used in the studies was called “Meditation on the Soles of the Feet,” which focuses on shifting your focus of attention from whatever triggered your anger to a more neutral object to think about, in this case, the soles of your feet. You can learn more training steps to this process here. The video below also gives a good overview, but if you want to teach this process, use the training steps linked above.



Results of these two studies, conducted with a total of six adolescents with autism or Asperger’s, indicated that episodes of aggression did decrease across time when the meditation strategy was used. The change in aggressive behavior appeared to be gradual, so this was not an immediate fix, but it may show benefits over time. These were single-subject studies, meaning that the rates of aggression before and during the use of the meditation strategy were compared individually for each participant. That is, each person’s rates of aggression while using meditation were compared only to their own rates of aggression before using the meditation. While I would say that more research is clearly needed before reaching any definite conclusions, I think this may be a potentially promising intervention strategy that should be investigated further.

Anxiety: we’ve already discussed some benefits of meditation for relief of stress and anxiety. To add some research support specifically about autism, let’s look at a 2013 study about this topic. In this study, 42 adults with autism were randomly assigned to either an experimental group or a control group. The experimental group participated in a 9 week mindfulness-based therapy program. You can read more detail about the program in this article. In order to measure the effect of the program, participants were given questionnaires about their levels of anxiety, depression, recurrent negative thoughts, and general affect. The authors of this study reported that the experimental group showed a reduction in anxiety, depression, and recurrent negative thoughts, as well as an increase in positive affect.

To Sum It Up…

While there appear to me be many benefits of meditation for people with autism, more research is needed to confirm these benefits from a scientific standpoint. However, learning stress reduction and relaxation techniques is clearly beneficial to all of us, including people with autism. Meditation is a great tool for relaxation, stress relief, and self-reflection. To learn more about meditation, please read these article from Spectrum Meditations:

What is Meditation?  http://meditation4autism.weebly.com/what-is-meditation.html

Types of Meditation http://meditation4autism.weebly.com/types-of-meditation.html

*Before beginning a meditation program, or any program to reduce anxiety, please consult with your family doctor and any applicable psychology professionals.

References:

• A Mindfulness-Based Strategy for Self-Management of Aggressive Behavior in Adolescents with Autism by N.N. Singh, G. E. Lancioni, R. Manikam, A.S.W. Winton, A.N.A. Singh, J. Singh, and A.D.A. Singh. From Research in Autism Spectrum Disorders Volume 5, Issue 3 (2011).
• Adolescents with Asperger Syndrome Can Use a Mindfulness-Based Strategy to Control Their Aggressive Behavior by N.N. Singh, G. E. Lancioni, A.D.A. Singh, A.S.W. Winton, A.N.A. Singh, and J. Singh. From Research in Autism Spectrum Disorders Volume 5, Issue 3 (2011).
• Mindfulness-Based Therapy in Adults with an Autism Spectrum Disorder: A Randomized Control Trial by A.A. Spek, N.C. van Ham, and I. Nyklíček. From Research in Developmental Disabilities Volume 34, Issue 1 (2013).
• Autism Key: Autism and Meditation - http://www.autismkey.com/meditation-and-autism/
• Certificate in Meditation Online Class - http://www.ed2go.com/online-courses/meditation-certificate-program?tab=detail
  

Results of Positively Autism's Stress Survey

Over the past couple of months, Positively Autism has been conducting an informal survey about the causes of stress among individuals with autism and ways that help people with autism relax. The survey was for people with autism to complete about their stress, or for family members of a person with autism to complete about their family member's stress. We received almost 50 responses to the survey. The results are presented here.

 

The first question asked about the sources of stress for the person with autism. Not surprisingly, some of the top responses were:

• Changes in routing, disruption in normal schedules, and transitions.
• Loud noises.
• Crowds and large numbers of people gathered together or talking all at once.

As a teacher, I found it a little sad that schoolwork, homework, and even just going to school were mentioned as sources of stress on a few of the surveys. Pressure at school and people having too high or too many expectations were related issues mentioned. Perhaps there are things we can do in our homes, schools, and centers to help reduce these sources of stress and help our students learn to cope. We'll look at some of these possibilities now.

 

 

 

The second open-ended question on the survey asked how the person with autism relaxes or reduces stress. It seems to me that both parents and educators could make some minor adjustments to our homes and classrooms to incorporate some of these ideas. The number one response was having alone time in a quiet place. To allow our students or children with autism to have this time, we can create a quiet area of the school or home and allow students to spend time there on a regular basis. If a student is using a classroom schedule, a quiet break time could be added to the schedule several times throughout the day. Some Montessori schools take an interesting approach to providing a quiet space for children. They use a "peace place," as a designated area of the classroom where children can go to work out their disagreements or take a few moments to sit quietly. Here is a blog post with more information about this idea: http://montessoritraining.blogspot.com/2010/10/montessori-insights-and-reflections-of.html

 

With a tie for second place, listening to music and "stimming" each received seven votes. As parents and educators, we can incorporate music into our homes and classrooms by perhaps adding a music player and headphones to our quiet area or "peace place." If a student enjoys music, breaks for music can also be added to a classroom schedule to give the student times throughout the day to take a break and reduce stress before it builds up.

 

As for "stimming," there are many people with autism who say that stimming is a helpful self-regulation tool. I think that we, with very well-meaning intentions, try too much to stop a student from stimming, instead of using it as a tool for stress reduction. Of course, we can't just let a student sit there and stim all day, but perhaps he or she could be given breaks at times during the day where stimming is allowed. Also, we should refrain from shaming a student for stimming, as this may increase stress and have a negative impact on self-esteem.

 

Another strategy is preparing a student for upcoming events or schedule changes (six votes). Social stories, transition warnings, and video modeling are all great tools for this. Below, you'll find links to information about each of these strategies.

• Social Stories
• Newsletter on Social Stories, Part 1
• Newsletter on Social Stories, Part 2
  
• Transition Warnings
• Blog Post on Transition Warnings
• Transition Countdowns
  
• Video Modeling
• Newsletter on Video Modeling, Part 1
• Newsletter on Video Modeling, Part 2

So, what did you think of the survey? Leave us a comment below and let us know how you might use this information in your home, school, center, or other organization.

 

Stressed Out! A Survey of Autism Parent Stressors

One parent's perspective on the results of a survey about stressful situations faced by parents of children with autism. A great read for us teachers and service providers about what some families may be dealing with.

http://www.psychologytoday.com/blog/autism-in-real-life/201207/stressed-out

A related resource from Amazon.com:

We Said, They Said: 50 Things Parents and Teachers of Students with Autism Want Each Other to Know

 

 

Helpful Books on Autism and Stress/Anxiety

From Anxiety to Meltdown: How Individuals on the Autism Spectrum Deal with Anxiety, Experience Meltdowns, Manifest Tantrums, and How You Can Intervene Effectively

Deborah Lipsky is a high-functioning autistic individual with substantial experience in emergency and trauma management, having formerly worked as a firefighter, emergency medical technician, and reserve police officer. She is now a Continuing Education Seminar Presenter and Keynote Speaker, and is a consultant for schools, agencies, and private parties, specializing in meltdown management plans.

Managing Anxiety in People With Autism: A Treatment Guide for Parents, Teachers and Mental Health Professionals

Drawing on her experience diagnosing and treating anxiety in people with ASD at the treatment center she founded in Sydney, Australia, Dr. Chalfant provides clear, understandable explanations of the different types of anxiety disorders, how they affect people across the autism spectrum, and what interventions can help.

Asperger Syndrome and Anxiety: A Guide to Successful Stress Management

As a person with AS who has struggled with feelings of anxiety and learnt how to overcome them, Nick Dubin shares his own tried and tested solutions along with up-to-date research on stress management for individuals with AS, including a chapter on Cognitive Behavioural Therapy (CBT).

"Autism, Anxiety, Stress, and Anger" by StressFreeKids.com

Autism and anxiety go hand-in-hand as do stress and anxiety. This article contains a few triggering points that cause heightened anxiety in children with Autism followed by ideas from parents on how to minimize the effects.

http://www.stressfreekids.com/resources-2/children-with-autism/children-autism-anxiety-stress-anger

 

More From Stress Free Kids:

Indigo Dreams: Relaxation and Stress Management Bedtime Stories for Children, Improve Sleep, Manage Stress and Anxiety

 

The Cup Kid: Parenting a Child with Meltdowns

Book Description: Does your child have frequent meltdowns? Does your child have trouble coping with life? Is your child easily overloaded with sensory input? If so, you may be raising a Cup Kid! Cup Kids fill up with too much noise or too much pressure or too much homework. And when they get too full, they run over in the form of a meltdown or shutdown. The Cup Kid: Parenting A Child with Meltdowns will give you that much needed insight into what happens when your child has “had too much” and what you can do to help your Cup Kid prevent tantrums.

http://www.behaviorplus.com/Store.php

Note from Positively Autism: I've seen a presentation from the author of this book, and it is a great concept and analogy for dealing with anxiety/stress and meltdowns!

Trained in Calmness, Dogs Help Children with Autism

Pekoe and Juanita were bred to be islands of calm amid chaos.

The two Labrador retrievers are weeks away from officially graduating as Heeling Autism dogs, having successfully shown that nothing — not ear or tail pulling, chairs sailing over their heads, screaming, kicking meltdowns or inquisitive pokes at their toenails — will do more than elicit a doggy grin and a wag.

"They're really amazing with the kids. These dogs are so calm," said Michelle Rose, who teaches a self-contained special education BOCES class at Mahopac's Fulmar School, where the two dogs have visited every other Friday since January. "They will be in homes where they have to be used to unexplained things, very loud things. It's a win-win for both of us."

Read more: http://www.lohud.com/story/news/2014/03/23/heeling-autism-dogs-calm/6812629/

Calm In Crisis

This article is from the website of Dr. Paula Kluth. It, along with many others on inclusive schooling, differentiated instruction, and literacy can be found at www.PaulaKluth.com. Visit now to read her Tip of the Day, read dozens of free articles, and learn more about supporting diverse learners in K-12 classrooms.

Adapted from: P. Kluth (2010). “You’re Going to Love This Kid!”: Teaching Students with Autism in the Inclusive Classroom (Rev ed.). Baltimore: Brookes.

I walked into a fifth-grade classroom and saw a student with autism sprawled out on the floor. The classroom paraprofessional was standing over the boy, warning him, “Get up now or you won’t get computer time.” The boy began crying and then biting his hand. The paraprofessional’s voice became louder and more stern, “Get up now. Time to make a choice. You can choose to stand up or you can choose to lose your privileges.” This was a hard scene to watch; the situation was difficult to begin with but was made more challenging by the actions of the adult. Her words, tone, and posture drew more attention than was necessary to the child; did nothing to calm the young man; and undoubtedly, made the situation more problematic, not less.

Contrast this with another scene. Recently I was visiting a friend at the preschool where she teaches. As I walked in the front door I immediately heard the piercing wail of a young child. I couldn’t yet see the child, but any teacher or parent hearing this wailing would recognize it as “the real thing”. In other words, these screams did not belong to a child who was merely tired or cranky. These sounds belonged to a distressed, scared, frightened, angry, or otherwise wounded child. I listened for the teacher’s voice. Was the child being punished? Was someone scolding him? Was he even with a teacher? I began to walk faster.

As I rounded the corner, I saw a boy screaming and kicking on the floor. A teacher stood next to him, talking to him softly. I immediately understood why I didn’t hear her voice amidst the screams; she was talking to him but she was whispering. I stood watching them from a distance, touched by this gifted teacher’s poise and grace. The boy’s sobs subsided as she gave him a short hug, stroked his back, and continued whispering to him. She had a compassionate look on her face and her body communicated acceptance.

After about three or four minutes the child was calm and the two stood and walked back into a classroom. For the rest of the day I thought about how calmly and gently she had treated his crisis.

______________

Consider the last time you lost your temper. Did you yell? Scream? Cry? Did you say things you would later regret? How did you feel when you were engaged in these behaviors? Embarrassed? Furious? Lonely? When most of us are in this type of crisis we need gentle support to calm down. We may need to take a short walk, curl up with a favorite book, find a place to be alone, or call someone who will listen as we share our struggles. In other words, we need support, understanding, and time to gather our thoughts. Students with disabilities certainly deserve the same attention and care that we might give ourselves. This also means that an individual experiencing stress will most likely not be helped by approaches that are aggressive or lack sensitivity such as:

• Loud voices; Negative statements or threats (e.g., “You had your chance”, “You made your choice, now you need to leave class”);
• Taking away preferred or comforting materials or activities;
• Physical redirection;
• Angry tone or body language; and
• Punishments (e.g., “You just lost a sticker on your behavior chart”).

One of the most important skills a teacher can have is the ability to be calm and comforting in a crisis or “meltdown” situation. A comforting teacher may hug or hold a student or she may simply share encouraging words. Being comforting might also include touching the student’s hand, arm, or back in a reassuring way, asking them how they want to be helped, singing a favorite song, repeating a calming phrase, or simply keeping one’s own body relaxed.

Some teachers insist that it is best to be firm so that students “don’t get away with” behaving in a way that is seen as negative or disruptive. This punitive approach almost always serves to distance the teacher from the student and certainly fails to strengthen their relationship. It is ironic but true that the more a teacher may try to control a situation, the more out of control that situation may become.

In contrast, adopting a cooperative and compassionate orientation can help avert crisis or at least help to deescalate a difficult moment. While a student experiencing challenging behaviors might need to know how the behavior is being interpreted or might benefit from information or teaching related to the behavior, it is seldom (if ever) appropriate or useful to intervene in these ways while the behavior is taking place.

When a student is kicking, biting, banging her head, or screaming, she is most likely miserable, confused, or scared. The most effective and the most human response at this point is to offer support; to act in a comforting manner, and to help the person relax and feel safe. Teaching can come later. In crisis, educators must listen, support, and simply be there.

______________

A note from Positively Autism: Dr. Paula Kluth's books are wonderful resources! Highly recommended for teachers. Check out her list of books on Amazon.com!