Positively Autism

Digital Camera Fundraiser

2012-02-24T09:47:00.000-08:00

This month, we are continuing our Digital Camera Fundraiser!

Help us purchase a new digital camera to make new teaching materials and videos.

If each reader donated just $1, we would have more than enough to purchase the new camera!

More info:

Positively Autism currently offers a variety of free teaching materials including Social Stories, flashcards, and games. I used a digital camera to create many of these materials, but our digital camera broke several months ago, and we need a new one! I would also like to expand our services to include educational videos for parents, teachers, and kids, so we need a new camera for this too. Please help us continue to offer free materials by supporing this fundraiser! Thanks for your support.

Sample Behavior Strategy for Hallway Transitions

2012-02-23T14:44:00.000-08:00

Here's a sample positive behavior strategy that I've used with one of my students who had difficulty transitioning through school hallways. It used a combination of video modeling and a token economy to reduce challenging hallway behavior.

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

More of these sample behavior plans will be added to the website soon, but you can view our current behavior resources here: http://www.positivelyautism.com/free/06reinforcement.html

Use of Restraint: Thoughts from a Behavior Analyst

2012-02-20T16:42:00.000-08:00

In the Arms of the Behavior Analyst:
A brief review of behavior analytic methodology and research on restraint,
and the humble opinion of one such behavior analyst
by Lorien Quirk, M.Ed., BCBA

Let me start with my opinion on the topic of restraint. Having been in an educational system for 6 years (as both a teacher and an administrator) in which I was required to complete a certification course to be employed in my position, and currently serving as one of two trainers on crisis management and assaultive behavior for a district of 35,000 children, I feel I have a good grasp on the importance of this topic. I used to think restraint was absolutely necessary. In a previous position, I assisted with restraint every day. There are places where restraint is run-of-the-mill and standard procedure for treatment. It wasn’t until I became a Board Certified Behavior Analyst at the same time as becoming a Trainer for Professional Assault Crisis Training (Pro-ACT) that some serious questioning began.

One of the main questions I am faced with is, “What is the difference between prompting and restraint?” My best answer to this (which could be argued by staunch Pro-ACT advocates) is that a prompt enables the person to achieve the desired response in order to access reinforcement. A prompt facilitates learning. Sometimes, a prompt requires physically moving the person’s body and a strict interpretation of Pro-ACT might indicate that this is violating the person’s civil rights. In my experience, it is more of a violation to deny the person access to learning and reinforcement because of a fear of “restraint.” Restraint is about inhibiting a person’s movement to decrease their ability to commit aggravated assault, not about moving his/her body in a way that is instructional.

Restraint should be applied in circumstances of aggravated assault, in which the threatened or occurring behavior would result in serious injury meriting a hospital visit. The problem we have encountered as of late, particularly with the legislative contingent, is that restraint is being used too frequently and inappropriately with students with disabilities. Given my educated description of prompting and the potential restrictions that may be imposed upon school personnel regarding physical management of students, we will continue to seriously question the alternatives. Weiner and Wettstein (1993) describe the conflict: “For those who view these [restraint] practices as worthy, the restrictions in the form of procedural requirements represent troublesome interference with treatment. In contrast, for those who view restraints and seclusion as punitive, anything short of their prohibition is inadequate.”

There is of course the issue of restraint actually being misused in a way that causes trauma, or even death, in students with disabilities. There are between 50-150 documented occurrences of death during restraint each year (“Professional Crisis Management” website). These tragedies occur for a variety of reasons, including inappropriate decisions to use restraint and inappropriate or untrained use of restraint. In becoming a Pro-ACT Trainer, I have taken on the challenge and responsibility of ensuring the people in my school system are trained and applying the principles correctly. In cases in which restraint was improperly used, it is likely that lack of training or supervision contributed to the problem, not the urgency of the need to restrain the student.

The other issue is the damage that can be caused by a student engaging in assaultive behavior. At the moment a person begins aggravated assault, they have automatically given up the privilege of unconditional access to society. Look at the laws by which all citizens are expected to abide. If someone in public begins assaulting another person, they are arrested, hand-cuffed (a form of restraint), and possibly convicted and put in jail (another form of restraint/seclusion). In my opinion, people with disabilities should not be exempt from the societal consequences of such behavior, HOWEVER, we as a society have been charged with seeking alternatives to these restrictive procedures to hold in highest regard the best interest of these individuals and their exceptional needs. As with any procedure used in schools, we must constantly question and research the effectiveness of the procedures we are using.

There are several main issues with restraint, from a behavioral perspective. There is the possibility that by using manual restraint that the restrainers are inadvertently reinforcing the problem behavior with the physical sensation of restraint, or by the close and intense attention that inevitably occurs during restraint. On the other hand, it is also possible that a restraint would punish the problem behavior, which, according to behavior analysis, can have unwanted side-effects such as increased aggression or withdrawal. In addition to this type of punishment, students who have previously experienced physical trauma would most likely find being restrained to be extremely punishing to the point of causing psychological damage. From the behavioral perspective, reinforcing problem behavior is not desired, but neither is punishment when it has the potential side-effects that can be associated with restraint.

Another fundamental behavioral issue with the use of restraint as treatment and/or crisis management is that it does not teach any new skills. As a behavior analyst, we are interested in determining the function of a behavior and teaching a new skill that may be more efficient or socially appropriate than the unwanted behavior. When a person is in restraint, they are not learning anything but how to behave to get restrained. This defeats a primary function of behavior analysis.

One research article in the Journal of Applied Behavior Analysis that touches on the subject of restraint in a classroom setting described the use of a basket-hold restraint to treat a student in a classroom who engaged in aggressive behavior. The results indicated that the use of restraint may have “either maintained or evoked” the target behavior in the student. The point of the article is that using any type of physical restraint without a full functional analysis is unwise given that it may inadvertently reinforce or punish the problem behavior (Magee & Ellis, 2001).

A similar result was found when Favell, et al. (1978) used physical restraint to treat severe self-injury (SIB) by performing a functional analysis that showed that physical restraint actually functioned as a reinforcer to the client. Though the behavior-change techniques they used in this article would most likely not be as acceptable today, they did use physical restraint as a reinforcer in a DRO (differential reinforcement of other) procedure in which the restraint was given contingent upon time without SIB. This experiment showed that physical restraint can function as a reinforcer.

Wallace, et al. (1999) explored the use of restraint with SIB and found that the flaw with their strategy of using physical restraint in their treatment was that it neglected to teach the student new adaptive skills related to the function of her problem behavior. Not only does restraint not teach a new skill, but time in restraint is time that could be spent teaching new skills instead.

Grace, et al. (1994) explored a case in which differential use of restraint was implemented contingent upon differential levels of the problem behavior in a school setting. In the study, the use of restraint was viewed as a punishment procedure to the student, and given the school’s restrictions on the use of punishment, the authors tested whether the differential use of this type of punishment would have any effect on the overall rate of problem behavior. The authors found inconsistent results which would indicate that just as with any other behavioral intervention, it must be applied consistently to have the desired effect.
As the (limited) research shows us, the use of restraint in behavior analytic practice varies greatly. There is not a reliable or predictable way to “prescribe” restraint as a treatment unless full functional analysis is conducted, which is seldom done in public school settings. According to Pro-ACT, restraint should not be used as treatment at all, but only ever in a situation of aggravated assault. The question remains, with all we know about the bad things about restraint, and all we know about the bad things that can happen if we don’t restrain, how do we proceed as a field? There is not a clear answer here, but as long as people working in the field continue to access training, supervision, and research on the topic, at least we should be able to trust our humble opinions.

References

Favell, J. E., McGimsey, J. F., & Jones, M. I. (1978). The use of physical restraint in the treatment of self-injury and as positive reinforcement. Journal of Applied Behavior Analysis, 11, 225-241.

Grace, N. C., Kahng, S., & Fisher, W. W. (1994). Balancing social acceptability with treatment effectiveness of an intrusive procedure: A case report. Journal of Applied Behavior Analysis, 27, 171-172.

Wallace, M. D., Iwata, B. A., Zhou, L., & Goff, G. A. (1999). Rapid assessment of the effects of restraint on self-injury and adaptive behavior. Journal of Applied Behavior Analysis, 32, 525-528.

Parents and legal guardians can learn more, or contact us, by going to http://www.jonathanslaw.org/.

Weiner, B. A., & Wettstein, R. M. (1993). Legal issues in mental health care. New York, NY: Plenum Press.

New Free Stuff! "The 3 Little Pigs" Theme Activities

2012-02-17T19:29:00.000-08:00

I've developed a page of activities and resources for a theme unit on the story, "The Three Little Pigs."

Check it out at: http://www.positivelyautism.com/free/unit_3littlepigs.html

10 Restraint and Seclusion Tips for Parents

2012-02-15T21:07:00.000-08:00

Check out these tips from the National Autism Association.

http://www.autismsafety.org/restraint-seclusion-tips.php

This organization also has some other great safety resources on this link: http://www.autismsafety.org/

Physical Restraint and Seclusion in Schools Webinar

2012-02-11T05:31:00.000-08:00

"Participate in this webinar to hear Reece Peterson, Joe Ryan, and Michael Rozalski discuss the latest information on the legislative, policy, and practice issues concerning restraint and seclusion. Federal legislation is pending that, if passed, will regulate the use of physical restraint and seclusion in school settings. The webinar will also provide an overview of the content that will be covered in more detail in the strand on restraint and seclusion at the CEC Convention & Expo in Denver in April."

Thursday, March 8, 2012, 4-5 p.m. ET
Webinar registration is only $89 for members or $114 for non-members.
http://www.cec.sped.org/scriptcontent/custom/events/webinar_detail.cfm?webinar=WEB1206

Positive Connections: CPI and Positive Behavior Support

2012-02-09T07:13:00.000-08:00

A free "on-demand" webinar from the Crisis Prevention Institute.

http://www.crisisprevention.com/Resources/Webinars/Positive-Connections--CPI-and-Positive-Behavior-Su

Amazon.com recommends...

Implementing Positive Behavior Support Systems in Early Childhood and Elementary Settings

Overview of Positive Behavior Supports

2012-02-06T15:59:00.000-08:00

The goal of Positive Behavior Supports (PBS) is to decrease and prevent the occurrence of challenging behavior by making changes in the environment to support positive and appropriate behaviors. This is often done in an “indirect” way: through teaching new skills, making environmental changes (such as using visual schedules or other visual support systems), and providing a positive and enriching environment, rather than directly intervening on the problem behaviors (ASAT).

According to the Association for Positive Behavior Support, PBS for students with autism involves various components, including:

Functional Behavioral Assessment (FBA). See Positively Autism’s ABA Tutorial for more information on FBA procedures.
Clearly and frequently reinforcing/rewarding appropriate behaviors.
Changing the environment to minimize “triggering events” the precede problem behaviors.
Making efforts to enhance the individual’s quality of life through increasing community involvement, providing opportunities to make choices, increasing positive relationships with others, etc.

The Association for Positive Behavior Supports offers a variety of PBS fact sheets here: http://www.apbs.org/PBS_Practices.htm

The Texas Autism Resource Guide for Effective Teaching lists Social StoriesTM and teaching communication skills as examples of positive behavior support strategies.

References and Resources

Association for Positive Behavior Support: http://www.apbs.org/new_apbs/autismDesc.aspx

Association for Science in Autism Treatment (ASAT): http://www.asatonline.org/intervention/procedures/positive.htm

Center on Positive Behavioral Interventions and Supports: http://www.pbis.org/

Texas Autism Resource Guide for Effective Teaching: http://www.txautism.net/docs/Guide/Interventions/PBS.pdf

Positively Autism's Collection of Social Stories: http://www.positivelyautism.com/free/09social.html

Positively Autism's ABA Tutorial: http://www.positivelyautism.com/aba/

Positively Autism's "Intro to Autism" Tutorial: http://www.positivelyautism.com/autism/

Preventing and Reducing Seclusion and Restraint

2012-02-03T20:25:00.000-08:00

by Kym Grosso of Autism in Real Life , from a blog post entitled, "Students Traumatized in Special Education Across America, Seclusion, Restraint, and Aversives."

At the heart of this issue, many schools lack understanding about autism, why behaviors happen, how behaviors can be communication or sensory related, how calming and verbal deescalation techniques work and how to modify behavior using positive behavior support. Often, our children cannot speak or communicate well, so they use behaviors as a form of communication to get their needs and wants known. Because school staff do not understand these behaviors as a way for the child to try to communicate, the child is punished and the need goes unmet.

In addition to looking at behavior as communication, schools should consider creating comfort rooms or quiet tents available so children with autism can seek relief from noise and other stimuli. Sensory rooms should also be available for our children so they have access to the tools in their individual sensory diets in a quiet environment. Sensory can be an effective way of helping students regain control of their emotions. Instead of letting (or pushing) a child into crisis, a sensory area/room can be a helpful deescalation resource. Over time, many kids can learn what sensory techniques help them most so they can self-regulate independently. Schools can even make sensory available in the regular classrooms via portable sensory kits as a way of having sensory objects available without having to leave the room. I can tell you from personal experience that schools, even within the same district, often vary in their knowledge regarding sensory and the resources they have available as far as creating sensory rooms. There are many online resources available that list research and information about how to reduce seclusion and restraint via comfort and sensory rooms ⁽⁸⁾⁽⁹⁾⁽¹⁰⁾⁽¹¹⁾.

In the end, if schools really want to eliminate seclusion and reduce restraint, the message needs to be advocated from the top down. Administration needs to take a stand and create a culture which is focused on learning how to prevent crisis situations so the need for restraint is reduced. A good place to start is by reading the Six Core Strategies to Reduce The Use of Seclusion and Restraint Planning Tool, created by the National Association of State Mental Health Program Directors. This tool, Six Core Strategies, has been shown to successfully reduce seclusion and restraint in mental health facilities as well as schools (Azeem MW, Aujla A, Rammerth M, Binsfeld G, Jones RB, 2011)^(12)(13)(14). In addition, there is a free DVD, Leaving The Door Open: Alternatives to Seclusion and Restraint, created by SAMSHA which can assist schools in training staff on alternatives to seclusion and restraint. SAMHSA's website has information about alternatives to seclusion and restraint. The TASH website has information as well.

In order to prevent and reduce seclusion and restraint, schools need to have the desire to learn and the ethics and compassion to seek alternatives. Over a decade ago, our nation's mental health industry recognized the trauma and potential risks of seclusion and restraint. Schools can change too, but they have to acknowledge the problem before they can reach a solution^⁽¹⁷⁾. And if administrators lack the compassion to recognize the trauma this practice causes, they should at least be looking at the potential cost savings to taxpayers. The business case for reducing seclusion and restraint has been well documented ⁽¹⁸⁾.

Read the entire article here.

Excerpt reprinted with permission of the author.

Keeping All Students Safe Act (S.2020)

2012-02-01T09:56:00.000-08:00

I received an e-mail update from the Autism Society of America about this legislation that would ban certain types of restraint and seclusion. You can learn more about the bill and e-mail your Senators about the bill here:

http://www.autism-society.org/news/please-email-your-senators.html

Many Applied Behavior Analysis procedures can be used as alternatives to restraint, seclusion, and punishment. Positively Autism offers free ABA and Autism training and resources here: http://www.positivelyautism.com/tutorials.html

Announcements

2012-01-26T09:41:00.000-08:00

Support our Digital Camera Fundraiser! Help us purchase a new digital camera to make new teaching materials and videos. If each reader donated just $1, we would have more than enough to purchase the new camera! Learn more here: http://positively-autism.blogspot.com/2012/01/digital-camera-fundraiser.html. Thanks for your support!

New stuff! I've re-designed our main website. Check out the new designs for our bookstore, services, and more! We've got some new free tutorials for parents, teachers, and others interested in learning more about autism. http://www.PositivelyAutism.com/.

Daily Autism Freebie: Each weekday check out a new free resource. Monday, January 23, we started to feature Valentine's Day Resources including social stories, visuals supports, learning activities, and a valentine train story. http://daily-autism-freebie.blogspot.com/

Positively Autism January 2012 Newsletter

2012-01-22T15:03:00.000-08:00

Topic: Alternatives to Restraint and Punishment

This topic continues next month too, so read more in the February 2012 issue!

January Positive Autism News

2012-01-20T20:17:00.000-08:00

Planetarium Offers "Sensory-Friendly" Show for Children with ASD
The Messenger-Gazette
January 3, 2012
http://www.nj.com/messenger-gazette/index.ssf/2012/01/rvcc_planetarium_offers_shows_for_children_with_developmental_disabilities_in_branchburg.html

Asperger's Syndrome Has Keshequa's Nick Faulds Playing with a Purpose
Democrat and Chronicle
January 15, 2012
http://www.democratandchronicle.com/article/20120115/SPORTS08/201150344

Jake: Math Prodigy Proud of his Autism
60 Minutes
January 15, 2012

Positively Autism's ABA Tutorial

2012-01-17T10:12:00.000-08:00

It's finally finished! We've been working on the tutorial for the past 6 months, and are very excited to announce that it's ready to use. Here's the info:

A free, online tutorial designed to provide basic information on Applied Behavior Analysis (ABA) for students with autism. It includes information on positive ways to improve student behavior and reduce the need for restraint and punishment procedures.

You can view the tutorial here: http://www.positivelyautism.com/aba/ .

Your Guide To Restraint And Seclusion

2012-01-14T06:09:00.000-08:00

From Disability Scoop: http://www.disabilityscoop.com/2010/01/19/restraint-seclusion-guide/6690/

Amazon.com recommends...

Strategies at Hand: Quick and Handy Positive Behavior Support Strategies

Alternatives to Using Physical Restraint in Public Schools

2012-01-08T20:28:00.000-08:00

By Emily Cain, M.S.Ed & Niki Thurkow, Ph.D, BCBA-D

of Positive Behavioral Connections

Physical restraint is a controversial practice used as a response to student behavior in many public and private schools across the country. Guidelines for the use of restraint – also known as “physical management” or “safe holds” – vary significantly across states. There are limited federal guidelines in regards to the use of restraint, as IDEA 2004 does not make mention of if or how it should be used with students with disabilities (McAfee et al., 2006).

When discussing the use of physical restraint, the most common form used in schools involves teachers and staff members using their hands to control the movement of a child who is a danger to him or herself or others. The term does not refer to chemical or mechanical restraints, which are largely prohibited for use in the school setting.

Using physical restraint should always be a last resort; used only by trained staff and only if the student is an imminent physical threat to him or herself or others. Staff members must understand that students on the Autism Spectrum sometimes engage in behaviors that are self-injurious or result in injuries to others as an attempt to communicate. There are many interventions that are proactive and positive that can help one to avoid restraint entirely if the school team is educated on alternative supports that can be put into place. The purpose of physical restraint in schools is to maintain safety – never to be used as punishment.

The Crisis Prevention Institute (CPI) method of physical restraint and de-escalation techniques is used internationally in schools, hospitals and jails. The primary focus of CPI’s training is on the environmental variables that can and should be manipulated prior to any episode of physical restraint occurring. CPI, as well as numerous other training methods, requires staff to examine their own physical stance, facial expression, tone of voice and proximity to the student based on what level of behavior the student is engaging in on the escalation cycle. The reason this education of the escalation cycle is so critical to the avoidance of physical restraint is often staff become anxious when a student begins to become verbally aggressive and staff engage in restraint techniques out of panic. CPI instruction trains that students sometimes need to vent, and allowing them to yell, scream or cry can often help them release this pent up energy and frustration without further escalating the situation by going ‘hands-on’ into a physical management situation.

A list of strategies to avoid the use of restraint is not valid if consideration has not been given to the reason why a student is engaging in the dangerous behavior also known as the function of the behavior. An effective way to assess this is to conduct a functional assessment based on the principles of Applied Behavior Analysis (ABA). Functional assessment data is collected on the behavioral effects of environmental variables and assesses what happens before, during and after an incident of specific student behavior to look for patterns. The goal is to modify the environment of the student based on the known patterns of behavior (i.e. When it is loud, Tommy screams and pinches his teacher). If the teacher knows this she can provide ear plugs or the option for Tommy to read in the library before starting loud activities. She can also ignore the student’s inappropriate behavior while reinforcing the more appropriate behavior of using the ear plugs and engaging in the activity. The reason a functional assessment is important is because a student might engage in behaviors that topographically (on the surface) look the same (i.e. kicking), but the student may be doing it for several different reasons. For example:

When a student asks for his favorite cookie and the teacher responds “No” he might kick his teacher. In this setting he is kicking to communicate his unhappiness with his teacher’s statement and to attempt to obtain the desired object. Since the function of this particular behavior is positive reinforcement, or obtainment of a tangible item, simply restraining the student each time he kicks does not teach a new or replacement behavior to communicate his frustration. Instead he will likely replace the kicking with another inappropriate method of expressing himself (i.e. pinching). This allows the cycle of aggression to continue.

Alternately, he might kick when he is at a classroom party when many other children are running around. The party may be overwhelming and over stimulating. When he is in a busy setting he may approach a peer and kick them, which results in the student being removed from the group in a time out. When he is allowed to re-join the group he kicks another child. When his teacher tells him to stop, he continues to go after children until his teacher is forced to hold and restrain him to keep him from hurting himself or others. In this environment he kicks in an attempt to escape an environment that is too over stimulating for him to handle. By restraining him or putting him in time out we are reinforcing the kicking as a way for him to communicate his need for a break and change in environment. This also allows the cycle of aggression to continue.

In both of these examples an appropriate intervention to avoid any type of restraint is to teach socially appropriate methods to communicate his needs (see below examples).

The following are some strategies to be explored when looking for alternatives to restraint in a public school setting:

Teach the child a safety signal – this signal should be used when they are angry, frustrated or need a break. If the student is engaging in physical aggression in order to escape an activity, providing them with a more appropriate way to escape the activity not only teaches them an appropriate communication skill, but also reduces the frequency of physical aggression episodes. Safety signals can consist of verbal phrases, such as “break please,”, and picture cards or hand signs/gestures. It is important to remember these safety signals must be explicitly taught by breaking down the steps.

For example:

Find the “in charge” adult
Get the adult’s attention
Use the safety signal

When the student uses the safety signal adults should reinforce this appropriate behavior by honoring the request. This reduces the need on the student’s part to use physical aggression to meet his or her needs.

Provide a “safe place” – an area the student can go to and relax or cool down. These areas have been called many things (safety zone, quiet corner, “chill out” room, Zen pen), but the overall purpose is to get the child there before they engage in any physical aggression. The room ideally should be a separate room from their regular classroom so they have more privacy and maintain dignity. The room should be free of any items the student can use to hurt him/herself or others, and be relatively calming (could have sensory tools, pillows, dimmed lighting, etc.). It is also imperative the room or area is never used as punishment or as a “time out” room. The purpose of the room is to assist the child to calm, not to punish them for being overwhelmed or angry.

Clear the classroom – often school teams feel they had to restrain a student because he/she was a danger to the other students. When staff put their hands on a student to escort him/her out of the room the student sometimes becomes extremely aggressive requiring full physical restraint. The less restrictive choice would be to move the other students out of the classroom. This is often an unpopular alternative since an entire class of students must be disrupted. However it often eliminates the need to physically restrain the student who is struggling. Having a plan for each classroom on how to summon help, how to line the other students up, where they can go and what those students can do during these interruptions is essential so staff don’t panic in the moment and end up restraining when it could have been avoided.
Careful documentation of how often the classroom needs to be cleared, what preceded the act of aggression and how long the other students were kept out of their classroom should be documented for team decision-making on what other changes to the environment can be made to assist the struggling student. Clearing the classroom is an important reactive step – however should not be a long term “fix” to the problem.

Respect personal boundaries - Often students become aggressive as a communication method. They might feel you are too close, don’t want you touching them, don’t like the way your perfume smells or they want to stop the current activity. When these are carefully documented by staff, patterns of behavior can be identified and staff can respect those student preferences. If the child hits when you get too close, you can tape a parameter around the student’s desk that people are only allowed in if he/she has invited you. This increases the student’s sense of control over his/her environment and will reduce their need to try and control the environment in other ways (i.e. hitting, running, kicking etc.).

Provide visual supports – using visual supports across the day of a student with Autism is a critical preventative measure. These supports include visual schedules to pre-warn of any changes in the child’s day, visual statements of the child’s safety rules (i.e. hands and feet to self, quiet mouth) and visual calming routines. Teachers can also present visuals that remind the child to engage in calming activities when they begin to escalate. Verbally engaging with the student who is beginning to escalate can often make things worse because so many students on the Autism Spectrum struggle to process auditory information. Instead of the teacher saying, “Tommy, calm down and take 10 breaths,” the teacher can show a picture that represents deep breaths and then count on her fingers modeling for the student the appropriate behavior.

Respect the aggression as a “crisis” for the child – children are typically not engaging in aggressive behaviors to be mean, hurt anyone or misbehave. They have lost control of their environment and themselves and the aggression is a reaction to that. They are often engaging in the “fight or flight” response, which includes very little rational thought. Yelling at the student or becoming angry and aggressive will escalate the situation by frightening the student. Instead adults must strive to remain calm and use supportive statements instead of scolding and yelling. This is another reason providing staff with visuals that represent the desired behaviors assists everyone in staying calm. They can present the visual card to the student instead of relying solely on verbal cues and instruction. This statement is not meant to excuse the acts of physical aggression – physical aggression is never OK. However in the moment staff must accept that the ability of the student to process their environment and expectations is diminished and react accordingly.

Physical restraint has been used for decades in the public schools as a response to student behaviors that are dangerous. Clear guidelines for the amount of staff training, documentation and parental notification must be defined in any plan that includes restraint. It should only be used as a last resort when all other techniques have failed. Best practice – and in some states legal mandate – requires a team meeting following any three episodes of physical restraint to re-evaluate programming decisions, behavior intervention plans and environmental factors. It is critical the team try to step into the role of the student to understand his or her perception of the situation and modify staff responses as well as the environment to teach the child replacement behaviors and maintain a safe learning environment for all.

Additional resources and references:

McAfee, J. K., Schwilk, C., & Mitruski, M. (2006). Public Policy on Physical Restraint of Children with Disabilities in Public Schools. Education and Treatment of Children. 29(4), 711-728

Crisis Prevention Institute - http://www.crisisprevention.com/

Digital Camera Fundraiser

2012-01-06T14:45:00.000-08:00

Help us purchase a new digital camera to make new teaching materials and videos.

If each reader donated just $1, we would have more than enough to purchase the new camera!

More info:

New Free Download - "Saying Hello to People" Social Story

2012-01-04T10:23:00.000-08:00

I just posted a new Social Story that I wrote for a few of my students. One of them likes it so much, she asks to read it every day. We've been having fun practicing greetings after reading the story.

Here's a link to the story: http://www.positivelyautism.com/downloads/SocialStory_SayingHello.pdf

You can find Positively Autism's other Social Stories here: http://www.positivelyautism.com/free/09social.html

Autism Society Applauds the Keeping All Students Safe Act

2012-01-02T09:36:00.000-08:00

Check out this new press release from the Autism Society for information about this new legislation!

http://www.autism-society.org/news/autism-society-applauds-sen.html

January/February 2012 Topic: Alternatives to Punishment and Restraint

2012-01-01T18:10:00.000-08:00

I somewhat frequently see news stories and articles about the use (or misuse) of punishment and restraint with students with autism. Occasionally, these cases sadly result in physical and/or psychological harm to the student. While the use of restraint does have a place for emergency situations when implemented by staff with proper training, there are many cases where the use of restraint and punishment can be avoided. For January and February, Positively Autism will focus on alternatives to punishment and restraint procedures, as well as their safe and ethical use.

I hope you have a wonderful new year!

Nicole Caldwell, M.Ed.
Positively Autism Editor

Positively Autism December 2011 Newsletter

2011-12-27T19:39:00.000-08:00

Here's part 2 of our newsletter on "Perspectives of Individuals with Autism." Part 1 can be found here.

New Free Download - ABC Data Sheet (Version 2): http://positively-autism.blogspot.com/2011/12/new-free-download-abc-data-sheet.html

"Be Different" by John Elder Robison: http://positively-autism.blogspot.com/2011/12/be-different-by-john-elder-robison.html

"Aspergirls: Empowering Females with Aspergers Syndrome" - A Conversation with Author Rudy Simone: http://positively-autism.blogspot.com/2011/12/aspergirls-empowering-females-with.html

Candid Advice for Life After High School from Jerry Newport: http://positively-autism.blogspot.com/2011/12/candid-advice-for-life-after-high.html

Books by Individuals with Autism: http://positively-autism.blogspot.com/2011/12/books-by-individuals-with-autism.html

December Positive Autism News: http://positively-autism.blogspot.com/2011/12/december-positive-autism-news.html

December Positive Autism News

2011-12-26T21:28:00.000-08:00

Lots of positive news this month! Starting off with a great inspirational story. :)

Voice of Inspiration: Mother Believes Autistic Son's Singing is a True Miracle
December 23, 2011
The Augusta Chronicle
http://chronicle.augusta.com/life/your-faith/2011-12-23/voice-inspiration-mother-believes-autistic-sons-singing-true-miracle?v=1324732152

Autism-friendly Santas to Save Christmas for Autistic Children
December 21, 2011
Fox News Latino
http://latino.foxnews.com/latino/health/2011/12/21/autism-friendly-santas-to-save-christmas-for-autistic-children/

Learning to Fly: Program Offers Practice Opportunity for Kids with Autism
December 20, 2011
Newsworks
http://www.newsworks.org/index.php/health-science/item/31607

His Autistic Son’s Terrific Memory Helps Him Connect with Others
December 12, 2011
Washington Post
http://www.washingtonpost.com/national/health-science/his-autistic-sons-terrific-memory-helps-him-connect-with-others/2011/11/10/gIQAYX2npO_story.html

The Astonishing Visual Lists of Autistic Savant Gregory Blackstock
December 6, 2011
The Atlantic
http://www.theatlantic.com/health/archive/2011/12/the-astonishing-visual-lists-of-autistic-savant-gregory-blackstock/249396/

Books by Individuals with Autism

2011-12-19T07:08:00.000-08:00

And, of course, Dr. Temple Grandin has written many book about autism. You can view a list of Dr. Grandin's book here.

Candid Advice for Life After High School from Jerry Newport

2011-12-15T09:04:00.000-08:00

An exerpt from the book, "Your Life is Not a Label: A Guide to Living Fully with Autism and Asperger's Syndrome for Parents, Professionals and You!" by Jerry Newport and published by Future Horizons.

You won’t be in grade school forever. You will graduate or they will kick you out because you are too old to go anymore. I think most of you will graduate, and that is a great thing to celebrate.

But that also means that somebody isn’t automatically scheduling your life for you!!

You will either go to college or to a junior college or look for a job. I hope you will do one or both of these things, because if you plan to just sit at home and be a couch potato, you may as well stop reading because I am obviously wasting your time. If you take the book back to the store, maybe they will refund your money and somebody else can read this book. That way, we won’t waste part of another tree to make another book.

Either way you look at it, life will be different after high school.

If you don’t go to college and get a job instead, then you will have to decide what to do when you aren’t at work. This will revolve around the alternatives that I already listed. If you are working, you will eventually find out that you aren’t making enough money to have everything you want since jobs that pay well often require more than a high school education.

So, if you are working, why not find some free time to go to school part-time? That will take care of some of that free time. It will also give you a chance to learn something to become a more valuable employee and more you closer to a job that you want but aren’t yet trained enough to do.

Another nice thing about school, beyond high school, is that the student’s usually aren’t as snotty. They don’t waste as much time picking on each other and teasing. There will always be some idiots no matter where you go to school, but after middle school, there are fewer and fewer idiots left, each year. For one thing, in college, students pay to go, or their parents are paying. There is something about not getting something for free (like high school) and having to pay for it, that makes people take it more seriously and spend less time being idiots.

You may wind up in college full time with no job. In that case, there is a big difference between college and high school. In college, you spend less time in classrooms. But, you have more homework, and obviously, more free time to do it. You have to decide when, where and what to study.

I used to study at the campus library because it was quiet. If you need to look up something for an assignment, you’re already at the library. If you do that, be sure to leave when it is still safe to walk to your car or the bus and make sure the bus is still running. If you are female, it is wise to walk with someone you know. Most colleges have escort service at night. These are people who you can trust, who will walk with you to your car or a safe placed to get a bus or wait for someone to pick you up.

The other thing I can share about studying is that you will probably have one subject that requires lots of time, one that requires little effort, and the rest will be in-between. The best rule for study is to spend time on the hardest subject first. Get that out of the way and then it is downhill. However, if you are having a bad day, then start with an easier, enjoyable subject to get going.

Remember at college your education is much more independent. It is up to you entirely.

Your Life is Not a Label: A Guide to Living Fully with Autism and Asperger's Syndrome

"Aspergirls: Empowering Females with Aspergers Syndrome" - A Conversation with Author Rudy Simone

2011-12-10T05:52:00.000-08:00

Featured in this video are Rudy Simone and Autism Hangout.

Amazon.com recommends...

Aspergirls: Empowering Females With Asperger Syndrome

"Be Different" by John Elder Robison

2011-12-06T16:18:00.000-08:00

Great quotes from this video:

"There's so much talk about the disability of Asperger's, so much focus on what kids who are different can't do, that I thought it was time for a book about what they can do."

“I believe those of us with Asperger's are here for a reason and we have much to offer.”

Be Different: Adventures of a Free-Range Aspergian with Practical Advice for Aspergians, Misfits, Families & Teachers

New Free Download - ABC Data Sheet (Version 2)

2011-12-02T22:00:00.000-08:00

This data sheet can be used for tracking events surrounding a particular challenging behavior. Found on Positively Autism's data sheets page: http://www.positivelyautism.com/free/03datasheets.html

Positively Autism November 2011 Newsletter

2011-11-30T15:57:00.000-08:00

Our topic this month is perspectives of people with Autism. Here are the articles and resources added this month.

Tips for Teachers from Individuals with Autism - http://positively-autism.blogspot.com/2011/11/tips-for-teachers-from-individuals-with.html

A Closer Look: Stephen Shore - http://positively-autism.blogspot.com/2011/11/closer-look-stephen-shore.html

A Look Inside Temple Grandin's Mind - http://positively-autism.blogspot.com/2011/11/look-inside-temple-grandins-mind.html

"New Day New Opportunity:" Perspectives of a College Student with Autism - http://positively-autism.blogspot.com/2011/11/new-day-new-opportunity-perspectives-of.html

Presuming Intellect: 10 Ways to Enrich Our Relationships Through a Belief in Competence - http://positively-autism.blogspot.com/2011/11/presuming-intellect-10-ways-to-enrich.html

November 2011 Positive Autism News - http://positively-autism.blogspot.com/2011/11/november-2011-positive-autism-news.html

November 2011 Positive Autism News

2011-11-29T16:08:00.000-08:00

Autism Can Be an 'Advantage,' Researcher Says
My Health News Daily/Fox News
November 3, 2011
http://www.foxnews.com/health/2011/11/03/autism-can-be-advantage-researcher-says/

Autistic Man Excels In Photography
Fox2 St. Louis
November 19, 2011
http://www.fox2now.com/news/ktvi-autistic-man-excels-in-photography-20111118,0,3985201.story

College material: More students with autism, learning disabilities and special needs attend campuses in Genesee County
Flint Journal
November 29, 2011
http://www.mlive.com/news/flint/index.ssf/2011/11/college_material_more_students.html

Presuming Intellect: 10 Ways to Enrich Our Relationships Through a Belief in Competence

2011-11-27T20:15:00.000-08:00

An insightful article from William Stillman, author of a variety of autism books and publications.

http://www.williamstillman.com/archive/presuming_intellect.html

Selected Books by William Stillman:

You can read a brief biography and complete list of books here.

AAPC Teacher Appreciation Sale!

2011-11-21T20:11:00.000-08:00

For the Teacher in Your Life:
Three Great Books at 30% Off

AAPC Publishing is pleased to announce our best sale of the holiday season on gifts for that special teacher in your life who works with students on the autism spectrum.

The three books listed below are on sale this week only, November 21 through November 27, for 30% off of the retail price. Also, for every online order you place from now through the end of the year, you will receive one free book.

A Buffet of Sensory Interventions: Solutions for Middle and High School Students With Autism Spectrum Disorders by Susan Culp, MS, OTR/L
Code 9058
Sale Price: $13.97

Strategies at Hand: Quick and Handy Strategies for Working With Students on the Autism Spectrum by Robin Brewer, EdD, and Tracy Mueller, PhD
Code 9004
Sale Price: $7.67

Big Picture Thinking: Using Central Coherence Theory to Support Social Skills - A Book for Students by Aileen Zeitz Collucci, MA, CCC
Code 9071
Sale Price: $17.43

"New Day New Opportunity" - Perspectives of a College Student with Autism

2011-11-17T06:18:00.000-08:00

A follow-up interview is here: http://www.arcind.org/media/description.asp?mid=33&cid=9

A Look Inside Temple Grandin's Mind

2011-11-14T13:06:00.000-08:00

Thanks to The Hartford Courant for permission to reprint this article.

How The Brain Works: A Q&A with Temple Grandin
A Look Inside Temple Grandin's Mind
Autistic Professor Among Panelists At Friday's Connecticut Forum On 'The Glorious, Mysterious Brain'

By SUSAN DUNNE, sdunne@courant.com
February 24, 2011

Temple Grandin is a professor of animal science at Colorado State University and a designer of livestock-handling facilities. But Grandin's true claim to fame is being the world's most prominent person with autism.

She was profiled by neurologist Oliver Sacks in his 1995 book "An Anthropologist on Mars" (her description of how she feels when interacting with non-autistic people). Last year, HBO showed a feature film about her life, "Temple Grandin," which has received numerous awards, including Emmys for best made-for-TV movie and best actress for Claire Danes. It's now available on DVD.

Also last year, Grandin was included on Time magazine's list of 100 people who most affect our world. She does that by raising awareness of autism, a neurological condition that occurs across a wide spectrum.
Its most high-functioning form, Asperger's Syndrome, inhibits social skills but allows for fully functioning, often extraordinary cognitive ability. Those with autism in its lower-functioning forms engage in repetitive behaviors, such as rocking back and forth, and are severely inhibited in their language skills; people at the most severe end of the autism spectrum are nonverbal.

Grandin, whose autism is high-functioning, will be in Hartford Friday night as part of a three-member Connecticut Forum panel discussing "The Glorious, Mysterious Brain." Her co-panelists are Yale cognitive scientist Paul Bloom, author of "How Pleasure Works" and "The Moral Life of Babies," and Steven Pinker, a Harvard professor and author of "The Blank Slate" and "How the Mind Works." Mary Hynes, host of "Tapestry," a weekly Canadian radio program about spirituality, will moderate.

Much more is known about high-functioning autism than low-functioning. As Sacks wrote, "The ultimate difference, perhaps, is this: People with Asperger's syndrome can tell us of their experiences, their inner feelings and states, whereas those with classical autism cannot. With classical autism, there is no window, and one can only infer."

Grandin embraces her autism; she told a lecture audience years ago, "If I could snap my fingers and be nonautistic, I would not, because then I wouldn't be me. Autism is part of who I am."

She believes strongly that those with high-functioning autism can turn their so-called handicap into an advantage. This belief was shared by Hans Asperger, who in 1944 published the first definition of the syndrome that would later bear his name. Asperger felt that those with high-functioning autism tended toward "a particular originality of thought and experience, which may well lead to exceptional achievements in later life."

Grandin has written several books, including "Thinking in Pictures," "Animals in Translation: Using the Mysteries of Autism to Decode Animal Behavior" and "Animals Make Us Human: Creating the Best Life for Animals."

In advance of her local appearance, Grandin, 53, did a phone interview from her office in Fort Collins, Colo., about how her mind works.

Q: The subject of the Connecticut Forum talk is "The Glorious, Mysterious Brain." Do you know what you're going to talk about?

A: I'm going to be talking about visual thinking. I don't think in words. Steven Pinker thinks in words, not pictures. But pictures are in my imagination. Ask me something, and I will tell you what I think about it.

Q: OK, how about the weather?

A: I've seen snow on my doorstep this morning. On my computer, I've looked up some weather maps. On the TV, there are pictures of really bad snowstorms. In New York during a snowstorm, they hadn't plowed the side streets by my friend's house.

Q: The HBO film showed many drawings. Is that an accurate depiction of your visual thinking?

A: Some of them were actual drawings of my projects. The movie did a very good job of showing what I think. When I think, pictures come up.

Q: Is this a particularly autistic thing, to think in terms of pictures?

A: No, other people think in pictures, too. Non-autistic people think in pictures. I'm just an extreme visual thinker.

Q: How would you explain to a non-autistic person how the brain of an autistic person works?
A: First of all, it works bottom-up rather than top-down. Most scientists have to have a hypothesis before they experiment. My method is to collect data and then see what happens. It takes lots of small amounts of info to put them together to find what it means.

Q: Can you understand the thinking of people who think in words?

A: Not usually. People who are good at playing the futures market in cattle do not understand my drawings. I show them a drawing and build it, and they decide they hate it and cannot visualize it from the drawing. They just don't understand a drawing. Me, I can look at the drawing and see a finished job. But the futures market is beyond my understanding.

Q: Have you made all the manifestations of your autism work for you, rather than keep you down? Or are there still manifestations of your autism that give you trouble?

A: I have to take antidepressants to keep my anxiety controlled. I had a brain scan done that showed that my fear center in my brain is three times bigger than normal. I'm hyper-vigilant and always worried something might go wrong. It's now tamped down with medication.

Q: How does your autism help you understand animals?

A: Thinking in pictures is how an animal thinks. They don't think in verbal language. Their thinking is sensory-based. … Animals communicate by tone of voice. It provides a lot of emotional information. It's the tone-of-voice communication rather than words themselves. Dogs can tell if you are happy, upset or angry just by what [an owner] does with his voice. You could say to a dog, "I just hate you; you are just awful," and he'd be wagging his tail because of your tone of voice.

Q: You have gone from being famous among a small group of people in the autism community to being famous worldwide. How has fame affected your life? Do you like it?

A: I feel it's a responsibility. I have to make sure I give people a lot of correct information. It's a lot of work. I like doing what I do professionally. I have to fight to keep that. I don't want to give up that.

Q: Did the film depict your life accurately? What do you think of Claire Danes' performance as you?

A: I thought she did a fantastic job. They depicted my life pretty accurately. My projects were accurate. I designed all the things [shown in the film]. It depicted my visual thinking accurately, my anxiety accurately, my science teacher accurately. Some events they had to switch around and compress.

Q: Do you think the movie has had an effect on the public perception of autism and autistic people?

A: I think it has. The thing is, half the Silicon Valley has mild autism. You wouldn't have a computer to type on if it wasn't for autistic genetics. If you disconnect the social circuits in your brain, there are more circuits to do fun, deep stuff like design computers. ... If you get a little bit of autism disconnect, you get a brilliant geek running important companies. ... In a lot of school systems, Einstein would be labeled autistic.

Q: So autism has a constructive place in society?

A: In its milder form, it provides some advantages. ... The problem [with public perceptions] is that autism, at one end of the spectrum, you need a lot of special ed. ... Autism in its severe form is severely disabled. ... But at the other end, people need social-skills training, but they're brilliant. ... There are too many smart, geeky kids going nowhere. He could be geeky, but with an I.Q. of 150.

Q: What would you say to young adults with milder forms of autism just starting out in life to help them on their way?

A: Get some work skills. Get some time-management skills. When they get out in the workplace, they can get and keep a job. Way too many smart kids never had any work skills.

THE CONNECTICUT FORUM panel on "The Glorious, Mysterious Brain" will be held Friday at 8 p.m. at Bushnell Center for the Performing Arts, 166 Capitol Ave. in Hartford. Tickets range from $25 to $60. Information: ctforum.org. At press time there was a waiting list for tickets.

http://www.ctforum.org/content/how-brain-works-qa-temple-grandin-hartford-courant-article

A Closer Look: Stephen Shore

2011-11-11T15:30:00.000-08:00

From a 2004 issue of the Autism Asperger Publishing Newsletter:

Most of us get up in the morning and go to one job from 9 to 5, with only minor variations. How would you handle the daily tasks connected to at least four different careers in one day? You would probably feel overwhelmed.

But for Stephen Shore, it's all in a day's work. On any given day Stephen may find himself in the college classroom, busy writing his latest book or finalizing notes for his next workshop. Even after all this, he still has time to teach private music lessons to children with autism spectrum disorders and work on his doctorate in special education. All this from a man who was diagnosed with atypical development with strong autistic tendencies himself.

Stephen was born in Boston on September 27, 1961. At the time, his mother suffered from undiagnosed agoraphobia, an atypical depression. His older brother had been recently diagnosed as mildly retarded. At birth, Stephen seemed perfectly healthy. He began talking at about six months, but then quickly stopped. He didn't talk again until he was four years old! As Stephen's parents contacted various professionals suspecting that something was wrong with their son, they were told he was too sick to be treated on an outpatient basis, and it was recommended that he be institutionalized. But believing that there was potential for improvement, his parents refused to follow the recommendation. Stephen's mother spent a lot of time talking and playing with him, especially after his older brother started preschool. Stephen says even though he didn't appear to be aware of her and what she was doing, she continued her efforts believing that, somehow, what she was doing was beneficial to him. It worked, as he slowly began admitting her into his world. Later, with a lot of help from his parents, teachers and others, Stephen worked hard to find his place in school and among his peers.

In his book Beyond the Wall: Personal Experiences with Autism and Asperger Syndrome, Stephen describes the struggles he faced in elementary, junior and high school before finding a more accepting place in college.

"Acceptance is getting better. There is a greater awareness now," Stephen said during a recent phone interview with AAPC.

Over the years, one of Stephen's biggest struggles has been whether or not to disclose that he has autism. "I was working with a mentor to help me with facial recognition. I didn't tell my mentor for a long time I was on the spectrum. When I finally did, my mentor was pretty surprised!"

As Stephen became more comfortable with himself, he found it easier to tell others about his autism. And he found ways to fit in that have made his life full.

Most days find Stephen teaching classes on autism, statistics, computers, special education or music on the college level. He is associated with five different institutions of higher learning - Boston University, Salem State College, Emerson College, Leslie University, and a local community college. If he's not teaching, he may be in the classroom himself, as a student. He is completing work on his doctoral degree in special education at Boston University with a focus on helping people on the autism spectrum develop to their fullest potential.

Stephen's teaching extends beyond the classroom to his love of music and children. He works with children on the spectrum, teaching them how to play a variety of musical instruments. "But I don't teach drums! They are too loud," he said. As a person on the spectrum, loud noises can seem even louder to Stephen than they would to others. He starts most children off on the piano or the recorder because these instruments are simple and easy to learn. "It's very therapeutic," Stephen says. "Learning how to play an instrument gives them a real life skill for community interaction they can use in life." Stephen's wife, Yi Liu, also plays music. Many times they collaborate at home, with Yi Liu on the piano or the harp and Stephen playing the trombone, flute, piano or the latest instrument he is attempting to learn.

When not in the classroom or teaching private lessons, Stephen travels the world giving workshops and lectures on autism and related issues. As a highly sought after speaker, he makes about 40 to 50 appearances a year.

All that Stephen has learned and experienced over the years as a person with autism has been a basis for his two books, Beyond the Wall: Personal Experiences with Autism and Asperger Syndrome and
the recently released Ask and Tell: Self Advocacy and Disclosure for People on the Autism Spectrum.

Stephen's schedule is very busy but his life is very fulfilling. "Just like with all people, the potential of those on the autism spectrum is unlimited," he notes. And Stephen Shore is proving the sky is the limit.

Update (Provided by Stephen Shore in 2011)

Currently, Stephen serves as an assistant professor of special education focused on designing and instructing in courses related to the autism spectrum. His research agenda concentrates on matching best practice to the needs of children with autism. When not giving music lessons to children with autism Stephen continues to travel internationally consulting and presenting on autism. Two of Stephen's latest publications include the critically acclaimed Understanding autism for dummies and a DVD with Robert Naseef and Dan Gottlieb on what it means to have autism or Asperger Syndrome.

More information about Stephen and his work is available at http://www.autismasperger.net/

Reprinted with Permission from Stephen Shore.

Books by Stephen Shore:

Tips for Teachers from Individuals with Autism

2011-11-07T10:10:00.000-08:00

In a 2004 article entitled, "Autism, Autobiography, and Adaptations," published in Teaching Exceptional Children, Dr. Paula Kluth shares tips and ideas for making classrooms more friendly for students with autism. Dr. Kluth states that the tips were primarily "inspired by the autobiographical accounts of people with autism and Asperger's syndrome." She states that it is important to consider the perspectives of individuals with autism because they are "the only true autism experts." A brief overview of the strategies she identified is as follows:

Keeping in mind that students with autism may be extremely sensitive to light and sound.
Providing a "safe space" in the classroom or on the school campus that a student can use to calm down or de-stress when needed.
Using literal language, as students with autism may have difficulty understanding figurative language, sarcasm, idioms, etc.
Not requiring students to make eye contact.
Incorporating a student's interests into the curriculum.
Using visual aids and supports.

This article can be found in the March/April 2004 issue of Teaching Exceptional Children. This issue is Volume 36, Number 4. If you have access to this article through your Council for Exceptional Children membership or a university library, I highly recommend reading it!

Here are some of Dr. Paula Kluth's excellent books that explore many of the topics from the article.

You're Going to Love This Kid!

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

A Land We Can Share: Teaching Literacy to Students With Autism

View a complete list of books by Dr. Paula Kluth here.

November/December 2011 Topic

2011-11-01T16:25:00.000-07:00

The topic of Positively Autism's newsletter and blog posts for November and December will be "Perspectives of Individuals with Autism." These perspectives are not about any specific topic, so I tried to include a range of topics and authors. However, there are so many individuals with autism who have written books, essays, articles, music, videos, etc., that it would be impossible to include a comprehensive list of them in this issue. Even though it is impossible to include all viewpoints, I strongly believe that parents, teachers, and service providers of individuals with autism should directly consider the perspectives of those we serve.

I hope you enjoy viewing these articles and videos as much as I enjoyed collecting them!

Please note that the opinions expressed in the featured articles and videos are the views of the individual authors and do not necessarily represent the views and opinions of Positively Autism.

Positively Autism October 2011 Newsletter

2011-10-27T06:01:00.000-07:00

ABA Tutorial Sneak Peak!

2011-10-26T09:47:00.000-07:00

Positively Autism excited to announce that we are launching a free online ABA tutorial. This tutorial is intended to give parents, teachers, and others an introduction to Applied Behavior Anlysis (ABA) and its use with individuals with autism.

The tutorial is currently in development, and approximately half of the modules have been created. Positively Autism would like your feedback about the tutorial. A suvey and quiz about the tutorial can be found here: http://www.positivelyautism.com/aba/ABA_Survey.doc . Please save this document to your computer and complete it after you've looked through the tutorial.

Each survey e-mailed to nicole@PositivelyAutism.com will be entered in a drawing to win a $25 Amazon.com gift card! To enter, surveys must have all questions completed and be e-mailed by Thursday, November 17th at 11:59 PM central time (United States).

After you complete the modules that are available, if you could complete both parts of the survey above, it would help to improve the tutorial for its final version.

Here is the link to the tutorial: http://www.positivelyautism.com/aba/

October 2011 Positive Autism News

2011-10-25T09:54:00.000-07:00

Autistic students named homecoming royalty
WDAM
October 1, 2011
http://www.wdam.com/story/15592877/autistic-students-named-homecoming-royalty

New Program Helps Students with Autism Succeed in College Classes
Vinton Today
October 17, 2011
http://www.vintoniowa.org/articles/News/article104939.html

Autistic Boy Scout earns 132 merit badges
Deseret News
October 17, 2011
http://www.deseretnews.com/article/705392563/Autistic-Boy-Scout-earns-132-merit-badges.html?pg=1

Did you know that Amazon.com will donate a percentage of any purchase to Positively Autism? Each time you order something from Amazon.com, please do it through one of our links, and we will receive a donation. Thank you!

Highland Park Company Employs Adults With Autism
Highland Park Patch
October 20, 2011
http://highlandpark.patch.com/articles/aspiritech-employing-the-talents-of-adults-with-autism

Local church reaches out to families affected by autism
Scripps Interactive Newspapers Group
October 21, 2011
http://www.tcpalm.com/news/2011/oct/21/local-church-reaches-out-to-families-affected-by-a/

TradeWinds Certified 'Autism Friendly'
Pinellas Beaches, FL Patch
October 21, 2011
http://pinellasbeaches.patch.com/articles/tradewinds-resorts-certified-autism-friendly

Local Autistic boy sings his way across the country to motivate others
News Net 5
October 22, 2011
http://www.newsnet5.com/dpp/news/local_news/cleveland_metro/local-autistic-boy-sings-his-way-across-the-country-to-motivate-others-with-autism

New Free Download - Social Story Praising Accomplishments

2011-10-24T09:31:00.000-07:00

Carol Gray, the creator of Social Stories, recommends that some Social Stories are written simply to recognize the accomplishments or positive characteristics of a child. The above is an example I wrote for my son. I've removed some of the pictures of him for confidentiality purposes.

PowerPoint Version: http://www.positivelyautism.com/downloads/SocialStory_Praise01.ppt
PDF Version: http://www.positivelyautism.com/downloads/SocialStory_Praise01.pdf

View more of Positively Autism's Social Story and Social Skill resources here: http://www.positivelyautism.com/free/09social.html

Amazon.com recommends...

The New Social Story Book, Revised and Expanded 10th Anniversary Edition: Over 150 Social Stories that Teach Everyday Social Skills to Children with Autism or Asperger's Syndrome, and their Peers

Other Books by PRT Authors

2011-10-22T05:45:00.000-07:00

Overcoming Autism: Finding the Answers, Strategies, and Hope That Can Transform a Life
This is book is one of my personal favorites!

Growing Up on the Spectrum: A Guide to Life, Love, and Learning for Teens and Young Adults with Autism and Asperger's

Teaching Children With Autism: Strategies for Initiating Positive Interactions and Improving Learning Opportunities

Positive Behavioral Support: Including People with Difficult Behavior in the Community

PRT Links

2011-10-18T13:08:00.000-07:00

UCSB Koegel Autism Center: http://education.ucsb.edu/autism/

Pivotal Response Training Overview from Texas Statewide Leadership for Autism:
http://www.txautism.net/docs/Guide/Interventions/PRT.pdf

PRT Training Manuals: http://education.ucsb.edu/autism/behaviormanuals.html

Pivotal Response Treatments for Autism @ Brookes Publishing: http://www.brookespublishing.com/store/books/koegel-8191/index.htm

Pivotal Response Treatments for Autism @ Amazon.com

Book Review: Pivotal Response Treatments for Autism

2011-10-15T05:43:00.000-07:00

According to Brookes Publishing, "Pivotal Response Treatments for Autism is the book by Robert L. Koegel and Lynn Kern Koegel that explains PRT, which advances the widely used applied behavior analysis approach to treating autism by using natural learning. And the results have been remarkable."

I love that PRT is a naturalistic intervention, and can be incorporated into a child's normal daily routines. This book is one of the few guides available about PRT, and is a helpful resource for parents and professionals seeking more information about the approach. My opinion of the pros and cons of the book are described below.

Pros:

Comprehensive. The book includes information about PRT, cultural diversity and PRT, how to use it in classrooms, homes, intervention programs, and playdates.
Organized. Chapters are each focused on a specific topic, allowing you to find information specific to your situation quickly and easily.
Helpful. The book includes examples of data sheets and forms.
Inclusive. It includes information on using PRT strategies with students across the autism spectrum, including Asperger’s Syndrome.
Professional and reputable. The authors of this book are respected professionals in the field.

Cons:

Pro/Con: Very detailed. This is a plus because there is a great deal of information. It may also be considered a con because it may be difficult for parents and teachers to figure out how to organize all of the information into a plan or strategies to put into place for their children or students.
A little bit more technical and theoretical than practical, which again may not be a drawback if this is the type of book you are looking for. However, it should be noted that the book is written using very technical language, and it may be better suited for parents and professionals who have a background in applied behavior analysis (ABA), rather than as an introductory book on the topic.
I would like more examples of how PRT can be used/applied.

Overall:
PRT strategies have a place in the vast majority of, if not all, all autism intervention plans. The focus on pivotal areas, natural environments, and incorporating the child’s interests are strategies that I use whenever possible. "Pivotal Response Treatments for Autism " is a helpful and detailed resource for learning PRT strategies. I wouldn't start or continue an ABA-based intervention program without these effective strategies.

Pivotal Response Treatment for Autism: Communication, Social, & Academic Development

Q & A Excerpt with Dr. Robert Koegel

2011-10-12T13:08:00.000-07:00

Q: How was the pivotal response treatment developed and how long have you been researching it?

A: For over 3 decades now. We began researching the Natural Language Paradigm (NLP) in the 1970s, and in 1987 we published an article on the Natural Language Paradigm. The NLP became synonymous with motivation and motivation is pivotal in teaching children with autism to respond to multiple questions.

A lot of people think this method is just about the use of motivation, but it also incorporates self-management and child initiations. 1988 was the first time the word pivotal was used to describe this method. It was referred to previously as the NLP. It is considered a behavior intervention with similarities to the Lovaas method/ABA.

Q: Why would you say PRT is more effective than other therapies?

A: First and foremost, children think of it as fun and learn skills by doing what they enjoy. They think of PRT as play rather than work and look forward to therapy. Children often detest "drill practices" used in other forms of autism therapy leading to therapy resistance, frustration, and tantrum throwing. This causes parents a great deal of stress.

PRT is different.

Parents love it because their children do and this leads to a decrease in their stress level. PRT is effective in all of the child’s environments and versatile enough to use at home, in clinical settings, in an inclusive classroom, and in the community, and parents can easily start folding PRT strategies into the child's established routine right away.

As a result of all of these variables, families will start seeing positive results with PRT in a very short amount of time.

Q: How does PRT decrease stress for parents?

A: They do not have to worry about their child throwing tantrums and therefore they don't have to dread taking their child to therapy sessions. Children often hate having to perform drill practices involved with other autism treatments, they feel like they are being forced to do something they don't enjoy and they react to this by causing a scene to get out of treatment. The child will throw tantrums and resist therapy.

In contrast, children enjoy PRT and look forward to therapy, no tantrums. Parents love PRT because their children do, they have less to worry about, and this leads to a decrease in their stress level.

Read the rest of the Q & A here: http://www.brookespublishing.com/prt

Pivotal Response Treatments for Autism: Communication, Social, and Academic Development

By Robert L. Koegel, Ph.D., & Lynn Kern Koegel, Ph.D., with invited contributors
Published by Brookes Publishing

Q & A excerpt reprinted with permission from Brookes Publishing.

PRT Video Interview

2011-10-10T07:20:00.000-07:00

An interview with Jessica Bradshaw, an Autism Science Foundation Pre-Doctoral Grantee at the University of California, Santa Barbara.

http://youtu.be/Wt7i3gv_FNU

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Overcoming Autism: Finding the Answers, Strategies, and Hope That Can Transform a Life

Free Download: PRT Techniques Chart

2011-10-07T06:18:00.000-07:00

A step-by-step chart illustrating the motivational techniques of PRT. From Brookes Publishing.

http://www.brookespublishing.com/newsletters/downloads/PRTChart.pdf

Don't forget to enter our contest to win a copy of the PRT book! "Like" PositivelyAutism's Facebook page, and post a message on our page that you'd like to enter the PRT book contest, and you're entered! See specific contest info here: http://positively-autism.blogspot.com/2011/09/enter-to-win-copy-of-pivotal-response.html

PRT Research Summary

2011-10-04T12:25:00.000-07:00

A summary of research on PRT from the Association for Science in Autism Treatment.

Description: Pivotal Response Treatment (PRT) was previously referred to as the Natural Language Paradigm and is viewed by many as an application of incidental teaching procedures (see earlier entry). PRT aims to increase a child’s motivation to learn, monitoring of his/her own behavior, and initiations of communication with others. These changes are described as pivotal because they are viewed as helping the child learn a wide range of other skills. For example, if a child is motivated to get access to colorful toys, he or she may quickly learn color names in order to use them when requesting the toys.

Research Summary: Studies have indicated that PRT may improve academic performance, increase language and play skills, and reduce disruptive behavior in individuals with autism.

Recommendations: PRT may be a useful intervention for teaching some specific language skills and reducing some non-productive behavior for individuals with autism. Although there is much research in the use of incidental teaching procedures for children with autism (see entry on “incidental teaching”), additional experimental research is needed specifically for the use of pivotal response training teasing out the treatment components that its proponents believe are unique to PRT.

Selected References:

Systematic reviews of scientific studies:

Delprato, D.J. (2001). Comparisons of discrete-trial and normalized behavioral intervention for young children with autism. Journal of Autism and Developmental Disorders, 31, 315-325.
Koegel, R.L., & Koegel, L.K. (2006). Pivotal response treatments for autism: Communication, social, & academic development. Baltimore, MD: Paul H Brookes Publishing.
Terpstra, J.E., Higgins, K., & Pierce, T. (2002). Can I play? Classroom-based interventions for teaching play skills to children with autism. Focus on Autism and Other Developmental Disabilities, 17, 119-126.

This article's original source is: http://www.asatonline.org/intervention/procedures/pivotal.htm . Reprinted with Permission.

For research summaries on other autism interventions (including incidental teaching mentioned in the article), please visit: http://www.asatonline.org/intervention/autismtreatments.htm

Halloween Fundraiser and Resources

2011-10-02T06:02:00.001-07:00

If you are planning on ordering a Halloween costume, candy, or items for a Halloween or Fall Festival, use the link below, and Amazon.com will donate a percentage of your purchase to PositivelyAutism! I'm not an expert in which foods are GFCF, but it looks like Amazon has some of those if you search for them. Thank you and have a wonderful Fall season!

Keep checking the Daily Autism Freebie for Halloween social stories and resources over the next few weeks.

October 2011: PRT Continued

2011-10-01T06:08:00.000-07:00

This month, we will continue to explore Pivotal Response treatments for Autism. We'll also start featuring some Halloween social stories and resources on the Daily Autism Freebie. Make sure you're on our Facebook page to see the freebie every weekday! And, while you're there, make sure you find the post about entering our PRT book contest.

Pivotal Response Treatment for Autism: Communication, Social, & Academic Development

Positively Autism September 2011 Newsletter

2011-09-28T17:59:00.000-07:00

Help Fund a Graduate Research Grant with Just $1

2011-09-28T09:40:00.000-07:00

Here's an update I received from Valerie's List.

On Wednesday, September 28, 2011 OAR will be the featured charity on philanthroper.com. Philanthroper is a new Web site that encourages philanthropy. It features a different non-profit each day, giving donors the opportunity to support a cause for as little as $1.00. The money from this fundraiser will support OAR's Graduate Research Grants Program.

Here's how you can help!
- Sign on to philanthroper.com any time on September 28 and donate $1.
- Post a link to philanthroper.com on your Facebook wall or Twitter and ask friends and family to simply donate $1.

For far less than the cost of a cup of coffee, you can help fund a promising, young autism researcher! Click here for more info about OAR.

September 2011 Positive Autism News

2011-09-26T10:50:00.000-07:00

Startup company succeeds at hiring autistic adults
September 23, 2011
http://www.stuff.co.nz/life-style/wellbeing/5675203/Startup-company-succeeds-at-hiring-autistic-adults

Highland Park Firm Hires Individuals With Autism for Software Testing
September 22, 2011
Chicagoist
http://chicagoist.com/2011/09/22/highland_park_firm_using_autistic_a.php

Special Needs Student Crowned Homecoming King
September 22, 2011
KSAT 12
http://www.ksat.com/news/29270785/detail.html

Musical inspiration: Autism doesn't stop Fenton High School junior from starring, assistant directing play
September 22, 2011
The Flint Journal
http://www.mlive.com/entertainment/flint/index.ssf/2011/09/musical_inspiration_autism_doe.html

Autism: Is It An 'Obsession' Or Just A Preferred Interest?
September 20, 2011
Huffington Post
http://www.huffingtonpost.com/elaine-hall/adults-with-autism_b_968758.html?ref=mostpopular

Autistic boy's pledge to help others
September 20, 2011
KXII
http://www.kxii.com/news/headlines/130240548.html

Scout with autism earns all 132 badges
September 19, 2011
AHN
http://www.allheadlinenews.com/articles/90060526?Scout%20with%20autism%20earns%20all%20132%20badges

Field Trips Help Prepare Autistic Adults for Air Travel
September 9, 2011
OzarksFirst
http://ozarksfirst.com/fulltext?nxd_id=518907

Enter to Win a Copy of "Pivotal Response Treatments for Autism"

2011-09-21T13:59:00.000-07:00

Positively Autism is giving away a copy of the PRT book by Drs. Robert and Lynn Koegel and colleagues.

To enter, "Like" Positively Autism's Facebook page at: http://www.facebook.com/pages/PositivelyAutismcom/133524426684006 and post the following text on our wall: "I just entered to win a copy of Pivotal Response Treatments for Autism from PositivelyAutism.com." Each Facebook account is eligible for one entry, and one entry will be chosen at random from all of the entries. The deadline for this contest is 11:59 PM (Eastern Time) on Thursday, October 27, 2011. The winner will be contacted via Facebook e-mail. The winner will need to provide (in an e-mail) a mailing address to send the book.

Pivotal Response Treatment for Autism: Communication, Social, & Academic Development

Pivotal Area: Self-Initiations

2011-09-19T10:01:00.000-07:00

In Animals in Translation: Using the Mysteries of Autism to Decode Animal Behavior, Temple Grandin indicates that children with autism may not independently develop the skill of asking questions about their environment. In the pivotal area of self-initiations, the goal is to help children develop the skill of making initiations and asking questions to gain information as a result of natural cues in their environments.

Strategies for increasing question asking skills can be found in chapter 2 of:

Overcoming Autism: Finding the Answers, Strategies, and Hope That Can Transform a Life

References

Animals in Translation: Using the Mysteries of Autism to Decode Animal Behavior

http://www.txautism.net/docs/Guide/Interventions/PRT.pdf

Pivotal Area: Self-Management

2011-09-15T09:10:00.000-07:00

Mastery of self-management skills is essential for independent functioning. Therefore, it is important for individuals, whether they are on the autism spectrum or not, to learn to monitor, reinforce (reward), and maintain their own positive behavior. This type of behavioral intervention is known as self-management.

For more information about self-management, please read the articles and resources found in these issues of Positively Autism:

May 2011: http://positively-autism.blogspot.com/2011/05/positively-autism-may-2011-newsletter.html

June 2011: http://positively-autism.blogspot.com/2011/06/positively-autism-june-2011-newsletter.html

There is a chapter devoted to Self-Management for Students with Autism and Asperger's in the PRT book:

Pivotal Response Treatment for Autism: Communication, Social, & Academic Development

Pivotal Area: Responsivity to Multiple Cues

2011-09-12T12:34:00.000-07:00

Children with autism may attend to only certain characteristics or stimuli in their environments. For example, when shown a photograph of a cup, the child may focus only the color of the cup and not the shape of the object. Therefore, cups of other colors may not be recognized by the child as “cups.” This is known as “stimulus overselectivity.” When teaching we want to use a variety of examples (along with other strategies) in order to teach children to respond to multiple cues in the environment.

For more information on teaching with multiple cues, please consult:

Pivotal Response Treatment for Autism: Communication, Social, & Academic Development

Reference
http://www.txautism.net/docs/Guide/Interventions/PRT.pdf

Amazon.com recommends...

Smethport Photo Language Cards Actions

Pivotal Area: Motivation

2011-09-07T17:44:00.000-07:00

Motivation to learn in a typical manner is sometimes not seen in children with autism. Strategies for increasing a child’s motivation for learning include:

Allowing the child to make choices. Possible choices include which toys to play with or which materials to use (markers or crayons, blue paper or green paper, etc.).
Using natural reinforcers. Using a child’s favorite activities, toys, or interests may make your teaching inherently reinforcing.
Task interspersing. Intersperse easy or mastered skills with skills the child is currently learning. This gives the child a feeling of success and reduces frustration if the only things being taught in a teaching session are new or difficult.
Reward attempts. If a child is rewarded or recognized for genuine attempts, engaging in new skills may be more motivating and less frustrating. For example, a child learning to verbally request items may initially be provided a cracker when he or she says, “cra.” Over time, a closer approximation of the word can be required before the child is given a cracker.

Reference

http://www.txautism.net/docs/Guide/Interventions/PRT.pdf

For more information, please consult:

Amazon.com recomends...

Incentives for Change: Motivating People with Autism Spectrum Disorders to Learn and Gain Independence

PRT Video Example

2011-09-03T06:40:00.000-07:00

From Brookes Publishing:

http://www.brookespublishing.com/autism/prt/video.htm

Amazon.com recommends...

Pivotal Response Treatment for Autism: Communication, Social, & Academic Development

Introduction to Pivotal Response Treatment

2011-09-01T06:08:00.000-07:00

Pivotal Response Treatment (PRT) refers to an approach to autism intervention that combines applied behavior analysis (ABA) with a developmental approach. The goal of PRT is to create learning opportunities in a child’s natural environments, using the child’s interests and individual needs.

Pivotal areas are areas that, when targeted for intervention, facilitate improvements in skill areas beyond those specifically taught in intervention. Once skills in the pivotal areas are mastered, there are often widespread improvements noted. The five pivotal areas that have currently been identified are motivation, responsivity to multiple cues, self-management, self-initiations, and empathy.

Each of these pivotal areas will be described in future blog posts.

Reference

"Pivotal Response Treatment for Autism: Communication, Social, & Academic Development" by Robert L. Koegel and Lynn Kern Koegel. Publisher: Paul H. Brookes Publishing Co.

Positively Autism August 2011 Newsletter

2011-08-27T04:53:00.000-07:00

August 2011 Positive Autism News

2011-08-25T07:22:00.000-07:00

Children With Autism, Connecting via Transit
August 13, 2011
New York Times
http://www.nytimes.com/2011/08/14/nyregion/children-with-autism-connecting-via-bus-and-train.html

'The Lion King' on Broadway to host autism-friendly performance
August 17, 2011
L. A. Times
http://latimesblogs.latimes.com/culturemonster/2011/08/lion-king-on-broadway-to-host-autism-friendly-performance.html

Bachelor's degree for students with autism
August 24, 2011
United Press International
http://www.upi.com/Health_News/2011/08/24/Bachelors-degree-for-students-with-autism/UPI-15001314226730/

Visual Schedule Links

2011-08-22T10:52:00.000-07:00

Research Summary of Activity Schedules: http://www.asatonline.org/intervention/procedures/activity.htm

Examples of Visual Schedules: http://www.child-autism-parent-cafe.com/visual-schedules.html

Visual Supports Article from Illinois State University: http://autismspectrum.illinoisstate.edu/resources/factsheets/visualsupports.shtml

Do 2 Learn (a variety of schedule and picture resources): http://www.do2learn.com/

Visual Supports from Positively Autism: http://www.positivelyautism.com/free/07visuals.html

Activity Schedules for Children With Autism, Second Edition: Teaching Independent Behavior (Topics in Autism)

Choiceworks Visual Support System

PECS Daily Schedule Board (Picture Exchange Communication System)

Visual Supports for People with Autism: A Guide for Parents and Professionals (Topics in Autism)

PECS 151 Cards: 2-inch Symbols for Picture Exchange Communication Programs

Using Schedules the Right Way

2011-08-15T05:42:00.000-07:00

A great article from Do2Learn.com, one of my favorite resource sites.

Schedules are important for all of us, and especially important for individuals with ASD! For an individual with ASD, a visual schedule:

1.Clarifies expectations of what is going to happen, and in what order
2.Informs the person of when preferred activities or breaks are occurring
3. Promotes flexibility
4. Informs the individual of when change occurs
5. Communicates all this information to the person in a way that is visual, concrete, and meaningful

Object Schedules

Schedules should be individualized and will look different based on the strengths, needs, and interests of the individual with ASD. A very young child may understand objects best, and his parent or teacher may give him his shoes to indicate it is time to go outside, or a diaper to indicate it is time to go to the bathroom. Objects are the most concrete form of communication, and often young children or teens or adults with more significant delays may understand and use objects to communicate quite independently.

Picture or Photo Schedules

Other children or adults may understand pictures or photos, which are more abstract than objects. Do2Learn offers several resources that provide various pictures for making schedules, picture lists, and story boards. Free printable picture cards are located here and include cards for self help, leisure, home, school, social skills, and other activities!

Make-a-Schedule is an easy-to-use program that gives you access to thousands of picture cards. In minutes, you can create schedules, story strips, and forms. Users subscribe to the Make-a-Schedule program for one year. Here is an example of picture cards that can be printed and made into a schedule for a trip on an airplane.

Written Schedules

Individuals with ASD who are able to read and comprehend fluently may excel using written schedules, reminders, and lists. The individual should be taught to interact with his schedule by checking or marking it off, and may eventually begin to create his own schedules. Some folks enjoy having their schedule on a portable device such as a small notepad or a smart phone.

Tips to Using a Schedule the Right Way
1. Pick the appropriate cue: object, picture, or written word. The schedule is an organizational tool, not a time to work on building vocabulary. The schedule should make sense to the person with ASD on his or her worst day - when it is raining, their stomach hurts, and their favorite shirt is dirty!

2. Vary the schedule every day to promote flexibility. The person should not memorize the schedule and routine, but instead should refer back to the schedule each day to see what is happening in what order on that day.

3. The person should be prompted to check the schedule via non-verbal means. Telling someone "check your schedule" causes them to be dependent on you, their parent or teacher. But teaching them that every time they see a certain pen or a checkmark to check their schedule will promote independence!

4. Encourage and teach the person to interact with their schedule, not just look at it. Some folks with ASD have excellent memories and can look at their schedule in the morning and memorize it for the rest of the day. But if they are not interacting with it during the day by crossing off tasks as completed, they will not know if a change has occurred or may get upset if they forget a task and then are redirected. Interacting with the schedule promotes thoroughness and independence.

5. Consider the length of the schedule. Some individuals like to know what is going to happen the whole day. For other folks, that amount of information is overwhelming. Some individuals are on a "What's Next?" schedule and are simply given one object at a time. Others do best with a First - Then schedule, or a part day schedule.

6. Mix preferred and non-preferred activities. Just as we schedule coffee breaks or chat breaks during our work day (sometimes without even thinking about it!), folks with ASD need breaks as well.

7. Incorporate choice and, as much as possible, teach the person to begin creating their own schedules and lists.

Reprinted with Permission. View the original article at http://do2learn.blogspot.com/2011/05/using-schedules-right-way.html

Amazon.com: Up to 30% Off Select Scholastic Teaching Supplies

2011-08-11T10:04:00.000-07:00

Amazon.com donates a percentage of your purchase to Positively Autism! Purchase teaching supplies through our links below and support Positively Autism. Thank you!

New Free Download: First-Then Charts

2011-08-08T10:45:00.000-07:00

A series (from introductory to advanced) of first-then charts from Positively Autism. First-then charts are a teaching tool I often use when introducing the idea of a visual schedule to students with autism.

You can print the charts on Positively Autism's visual supports page: http://www.positivelyautism.com/free/07visuals.html

The Picture Schedule Song (Video)

2011-08-05T10:04:00.000-07:00

An excellent video about making a schedule into a song format. From Listen and Learn.

Temple Grandin Seeking Autism Employment Success Stories for New Book

2011-08-03T09:42:00.000-07:00

I recently received the following e-mail from book publisher Future Horizons:

Dr. Temple Grandin is writing a new book featuring people with autism who are over the age of 50 and have a successful career.

About 6 to 10 people will be chosen whose stories are interesting and inspirational to those with autism and those who care for them.

Please give one or two paragraphs on your career when diagnosed by a professional and a little about your life now.

If this relates to you or someone close to you, please write to Teresa@FHautism.com

Amazon.com recommends...

The Way I See It, Revised and Expanded 2nd Edition: A Personal Look at Autism and Asperger's

The Unwritten Rules of Social Relationships: Decoding Social Mysteries Through the Unique Perspectives of Autism

August Topic: Visual Schedules, Continued

2011-08-01T08:31:00.000-07:00

This month, we'll continue our topic of visual schedules. I'll be posting some great resources about incorporating music into schedules, making effective schedules, and schedules for students with Asperger's.

There will also be a few new free printables coming this month.

You can view last month's newsletter with intro information on visual schedules and other resources here: http://positively-autism.blogspot.com/2011/07/positively-autism-july-2011-newsletter.html

Follow us on Facebook to see resources as they are added!

Amazon.com recommends...

Visual Supports for People with Autism: A Guide for Parents and Professionals (Topics in Autism)

Positively Autism July 2011 Newsletter

2011-07-28T09:44:00.000-07:00

July 2011 Positive Autism News

2011-07-27T06:38:00.000-07:00

College for Autistic Students Isn't Easy, but it is Possible
July 8, 2011
Orlando Sentinel
http://www.latimes.com/health/os-college-autism-20110708,0,489662.story

Autistic Children Surf the Waves at Brighton Avenue Beach
July 18, 2011
The Star-Ledger
http://www.nj.com/news/index.ssf/2011/07/autistic_children_surf_the_wav.html

Extraordinary Artist Stephen Wiltshire Sees Cities Once, Draws Detailed Panoramas From Memory
July 19, 2011
ABC News
http://abcnews.go.com/International/extraordinary-artist-sees-cities-draws-detailed-panoramas/story?id=14097937

Autistic Artist: Kendall Collins' Passion for Trains Embarks Artistic Career
July 16, 2011
Porterville Recorder‎‎
http://www.recorderonline.com/news/collins-49417-kendall-dana.html

This last one isn't a positive news story, but I was still inspired by his story and thought it was worth listing here.
Army Spc. Jameson Lindskog, 23, Pleasanton; Among 6 Killed in Afghan Firefight
"The medic took a single-minded, methodical approach to his job that earned him respect and admiration from officers and enlisted alike, his parents were told."
July 24, 2011
Los Angeles Times
http://www.latimes.com/news/obituaries/la-me-jameson-lindskog-20110724,0,4671554.story

Review of Special Needs Planner

2011-07-23T06:00:00.000-07:00

Description:
A day planner and calendar created for parents of children with special needs. In the introduction, the planner is described as being designed to “help you organize not only your homeschool days, but the additional tasks involved in raising your special child.” While the planner is specifically directed at homeschooling families, other families may find much of the planner helpful, such as the forms for keeping track of therapy and medical appointments, and the high-quality photo task analysis schedules. The planner also contains GFCF recipes, evaluation/testing tracking sheets, medical history and other medical reports, medication information, a behavior diary, a food diary, a bedtime routine form (useful for leaving with babysitters or other caregivers), chore charts (with pictures), and a behavior reward/point chart. The planner is filled in by the parent either by typing into the PDF document or by printing it out and writing on it.

Pros:
I can see this planner being very helpful in keeping a parent very organized. It allows you to keep a great deal of important information about your child in one convenient place.

Includes a wide variety of useful forms, as described above.

The visual task analysis forms for various life skills were great! They include high-quality, full-color photos of children completing the steps involved in a variety of skills including washing hands, brushing teeth, checking a book out of the library, cleaning a child’s bedroom, and many more.

Provides tips and articles about homeschooling a child with special needs.

Cons:

Some of the forms were very general and I’m not exactly sure how they would be used by a family.

Much of the planner is comprised of various calendars, almost identical to a calendar you could purchase from any store.

Overall, I believe that this planner would be helpful for any family of a child with a disability who would like to have one organized location to keep all relevant medical and educational information about their child. Data collection about behaviors and learning and how these may be linked with medications, eating habits, and sleep patterns is important for students with autism, and this planner may help track that information. I’m not sure it would be that valuable to teachers or other educators, with the exception of a few of the forms and the picture task analysis sheets. The planner seems to be a helpful resource and I would recommend it for parents, families, and caregivers. You can view sample pages of the planner here: http://www.theoldschoolhousestore.com/sample/TOS_SpecialNeedsPlannerSAMPLER.pdf

The download of the planner can be purchased here: http://www.theoldschoolhousestore.com/index.php?main_page=product_info&cPath=429_479&products_id=19665

A CD of the planner can be purchased here: http://www.theoldschoolhousestore.com/index.php?main_page=product_info&cPath=191_193&products_id=19672

Bestselling Special Education Supplies

2011-07-20T12:50:00.000-07:00

Get ready for the school year with Amazon.com's best selling special education supplies. Amazon.com will donate a percentage of your purchase to Positively Autism!

This one looks particularly useful and fun!

Know the Code: Social Skills Card Game

Autism Activity Schedules Video

2011-07-15T11:47:00.000-07:00

Product Review of SchKIDules

2011-07-13T15:26:00.000-07:00

Description:
SchKIDules are personalized visual schedule systems designed to communicate a routine, sequence, activity or transition to a child. SchKIDules are magnetic and come with a magnetic schedule board. A variety of customizable packages are available. http://www.autismschedules.com/

Pros:
•Most pictures clearly depict the activities.
•A wide variety of pictures are available.
•The pictures are magnets, which makes them easy to take on and off, as well as place on a variety of surfaces (such as the schedule board or refrigerator).
•Easy to use.
•Pictures are colorful and fun. My son loves them!
•Increased my son’s compliance with activities we needed to do.
•It gives our summer days (when I’m home during the day with my son) more structure and increased the variety of activities we did in a day. There were pictures for arts and crafts, science, play-doh, and more that gave him ideas of things we could do instead of watch TV.

Cons:
•It’s a little hard to keep track of all of the magnetic schedule pictures. I keep them in a container, but sometimes one gets misplaced and is difficult to find.
•There were some activities we did that there wasn’t a picture in the collection for, but the company does offer the option of creating your own digital photo magnets.

Overall, I would recommend this product to parents or teachers of young children or children who learn best with pictures. My son is three and he loves his schedule. He gets to choose some activities to put on it, along with the things we need to do like take a bath or go to the doctor. It has helped us with both transitions between activities and compliance. As with any product, it will not meet every child’s learning needs, but it is worth a look if you are considering the use of a visual schedule.

Website:
http://www.autismschedules.com/

News video about SchKIDules:

Visual Support Video Series: How to Use Picture and Object Schedules

2011-07-10T19:03:00.000-07:00

A great video from Kids Included Together:

http://youtu.be/FpsJoZSn61c

Amazon.com recommends...

Visual Supports for People with Autism: A Guide for Parents and Professionals (Topics in Autism)

Why Use Visual Schedules?

2011-07-08T13:49:00.000-07:00

Information compiled by Nicole Caldwell, M.Ed.

Visual schedules have been used successfully for a variety of purposes.
•Preventing challenging behaviors before they happen (called an “antecedent intervention”).
•Reducing unpredictable transitions, frequently a cause of stress for individuals with autism.
•Increasing participation in learning activities.
•Promoting maintenance and generalization of skills.
•Reference: O’Reilly, Sigafoos, Lancioni, Edrisinha, & Andrews, 2005

Visual schedules may meet the learning needs of individuals with autism.
•Individuals with autism may have difficulty with processing and understanding auditory input.
•Visual prompts may enhance communication with individuals with autism.
•Reference: Bryan & Gast, 2000.

Visual schedules do more than help the student with autism.
•Schedules keep a classroom organized and provide all students with a sense of routine and structure.

References

Bryan, L. C. and Gast, D. L. (2000). Teaching on-task and on-schedule behaviors to high-functioning children with autism via picture activity schedules. Journal of Autism and Developmental Disorders, 30(6).

O’Reilly, M., Sigafoos, J., Lancioni, G., Edrisinha, C., and Andrews, A. (2005). An examination of the effects of a classroom activity schedule on levels of self-injury and engagement for a child with severe autism. Journal of Autism and Developmental Disorders, 35(3).

What is a Visual Schedule?

2011-07-06T20:30:00.000-07:00

by Nicole Caldwell, M.Ed.

A visual schedule is a visual representation of tasks to be completed. A series of tasks, events, or activities can be presented in one or more of the following ways:

•Photographs
•Drawings
•Icons
•Objects
•Text

As many individuals with autism learn much better with visual than with auditory input, visual schedules may be considered an effective method for teaching and communicating with students with autism. A picture schedule may be used to communicate a series of events that must be completed (such as a math worksheet, reading a book, then outside play), a daily schedule (such as breakfast, school, homework, outside play, dinner, bath, and bed), a school schedule (math, literature, science, P.E.), a reinforcement contingency (first work, then play), etc.

You will see examples of these schedule types in this issue of Positively Autism. To get started, below is an example of part of a visual schedule I started using with my son when he was two-and-a-half years old. I searched Microsoft Word clip art for pictures representing activities that we needed to complete.

I have not included them for copyright reasons, but I also would include logos of specific stores that we needed to go to. When using the schedule, I would show him the pictures in the document on my computer screen. I would tell him, “Here are the things we need to do today.” Then I would explain each picture to him. This helped him transition between activities and increased his willingness to get in the car when we needed to go somewhere.

Example morning schedule (eat breakfast, take a bath, then read a book):

July Topic - Visual Schedules

2011-07-01T18:47:00.000-07:00

Visual Schedules are one of my most frequently used tools for teaching students with Autism. This month, Positively Autism's focus will be articles, resources, and free printables related to visual schedules. Follow us on Facebook or Twitter to see when I've added new resources!

Amazon.com recommends...

Positively Autism June 2011 Newsletter

2011-06-30T07:12:00.000-07:00

We're wrapping up the two-part series on Self-Management of Behavior. Here is the first part of the series: http://positively-autism.blogspot.com/2011/05/positively-autism-may-2011-newsletter.html . If you haven't read the first part, you may want to do so before reading this month's newsletter.

Steps to Self-Management based on Pivotal Response Training - http://positively-autism.blogspot.com/2011/06/steps-to-self-management-based-on.html

Outsmarting Explosive Behavior: Interview with Judy Endow - http://positively-autism.blogspot.com/2011/06/outsmarting-explosive-behavior.html

Review of "Outsmarting Explosive Behavior" - http://positively-autism.blogspot.com/2011/06/review-of-outsmarting-explosive.html

New Free Download: Swimming Pool Safety Story - http://positively-autism.blogspot.com/2011/06/new-free-download-swimming-pool-safety.html

Learn more about Self-Management (Links) - http://positively-autism.blogspot.com/2011/06/learn-more-about-self-management-links.html

June 2011 Positive Autism News - http://positively-autism.blogspot.com/2011/06/june-2011-positive-autism-news.html

June 2011 Positive Autism News

2011-06-24T11:14:00.000-07:00

Autistic son finds peace on the waves
6/7/11
ESPN
http://sports.espn.go.com/los-angeles/news/story?id=6632695

Autism can't slow down Fremont High rodeo star
6/08/11
ABC4
http://www.abc4.com/mostpopular/story/Autism-cant-slow-down-Fremont-High-rodeo-star/zApKNRcbwkSvOrMKN3S7Nw.cspx

Kent Melville, Autistic 9-Year-Old, Starts Soda Business To Help Other Autistic Children
06/12/11
Huffington Post
http://www.huffingtonpost.com/2011/06/12/kent-melville-autism_n_874488.html

Hopes high as six autistic students clear SSC
6/18/11
Times of India
http://timesofindia.indiatimes.com/city/pune/Hopes-high-as-six-autistic-students-clear-SSC/articleshow/8894828.cms

Autism never got in the way of Naples grad, on or off the court
6/20/11
Brighton-Pittsford Post
http://www.brightonpittsfordpost.com/monroecountysports/x1336440813/Autism-never-got-in-the-way-of-Naples-grad-Ian-Liebentritt-on-or-off-the-court

7 Year-old Boy with Autism Creates and Curates Paleozoic Creatures Blog, Gets over 9,000 Hits in One Day
6/20/11
Autism Science Foundation
http://autismsciencefoundation.wordpress.com/2011/06/20/7-year-old-boy-with-autism-writes-blog-about-dinosaurs-gets-over-9000-hits-in-one-day/

Rave hosting movies for children on autism spectrum or with disability
6/23/11
AnnArbor.com
http://www.annarbor.com/entertainment/rave-hosting-movies-for-children-on-autism-spectrum-or-with-disability/
For more info, http://www.ravemotionpictures.com/sensorysensitive_locations.aspx

Learn more about Self-Management (Links)

2011-06-18T07:41:00.000-07:00

I'm about to wrap-up our series on self-management, so here are some links if you're interested in learning more.

Association for Science in Autism Treatment: Self-Management - http://www.asatonline.org/intervention/procedures/self.htm

Autism Research Institute: Self-Management - http://www.autism.com/ind_self-management.asp

Case Study: Self-Management of Stereotypic Behaviors - http://www.brookespublishing.com/store/books/koegel-1804/casestudy.htm

Best Practice Autism Blog: Self Management, A Proactive Strategy (scroll down for article) - http://bestpracticeautism.blogspot.com/2010/01/self-management-proactive-strategy.html

Best Practice Autism Blog: Steps to Developing a Self-Management Plan (scroll down for article) -
http://bestpracticeautism.blogspot.com/2010/01/steps-to-developing-self-management.html

Teaching Self-Management Skills to Children with Autism - http://www.brookespublishing.com/email/archive/june01/june01ED4.htm

Review of "Outsmarting Explosive Behavior"

2011-06-13T07:47:00.000-07:00

Overview

Outsmarting Explosive Behavior: A Visual System of Support and Intervention for Individuals with Autism Spectrum Disorders is a "program is designed to help decrease - and in some cases eliminate - explosive behavior in children with autism spectrum disorders. Tantrums and meltdowns are among the greatest challenges presented by ASD, often leaving parents and educators searching for answers. Outsmarting Explosive Behavior is a visual program, laid out as a fold-out poster, that can be individualized for each user. Four train cars represent the four stages of explosive behavior: Starting Out, Picking up Steam, Point of No Return, and Explosion. By using visuals to appeal to children with ASD, this program makes it easy to help them identify their current state and take steps to decrease the chances of a meltdown."
- Description from the Autism Asperger Publishing website

Pros

Customizable to reflect your child or student’s particular behaviors and needs.
Uses a train theme, which is often a special interest area of students with autism.
Includes both a student workbook and an instructor’s manual.
The system includes visual supports, a plus since students with autism are generally visual learners.
Focus on students learning to manage their own behavior, a skill necessary for increased independence.
The manual includes case study examples, which may be helpful to instructors in implementing the system with their students or children.
Positive focus that allows the student to maintain a positive self-concept while working on improving his or her behavior. For example, on page 17 of the student work book it states, “Please remind yourself often: I am a good person working on ways to outsmart my explosive behavior.”

Cons

The positive behavior intervention strategies are written on red stop signs and the negative (not effective) strategies are written on green signs. This may just be my opinion, but this seems like it might be a little bit confusing, as “red” seems to have a negative or “stop” connotation. I would have expected the positive strategies to be on green signs and the others on red.
The product was slightly difficult to assemble.

Overall

Highly recommended for both parents and teachers. You can read more information about this product in our interview with Judy Endow or by visiting the product’s page on the publisher’s website here: http://www.aapcpublishing.net/book/view/25/outsmarting-explosive-behavior-a-visual-system-of-support-and-intervention-for-individuals-with-autism-spectrum-disorders-

New Free Download - Swimming Pool Safety Story

2011-06-12T19:14:00.000-07:00

I wrote this story for my son after I was unable to find any printable pool safety stories online that I really liked (except for the one that I'll post to the Daily Autism Freebie on Monday). If you know of any others, please feel free to leave a comment on this post or our Facebook page.

Here is the story in two formats:
Microsoft Word: http://www.positivelyautism.com/downloads/socialstory_poolsafety.doc
PDF: http://www.positivelyautism.com/downloads/socialstory_poolsafety.pdf

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

View Positively Autism's other Social Stories (TM) here: http://www.positivelyautism.com/free/09social.html

View all of our free resources here: http://www.positivelyautism.com/free/

Outsmarting Explosive Behavior: Interview with Judy Endow

2011-06-06T10:31:00.000-07:00

Note: If you're joining us from the Autism Asperger Publishing Company's website, thanks for visiting! You can follow us on Facebook at http://www.facebook.com/pages/PositivelyAutismcom/133524426684006 or Twitter at http://www.twitter.com/positiveautism . Thanks!

Positively Autism: Let’s start with your background. What lead you to the field of Autism and how did that inspire you to write Outsmarting Explosive Behavior, A Visual System of Support and Intervention for Individuals with Autism Spectrum Disorders?

Judy Endow: My son who was diagnosed with Asperger’s. His story is in Outsmarting Explosive Behavior near the front of the teacher manual. I myself grew up having difficulties and was in fact institutionalized for some years as a youngster, diagnosed with a smorgasboard of psychiatric labels. My brand of autism wasn’t understood back then. When my son was diagnosed with Asperger’s the doctor then turned to me and said we should talk about my autism. Autism describes me better than and accounts for all the other diagnosis over the course of my lifetime. To read my story please see Paper Words: Discovering an Living With My Autism (2009, AAPC) In addition, my professional background in the field. I have a masters degree in Social Work and used to work in a homeless shelter. Today I have a private practice devoted exclusively to autism. I continue to write and speak on a wide variety of autism related topics.

PA: Give us a brief overview of Outsmarting Explosive Behavior and how it works.

JE: Explosive behavior is defined as having four distinct stages, followed by a clearly defined recovery period. In addition, the physiological fight/flight mechanism is triggered immediately prior to the explosion.
In this model, the four stages of explosive behavior are the same for all experiencing explosive behavior and are depicted by four train cars called Starting Out, Picking Up Steam, Point of No Return, and Explosion. The idea is to try to prevent the train cars from hooking up because when they do we have a runaway train that ends in explosion.

Working backwards, the Explosion is the stage where the meltdown behavior is evident. Immediately prior to this is the Point of No Return, which is exactly what it implies -- there is no going back from the meltdown because this stage is where the fight/flight response is triggered. The pupils dilate, and breathing and heart rates increase. Physiologically, our bodies respond as if our very lives are at stake, and we automatically behave accordingly: We fight for our lives. It is entirely impossible to reason with anyone in this survival mode. As soon as you see the child’s identified Point of No Return behavior you can know the Explosion is coming and need to do your best to quickly create and maintain a safe environment.

The place to impact explosive behavior is ahead of when it occurs. In the Starting Out phase, whispers of behaviors are evident. The Picking Up Steam phase is just that—the whispers become louder. Though you can learn to successfully intervene at these stages, the most effective way to manage explosive behavior is proactively, before the whispers even start.

Strategies to Prevent Meltdowns Before They Start

An individual mix of three major supports and interventions is usually most effective in preventing the first stage of meltdown behavior from starting. These three major supports include proactive use of a sensory diet to maintain optimal sensory regulation, visual supports, and managing emotions that are too big (Endow, 2010).

People with AS usually do not have sensory systems that automatically regulate; instead, they must discover how to keep themselves regulated. This is most often accomplished by employing a sensory diet. A sensory diet for a person with autism is like insulin for a person with diabetes. It is easy to understand that a person with diabetes has a pancreas that is unable to regulate insulin effectively. We can measure blood sugar and know the exact state of affairs, and from there figure out how much insulin the person needs.

Sensory Diet: Unfortunately, medical science does not allow us to take a blood sample to measure sensory dysregulation. However, we can figure out and employ a sensory diet to prevent dysregulation, and just like insulin prevents serious consequences for a diabetic, a sensory diet prevents serious troubles for an individual with ASD. As an adult with autism, I spend time every day on sensory integration activities in order to be able to function well in my everyday life. A sensory diet employed proactively goes a long way in preventing the Starting Out stage of explosive behavior from ever occurring (Brack, 2004).

Visual Supports: Another crucial area of support to put in place proactively is that of visual supports. As an autistic, I can tell you the saying “A picture is worth a thousand words” is the monumental truth. Although each person with ASD has a unique experience, processing written and spoken words is not considered by most of us to be our “first language.” For me, the meaning I get from spoken words can drop out entirely when I am under stress, my sensory system is dysregulated or my felt emotions are too big. Visual supports can be anything that shows rather than tells. Visual schedules are very commonly used successfully with many individuals with ASD. Having a clear way to show beginnings and endings to the activities depicted on the visual schedule can support smooth transitions, thus keeping a meltdown at bay. For maximum effectiveness, visual supports need to be in place proactively rather than waiting until behavior unravels to pull them out.

Managing Felt Emotions: A third area in which many with ASD need proactive support is in managing felt emotions. Most often, felt feelings are way too big for the situation. An example in my life is when I discover the grocery store is out of a specific item; I get a visceral reaction very similar to the horror I felt when first hearing about the 9/11 tragedy. I know cognitively the two events have no comparison and, yet, my visceral reaction is present and I need to consciously bring my too big feelings down to something more workable in the immediate situation. Managing felt emotions does not come automatically, but can be learned over time with systematic instruction and visual supports such as The Incredible 5-Point Scale (Buron & Curtis, 2004).

The good news is that explosive behavior can be positively impacted. With proactive supports, explosive behavior can be outsmarted so individuals with ASD can move on to living purposeful and self-fulfilling lives.

References

Brack, J.C. (2004). Learn to Move, Move to Learn! Sensorimotor Early Childhood Activity Themes. Shawnee Mission, KS: Autism Asperger Publishing Company.

Buron, K.D., & Curtis, M. (2004). The Incredible 5-Point Scale. Shawnee Mission, KS: Autism Asperger Publishing Company.

Endow, J. (2009). Outsmarting Explosive Behavior: A Visual System of Support and Intervention for Individuals with Autism Spectrum Disorders. Shawnee Mission, KS: Autism Asperger Publishing Company.

Endow, J. (2011). Practical Strategies for Stabilizing Students With Classic Autism: Getting to Go. Shawnee Mission, KS: Autism Asperger Publishing Company

PA: What ages of students have used this system successfully? Does this system work best for students with any particular characteristics or needs?

JE: Among those I have worked with the youngest child was 3 and the oldest adult in his 50’s. This train model to outsmart explosive behavior has also been used by non-readers by constructing it totally in pictures rather than using words, as in the written book example, and it has been found to be effective in both the picture and the words versions. In addition, as the train model began appearing in classrooms, teachers noticed that students for whom the train was not originally intended began using it to show their teachers the difficult they were encountering. So, although Outsmarting Explosive Behavior Visual System was intended to be used when working with individuals with autism, it has been successfully used with individuals with other diagnosis who struggle with explosive behavior.

PA: One aspect of this program that I think is wonderful is that it may fit into a student’s special interest area. Many students on the autism spectrum (and kids in general) often enjoy trains. How would having a familiar or preferred item, such as a train, featured in a behavior support program help students learn to manage their behavior?

JE: We all attend more readily to those things we like. We gravitate towards those things that make us happy. This is how human beings are; people with autism are no different in this regard.

PA: What other tips do you have for parents or teachers of students who may have difficulties with “explosive” behavior?

JE: If the youngster has classic autism he will likely need to be stabilized before employing the explosive behavior train model. Please refer to Practical Solutions for Stabilizing Students With Classic Autism to Be Ready to Learn: Getting to Go (2011, AAPC) for more information on this.

PA: Do you have a website where readers can learn more about your publications?

JE: http://www.judyendow.com/

PA: Thank you for sharing your time and expertise with Positively Autism!

JE: You are welcome!

Note from Positively Autism: This book is published by Autism Asperger Publishing.

Steps to Self-Management based on Pivotal Response Training

2011-06-04T07:34:00.000-07:00

Steps to Self-Management based on Pivotal Response Training
(Based on Koegel, Koegel, & Suratt, 1992)

1. Select a desired behavior. This can be either a behavior that needs to be taught (such as responding to peer’s greetings or attending to the teacher during class time) or one that needs to be reduced (such as speaking in class without raising your hand). It must be objective and measureable. In other words, it should be very clearly defined so that both teacher and student know exactly what behavior is expected of the student and can record its occurrence or non-occurrence objectively.

2. Identify potential reinforcers. Teacher and student choose rewards, such as computer time, for the student to work toward. It is also recommended that, in addition to these external rewards, students should be encouraged to be internally reinforced (rewarded) by their behavior (because it is the right thing to do, it helps them to do better in school, it helps the teacher do his/her job and helps the class learn, etc.).

3. Choose a self-monitoring system. The teacher selects a method of data collection and behavior tracking that is appropriate to the child's needs and abilities.

4. Teach the student to self-monitor. Teach the child to recognize the occurrence or absence of the target behavior and to record the behavior using the self-monitoring system.

5.Generalize. The teacher takes data to determine whether the student can generalize the self-management system to real-life situations (such as the school or community).

For more information about PRT for students with Autism, please the folloiwng book. We will also be reviewing this book in an upcoming series of blog posts on PRT.

Reference

Koegel, R. L., Koegel, L. K., & Surratt,A. (1992). Language intervention and disruptive behavior in children with autism. Journal of Autism and Developmental Disorders, 22, 141-152.

Coming Up in June...

2011-06-01T15:27:00.000-07:00

Continuing our series on self-management strategies, here's what's coming up this month:

Outsmarting Explosive Behavior: A Visual System of Support and Intervention for Individuals with Autism Spectrum Disorders

A review of "Outsmarting Explosive Behavior: A Visual System of Support and Intervention for Individuals with Autism Spectrum Disorders."

An interview with Judy Endow, author of "Outsmarting Explosive Behavior: A Visual System of Support and Intervention for Individuals with Autism Spectrum Disorders."

Steps to self-management based on Pivotal Response Training.

Links to learn more about self-management.

More positive news that celebrates the accomplishments of individuals with autism!

Be sure to follow us on Twitter and/or Facebook to be updated when these great resources are added!

Positively Autism May 2011 Newsletter

2011-05-30T21:58:00.000-07:00

May 2011 Positive Autism News

2011-05-27T20:53:00.000-07:00

A Day in the Life of a 5-Year-Old Music Prodigy with Autism
May 18, 2011
Wilton Patch
http://wilton.patch.com/articles/a-day-in-the-life-of-a-5-year-old-music-prodigy-with-autism

Marc to tell his inspiring tale to Swindon autism group
May 19, 2011
Swindon Advertiser
http://www.swindonadvertiser.co.uk/news/9037622.Raising_awareness_of_life_with_autism/

Autistic teenager praises her East Finchley school for achieving an autism accreditation
May 21, 2011
Newsquest Media Group
http://www.times-series.co.uk/news/9040854.Autistic_teen_praises_school_after_it_achieves_accreditation/

The world through autistic eyes: study says autistic people see symmetry better
May 23, 2011‎
The Canadian Press ‎
http://www.google.com/hostednews/canadianpress/article/ALeqM5hTFw_vHWLD_yCR6b62Uu5rvYWWoA?docId=6928818

Deaf man with Asperger's starts non-profit to help those with autism find jobs
Autism Support Network
http://www.autismsupportnetwork.com/news/deaf-man-aspergers-starts-non-profit-help-those-autism-find-jobs-398839333#ixzz1N8tqDAHX

New Free Download - Visual Support for Classroom Behavior

2011-05-26T12:14:00.000-07:00

I created this visual support for a middle school student in an inclusive classroom who uses a token economy system to encourage on-task behavior. The visual support page can be edited/customized for your specific students. Complete instrucntions on how I used this sheet are provided on the first page of the document.

This visual support could be used in either a student (self)-managed or a teacher-managed token economy.

The visual support can be downloaded, edited, and printed on the following page of our site: http://www.positivelyautism.com/free/07visuals.html

Components of Self-Management: Self-Reinforcement

2011-05-24T06:40:00.000-07:00

Components of Self-Management
4: Self-Reinforcement

In general, self-reinforcement refers to an arrangement in which a student gives himself or herself a reinforcer (reward), contingent on a behavior (Adapted from Goldiamond, 1976). When using a token economy (or point system), the following steps may be used to increase student independence in self-reinforcement (based on Drabman, Spitalnik, & O’Leary, 1973 and Turkewitz, O’Leary, & Ironsmith, 1975 as cited in Alberto & Troutman, 2009).

1. Teachers (or other adults) initially award and record points and give reinforcers (rewards) to the students. Once the student is successful with this step, move to step 2.

2. Students record points on a chart as directed (awarded by) the teacher. In other words, the teacher tells the student when to mark a point on the chart or put a coin in the jar (whatever type of reward system you are using): “Good job working on your assignment, Jennifer! You can put one sticker on your chart.”

3. Students award points to themselves. Bonus points are earned for matching the teacher’s ratings. In other words, students determine whether they have met a certain criteria (such as a specified number of minutes on-task or a certain number of behaviors completed) and give themselves points accordingly. When enough points are earned, students give themselves a pre-established reward (such as taking a break to draw). Teachers are also keeping track of these points on their own charts, and the two are compared for accuracy.

4.Teacher matching is gradually faded out, and as they become more skilled in using the system, students independently rate and reward their own behavior.

References/Resources

Alberto, P. A., & Troutman, A. C. (2009). Applied behavior analysis for teachers (8th ed.). Columbus, OH: Merrill Prentice Hall.

Goldiamond, I. (1976). Self-reinforcement. Journal of Applied Behavior Analysis 9(4), 509-514.

Koegel, R. L., Koegel, L. K., & Surratt,A. (1992). Language intervention and disruptive behavior in children with autism. Journal of Autism and Developmental Disorders, 22, 141-152.

Components of Self-Management: Self-Evaluation

2011-05-21T09:34:00.000-07:00

Components of Self-Management

3: Self-Evaluation

Self-evaluation occurs when students compare their self-recorded data to a set standard. This may include comparing answers to an answer key, self-correcting of spelling words, plotting test scores on a graph, etc. In other words, the student determines if he or she achieved the selected goals for the class period, school day, week, or other time period. For example, if a student’s goal is to remain on-task for 10 minute periods, he or she would, at the end of each 10 minute interval, reflect on whether this goal was achieved, and use self-recording to record either “Yes” or “No” on a chart.

Teaching students to use self-evaluation requires an instructor to teach students to discriminate between the inappropriate and appropriate behaviors.

Coming up next:

The big payoff! Self-Reinforcement

References / Resources

Alberto, P. A., & Troutman, A. C. (2009). Applied behavior analysis for teachers (8th ed.). Columbus, OH: Merrill Prentice Hall.

Goldiamond, I. (1976). Self-reinforcement. Journal of Applied Behavior Analysis 9(4), 509-514.

Koegel, R. L., Koegel, L. K., & Surratt,A. (1992). Language intervention and disruptive behavior in children with autism. Journal of Autism and Developmental Disorders, 22, 141-152.

Components of Self-Management: Self-Recording of Data

2011-05-18T20:28:00.000-07:00

Components of Self-Management

2: Self-Recording of Data

Once goals are selected, students may be given the opportunity to make a record of their own behavior. Students may fill in a chart such as the one below to keep track of their behaviors. Self-recording may be used to track a behavior so that the student can be given a reinforcer (reward) based on the completion of certain behaviors.

For example, a student may write a checkmark on a chart for each 5 minutes he or she is on task working in class or place a plastic gold coin in a jar each time he or she responds to a peer’s question during lunch time. When a certain number of checkmarks or coins are earned, the student receives a reward, such as computer time.

Even if rewards are not in place, sometimes the act of recoding alone can have a positive effect on behavior. Several research studies have suggested that student records of behavior are quite accurate when compared with teacher records of behavior. Some studies even indicate that inaccurate student records can have a positive effect on student behavior.

Before teaching students to record their own behavior, they must be aware of exactly what appropriate behavior they need to achieve. For example, identification of what on-task behavior looks like may be taught through observation and modeling of teacher and peer examples, role-play, and/or Social StoriesTM (http://www.thegraycenter.org/social-stories ).

Link to this data sheet: http://www.positivelyautism.com/downloads/selfrecordingsheet.doc

Teachers and parents using self-recording should utilize the following components:

•Selecting goals (a target behavior),

•Starting small. If a student has trouble staying on task, start with a small interval of time, such as getting a checkmark, sticker, or token every minute. As the student is successful with this, gradually increase the time to two minutes, then three, and so on. To determine which interval of time to start with, observe the student to see how long he or she is currently able to stay on task, and set your time interval either right at that time, or just slightly longer.

•Specifically define a target behavior to be monitored, The student needs to know exactly what the behavior “looks like” (what he or she is expected to do).

•Selecting a data collection/recording system (such as the above chart),

•Teaching the student to recognize the appropriate behavior in himself or herself, and

•Teaching the student to use the selected data collection system.

References / Resources

Alberto, P. A., & Troutman, A. C. (2009). Applied behavior analysis for teachers (8th ed.). Columbus, OH: Merrill Prentice Hall.

Goldiamond, I. (1976). Self-reinforcement. Journal of Applied Behavior Analysis 9(4), 509-514.

Koegel, R. L., Koegel, L. K., & Surratt,A. (1992). Language intervention and disruptive behavior in children with autism. Journal of Autism and Developmental Disorders, 22, 141-152.

Components of Self-Management: Goal Setting

2011-05-16T09:34:00.000-07:00

Components of Self-Management
1: Goal Setting

In many educational settings, teachers, speech therapists, ABA therapists, and other educators choose and set goals for their students. Students may also be active participants in the goals setting process, which may increase student academic performance. In a 2006 research study conducted by Gureasko-Moore, DuPaul, and White, students were asked to record the problems that they were having with classroom preparation behaviors (such as coming to class on time with the necessary materials). The students made a checklist of solutions to these problems and decided how many they would complete the first week. Improvements were made over the 4 weeks of the study.

When teaching goal-setting to students, there are several points to keep in mind:

•Goals should be specific.
•Goals should be challenging, but achievable.
•The attainment of goals, at least in the early stages of learning, should be immediate, rather than far-off.
•Teachers should provide feedback about success of goal achievement.
•Students may need specific instruction on how to set goals that may include modeling of teacher and peer examples and/or Social StoriesTM (http://www.thegraycenter.org/social-stories ).

Bottom line: when students are active participants in setting goals for themselves, it may increase the likelihood that they achieve their goals. It also may increase their independence in setting goals for themselves, a skill that they can continue to use after they leave the classroom.

Introduction to Self-Management

2011-05-12T07:29:00.000-07:00

Teaching students to manage and control their own behavior is a valuable life skill. According to Alberto and Troutman (2009), “the best person to manage a student’s behavior is the student” him or herself. Each student knows what type of reinforcement/reward he or she wants to earn (for completing school work or other appropriate behavior) better than anyone and is the only individual that will be part of his or her entire educational and life experience.

Mastery of self-management skills is essential for independent functioning. Therefore, it is important for individuals, whether they are on the autism spectrum or not, to learn to monitor, reinforce (reward), and maintain their own positive behavior. This type of behavioral intervention is known as self-management. Self-management may also be thought of as self-discipline or self-control, but it is more than simply a matter of keeping behavior “under control.”

In this issue of Positively Autism, we will describe how you can teach your children or students to use various elements of self-management including:
• Goal Setting
• Self-Recording of Data
• Self-Evaluation
• Self-Reinforcement

Additionally, in this issue you’ll learn about self-management as a part of pivotal response treatment (PRT). PRT is a “naturalistic child- and family-centered intervention that has been used to promote” social and communication skills in children with autism (Texas Autism Resource Guide for Effective Teaching, n.d.).

References

Alberto, P. A., & Troutman, A. C. (2009). Applied behavior analysis for teachers (8th ed.). Columbus, OH: Merrill Prentice Hall.

Texas Autism Resource Guide for Effective Teaching (n.d.). Retrieved August 22, 2010 from http://www.txautism.net/docs/Guide/Interventions/PRT.pdf

May/June Topic: Self-Management of Behavior

2011-05-09T09:40:00.000-07:00

“The content of most textbooks is perishable, but the tools of self-directedness serve one well over time.” – Albert Bandura

For May and June, Positively Autism will feature tips, articles, and resources for helping students manage their own behavior. This can include students learning strategies to help themselves (with little or no adult intervention) stay on-task during class, calm down in difficult situations, engage in social conversations, etc.

Positively Autism April 2011 Newsletter

2011-04-30T07:50:00.000-07:00

Here's the final part of our series on telling your child about his or her autism spectrum diagnosis.

Telling Children They Have Autism or Asperger's Syndrome Video - http://positively-autism.blogspot.com/2011/04/telling-children-they-have-autism-or.html

How to Tell Your Child About Their Autism - http://positively-autism.blogspot.com/2011/04/how-to-tell-your-child-about-their.html

Telling Your Child about Asperger's - http://positively-autism.blogspot.com/2011/04/telling-your-child-about-aspergers.html

Video: Should you tell your child about his/her autism diagnosis? - http://positively-autism.blogspot.com/2011/04/video-should-you-tell-your-child-about.html

New Free Downloads:
- Pick-up/Drop Off Transition Schedule: http://positively-autism.blogspot.com/2011/04/new-free-download-pick-updrop-off.html
- "Line Up Balls" (a strategy for encouraging childre to line up): http://positively-autism.blogspot.com/2011/04/new-free-download-line-up-balls.html

April 2011 Positive Autism News - http://positively-autism.blogspot.com/2011/04/april-2011-positive-autism-news.html

April 2011 Positive Autism News

2011-04-29T18:35:00.000-07:00

For 12-year old astrophysics prodigy, the sky’s the limit
Yahoo News
March 29, 2011
http://news.yahoo.com/s/yblog_thelookout/20110329/ts_yblog_thelookout/for-12-year-old-astrophysics-prodigy-the-skys-the-limit

Asperger’s documentary draws attention
Hudson Valley Press
March 30th, 2011
http://www.hvpress.net/news/123/ARTICLE/10155/2011-03-30.html

Film gives voice to autism's silent minority
USA Today
April 8, 2011
http://yourlife.usatoday.com/mind-soul/story/2011/04/Film-gives-voice-to-autisms-silent-minority/45857486/1

Autistic Kids Learn To Survive, And Thrive, In College
NPR
April 13, 2011
http://www.npr.org/2011/04/13/135345982/colleges-address-autistic-students-struggles

Hickory Creek student presents her perspectives on Autism to School Board
Chicago Tribune
April 27, 2011
http://triblocal.com/frankfort/community/stories/2011/04/hickory-creek-student-presents-her-perspectives-on-autism-to-school-board/

Video: Should you tell your child about his/her autism diagnosis?

2011-04-26T05:41:00.000-07:00

A video interview with Stephen Shore, an adult with autism and well-known professional in the field of autism. The video addresses topics such as when a child is ready to learn about his or her diagnosis, how to present and discuss the diagnosis, explaining a diagnosis to siblings, and children using their diagnosis as an "excuse."

From Natural Learning Concepts: http://www.nlconcepts.com/

New Free Download - "Line Up Balls"

2011-04-20T09:18:00.000-07:00

I've just added a new free download to our Free Stuff page at http://www.positivelyautism.com/free/. The new download is a tip sheet about "Line Up Balls" - a strategy I've been using to encourage my students to line up the first time they are asked.

You can access the tip sheet here: http://www.positivelyautism.com/downloads/LineUpStrategy.pdf

Telling Your Child about Asperger's

2011-04-17T13:55:00.000-07:00

Perspectives and tips from parents on telling your child about his or her diagnosis, in the context of a recent episode of NBC's Parenthood. From Thinking Person's Guide to Autism.

http://thinkingautismguide.blogspot.com/2011/03/parenthood-telling-your-child-about.html