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BYJOAN CLARK,
SPEECH-LANGUAGE PATHOLOGISTM.A., CCC-SLP
Facilitating Success in Academic and Social
Situations
Autistic Spectrum Disorders
-Autistic Spectrum Disorder- Level 1Formerly diagnosed as:
Asperger SyndromeHigh Functioning Autism
-Social (Pragmatic) Communication DisordersFormerly diagnosed as:
PDD, PDD-NOSPragmatic Language Disorder
Broad Characteristics
Limited ability and/or interest in social interaction
Restricted and repetitive interests and/or behaviors
Pragmatic language problems
Perspective-taking difficulties
Emotional control issues
Traits often Associated with ASD
Sensory issues Co-morbid Diagnoses
Executive Function difficulties
Fine and gross motor problems
Ideas and Techniques
Communication development ideas/activities for home and school
Commercially available therapies for academic and social success.
Techniques and therapies to address difficult behaviors
CALM COMMUNICATION
C- Clear, concise, creative
A- Affirming, appreciative, amusing
L- Laser-focused
M- Motivational
LISTENING
Probably the most critical element of communication
There are skills involved that make listening both a science and an art
Active listening occurs when a person is actively trying to understand what is being said or taught
Critical listening involves listening to information stated to try to figure out information not stated.
Listening Rules
1. Watch the one who talks2. Keep our body still3. Sit (stand) up straight and tall4. Do not interrupt5. Think about the words6. Use a friendly face(to the tune “The farmer in the Dell”)EXAMPLE: We watch the one who talks, we watch the one who talks, when we are good listeners, we watch the one who talks.
Speaking Rules
Watch the listener
Speak loud enough to be heard
Speak soft enough to avoid bothering others
Say each word with all its sounds and syllables
Speak slowly
Play Games and Have Fun!
Car Games: Who-Where-Why, Guess Who I’m thinking of, Add-a-sentence stories, The Alphabet Game, Counting Games, License Plate Games
Manufactured Games: Guess Who, Guesstures, Monopoly, Clue, Battleship, Dictionary Game, Apples to Apples, Life, Headbandz, have your child teach you a game s/he loves
Play indoor/outdoor Games- Exercise activities including statue, copycat, freeze tag, hide-and-go-seek, ball games, and yoga games; pretend games, cooking activities
Sportsmanship Rewards (go overboard!)
Rules
Be concrete, specific, and consistent
Allow child to use rules to make decisions
Create and talk to the child about the rule when she/he is calm and ready to hear.
May be helpful to post written or pictured rules.
Perhaps create “Rules” notebook
My RULES Book
State the Draw simple subject illustration
(ladylike sitting) (female sitting properly)
1. Avoid spreading legs far far apart 2. Try to keep knees one hand apart or closer3. Can touch/cross feet to keep knees closer
My RULES Book
State the Draw simple subject illustration
(texting) (phone with texts)
1. Don’t respond if I don’t know who sent it2. Avoid texting if I don’t get a response. Colors of texts should be about the same.3. If I don’t know what a text means, show an adult.
The VISUALS Rule
People with ASD are by nature, very visual
Pictures and written information can be much more powerful and effective than spoken words.
Pictured and written schedules give child a more clear and memorable understanding
Pictures of family, classmates, and friends can be basis of social thinking activities
Two Ways to Win, Two Ways to Lose
Winning1. Making others feel comfortable by actions or words. (No matter the result, this person wins!)2. Being the victor.
LosingA. Making others feel uncomfortable by actions or words. (The victor becomes a loser by doing this.)B. Being the one who lost the game.
Lose to Win
Explain the concept…People who have learned how to lose gracefully are winning the game of life.
Set up a “lose to win” chart.
Goal: I will learn to win by losing with grace.
Set up reinforcement system on chart, so child earns a reward for “X” graceful losses.
Other Ideas to Develop Sportsmanship
Tell child that you are often kind by letting “letting” her/him win. Ask if s/he could try to “let” you win. Reinforce efforts!
Get WAY far behind in a game. Encourage your child to give you extra turns or some way to catch up. Reinforce efforts!
Become upset when you lose, so that you look ridiculous. Have your child show you how you should respond, and then do it correctly for him/her.
The S-S-S Way
Stress-management- give opportunities to relax
Self-esteem- develop confidence
Strengths- turn an interest or unusual behavior into a positive
Commercially Available Therapies
The Incredible 5-Point Scales by Kari Baron Dunn
Social Thinking by Michelle Garcia Winner
Social Stories™ by Carol Gray
The Incredible 5-Point Scale
Define behavior in degrees from least to most
Give the child, parents and teachers knowledge and definitions of behaviors or expectations
Can easily be adapted for home and classroom use
Voice Levels
5 OUTSIDE VOICE- YELLING
4 TEACHER VOICE- LOUD CLASSROOM VOICE, MANY HEAR
3 SOFT VOICE- ONLY A FEW HEAR
2 SUPER SOFT VOICE- OFTEN USED FOR SECRETS, QUIET WHISPER
1 NO VOICE- SILENT
Quantity of Listening & Speaking
5 ONLY TALK (giving speech)
4 MOSTLY TALK, LISTEN SOME (person in group telling everyone a story)
3 LISTEN AND TALK EQUALLY (conversation with another person)
2 MOSTLY LISTEN, TALK SOME (conversation with many)
1 ONLY LISTEN (listening as part of class)
Conversational responses
5 MAKE A RELEVANT COMMENT ASK A RELEVANT QUESTION
4 ASK A RELEVANT QUESTION 3 MAKE A RELEVANT COMMENT
2 ANSWER A QUESTION WITH A SHORT RESPONSE WITHOUT ELABORATING
1 SAY OR GESTURE YES, NO, OR I DON’T KNOW
Detailing the 5-Point Scale
My (Anxiety, Obsession, etc.) ScaleLooks like Feels like I can try to -describe -describe Strategies behavior, mood or to help what child physical child cope actually symptoms and bring does down level
Other Ideas for Scale Use
Relationships (from best friend to barely an acquaintance)
Emotional/Temper levels (calm to angry)
Range of problems (big to small)(can be accompanied by feelings and responses)
Levels of politeness (from very rude to very polite)
by
Michelle Garcia Winner Social Thinking occurs in any environment
with more than one person. It involves thinking about what other people think and being aware that people have thoughts about us based on how we act and what we say. When social thinking is learned and valued, positive change in behavior and social skills naturally follow.
Social Thinking
I-Laugh
Model of Social Cognition
I- Initiation of CommunicationL- Listening with eyes and brainA- Abstract and inferential
language/communicationU- Understanding perspectiveG- Gestalt Processing/getting the big
pictureH- Humor and Human Relatedness
Superflex and the Unthinkables
Rock Brain Wasfunnyonce
Grumpy-grumpininny Worry Wall Space Invader Brain eater
One Sided Sid Hyper Harey
Body SnatcherUnwonderer
D.O.F. Destroyer of Fun GlassmanTopic Twister Meister Mean Jean
Social Behavior Mapping
Behaviors that are expectedContext: (example: coming into classroom)
Expected How they Consequences How youBehaviors make others you feel about
feel: experience: yourself:(example) (example) (example) (example)Look at respected a smile friendly classmate good a greeting happySay “Hi” liked a short chatconfident
Social Behavior Mapping
Behaviors that are unexpectedContext: (example: coming into classroom)
Unexpected How they Consequences How youBehaviors make others you feel about
feel: experience: yourself:(example) (example) (example) (example)Look at disregarded being ignored unconfident book in makingDon’t look unimportant being left out friends at othersIgnore peers unliked being alone lonelywhen they greet you
Social Stories™ by Carol Gray
The Rationale: the ASD child needs to be taught social understanding (that other children glean naturally) so s/he will know what to do in social settings.
The Why: If written and used as described, Social Stories can be very effective and yield results in a short amount of time.
.
What is a Social Story™?
A Social Story™ accurately describes a situation, skill, or
concept according to specified criteria.
Criteria- ONE GOAL
The goal of a Social Story™ is to share accurate information using a format, “voice”, and content that is
descriptive, meaningful, and physically, socially and emotionally safe for its audience. Every Social Story™ has an overall patient and
supportive quality. Used wit written permission from Carol Gray, 2012
TThink About the Goal
Is the goal of a Social Story™
to change behavior?Used with written permission from Carol Gray 2012
Which Meets Goal?
Story #1 or Story #2
My mom and dad try to keep me safe. That is why sometimes they need to hold my hand. They will
take my hand. They may say, “Hand, please!” I will try to hold
hands to stay safe. This is important.
Used with written permission from Carol Gray, 2012
MY MOM AND DAD TELL ME WHEN ITS
TIME TO HOLD HANDS. IF I WHINE OR PULL AWAY,
IT MAKES IT HARD FOR MOM AND DAD. SO, I
WILL DO A GOOD JOB HOLDING HANDS. U S E D W I T H W R I T T E N P E R M I S S I O N F R O M C A R O L G R A Y , 2 0 1 2
Or this…
1.
5.
3
Used with written permission from Carol Gray, 2012
Voice and Vocabulary
Perspective is important- Only use first- person pronouns (I, me, my, mine) and/or third person pronouns (they, them, their, he, his , him, she, her, hers, )
Avoid use of “you” and “your.”
Sometimes good to start in the third person and end in the first person.
Voice and Vocabulary (c0ntinued)
Maintain a positive and patient tone
Past, present and future can all be part of a single story. (don’t have to be)
There should be no difference between literal and stated meaning
Accurate vocabulary is of vital importance
Suggested Books and Resources
The New Social Story Book and other publications by Carol Gray (available at book sales at this conference)
The Incredible 5-Point Scale and other publications by Kari Dunn Baron
Social Behavior Mapping, Superflex and the team of Unthinkables, You are a Social Detective, by Michelle Garcia Winner www.socialthinking.com
Yogarilla Exercises and Activities
Available through Amazon.com
