Looking at ASD Differently
Introductions
Application Day
• Utilizing the ASD to customize strategies to
create independence and socialization
• Creativity dilemma
Looking at ASD Differently
Using the ASD WITH the student rather
than against the student
Saying:
“This will not work”
is NOT an option!
Goals for Students with ASD
Socialization Skills
Independent Skills
Looking at ASD Differently
• Respect for what has happened
in the past…
• While implementing what must happen in the
future!
How To Use The ASD with the
Student and Not Against Them?
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Pairing/Making Associations
Visual Continuity
Verbal Fascinations
Preferred Activities
Sensory Preoccupations
Ordering/Re-ordering
Transition Issues
Utilize the Inclinations they are Predisposed to
their Advantage
Pairing/Making Associations
• ABA: Science of applying behavioral principles
to changing behavior….
• ABC: Learning Paradigm
• Pairing / Making Associations: Foundation of
ABA / ABC minus the psychobabble.. 
Making Associations –
Right or Wrong
Pairing / Making Associations
• Determine the behavior
• Pair a material or place with the behavior
• Practice the pairing until the association is
made
• Once the association is made reduce the size
of the material or the opportunity to have
access to the place where the behavior can
occur
Examples of Pairing
• Tehran – Loud Noises
• Break Card
• Terrance – Spitting
Break Card
BREAK
Pairing / Making Associations
• Behavior
• Material or Area
• Practice – Breakdown occurs here
• Modify
Pairing / Making Associations
Usability – Customize to Create
Utilization
• Chris – Break Card – Loved Football
PASS
PASS
Pairing
Terrance - Spitting
• Search for Desirable Surface
• Determine the Desirable Surface
• Flood the Environment
• Practice the Association
• Association is Made
• Modify
Pairing / Making Association –
What Will Work and Why?
• P.O.C.
• Pairing/Making Association – Based on student’s
ASD
• Create a strategy
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Behavior
Material or Area
Practice – Breakdown occurs here
Modify
Sets the Stage…
For What is Coming Next
Life, Animated Quote
“He has no sense of “supposed to’s” because he can’t
read all those looks, expressions of favor or disfavor, the
ripple in the crowd, borne within each passing moment that
builds into life. That means he doesn’t know what you’re
supposed to do in the library – as opposed to a playground
– or what movies most eight-year olds are watching…
Owen is driven, shaped, and guided by what bubbles up,
often quite mysteriously, from within. There are plenty of
self-directed urges in everyone. It’s just that our impulse
instantly slams against our lightening-fast assessment of
context. The atmospheric zone created by that collision is
behavior.”
Visual Structure
• Facial Hair – Jerrod
• Gym Shirt – Adam
ADAM
YOU DO HAVE GYM TODAY
YOU WILL HAVE TO WEAR THE
GYM SHIRT
Visual Structure
Visual Strategies
• Alicia – Tape throughout Building
• Jack – Fonts – Morning Routine
• Kelly – Talking on the Phone
Visual Structure - Staff Imposed
Alicia – Didn’t Work
• Blue Card – Cafeteria –
Cafeteria
Matching Blue Card – Cafeteria
Recess
• Green Card – Recess –
Matching Green Card – Recess
• Pink Card – Bathroom –
Bathroom
Matching Pink Card – Bathroom
• Yellow Card – Gymnasium –
Gymnasium
Matching Yellow Card - Gymnasium
Alicia’s Color Cards
Cafeteria
Recess
Bathroom
Gymnasium
Building Layout
Did Work
Small Gym
Elementary
Building
Cafeteria
Color Coded
Check In and Check Out Cards
Not Enough
Strategy - Not Bad – Didn’t Work
Staff Lack of Understanding – How ASD Impacts
Student
Staff – Don’t Abandon Strategy – Enhance It
Appropriately Supported Individualized Visual Strategies
• The visual strategies should bridge the
barriers that are preventing the student
with ASD from functioning
independently within the general
education setting
• The visual strategies should be utilized
in every setting the student is expected
to transition from P.E. to assemblies
Using the Visual Environment to Create
Opportunities – Awakenings - TEACCH
• Creating Patterns that connect for a
person with ASD
• Organization of an environment leads
to independence
• Independence leads to less behavior
• Visual Organization strategies prevent
the staff from making assumptions
about what the students need or want
Visual Strategies Development
1. Left/Right Orientation
2. Top/Bottom Orientation
3. Color Coded Schedule to Visually
Orient to Environment
4. Pencil/Paper Skills to Visually
Orient to Environment
5. Preferred Activities to Associate
Student with Schedule
Visual Strategy Development
Utilizing Student’s Strengths
Visual Schedule
Utilize Students Predisposition
to Develop Visual Strategies
Impose Visual Structure on
Environment
Need for Order/Predictability
Visual Sequence of
Expectations
Color Coding /Preferred Activities
to Attach to the schedule
Visual Sequencing Promotes
Student Interaction with Schedule
Schedule must be Mobile using
Clipboards or Folders
Creates Student Independence
within any Environment
Impose Changes in Routines
through Visual Schedule
Independence Prevents
Behavior in Students
Example of a Classroom Visual
Schedule
Things to Do
Calendar
Centers
Snack
Carpet Time
Gross Motor
All Done
An Example of a Lunch Choice
Visual System
Lunch Choice A
Lunch Choice B
Lunch Choice C
An Example of a Recess Visual
Schedule
Today is
Tuesday
At Recess Today I Will
1
2
3
Jack - Morning Routines –
Fonts Didn’t Work
Wake Up
Bathroom
Shower
Dry Yourself
Shave
Put on underwear
Put on socks
Put on shirt
Put on pants
Which Part Important - Color Coding,
Sequence of Activities, Order Font
Name
• Font Name – Order of Font on Computer
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Ariel Unicode MS
Agency FB
Algerian
Arial
Arial Black
Arial Narrow
Arial Rounded MT Bold
Baskerville Old Face
Bauhaus 93
Jack - Morning Routines –
Fonts Did Work
Wake Up
Bathroom
Shower
Dry Yourself
Shave
Put on Underwear
Put on Socks
Put on Shirt
Put on Pants
Different Fonts Colored Coded to
Promote Interaction with
Schedule – Not Enough
Strategy - Not Bad – Didn’t Work
Don’t Abandon Strategy – Modify Until Works
Experimental Approach – Problem Solving Focus
What is Important About the Fonts - Order
Visual Structure
Visual Strategies
Jenna – Talking on the Phone
This did not work
Visual Structure
Visual Strategies
This Strategy Worked
Universal No Strategy on a
Telephone – Can’t Pretend to
Talk on Phone at that Time
Strategy - Not Bad – Didn’t Work
Don’t Abandon Strategy – Enhance It
See Person Talking on Phone
Not If…
Where and When
Visual Structure
Visual Strategies
• Max – Staff Identification Badge
• Sarah – Going Home
Staff Identification Badge
• Misunderstanding
• Response to Behavior
• Purpose and Intent
(FUNCTION)
Sarah’s Classroom Visual
Schedule
Things to Do
Calendar
Centers
Snack
Carpet Time
Ready For Bus
All Done
Functions of Visual Strategies
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Use as a clock
Use for organization
Use for transition
Use for redirection
Use to manage crisis or a change in routine
Use to create visual rules about situation
Structure for new or complex environments
Clothing for different activities
Organization of complex task
Use for revisualization (Beyond Fat 06)
There is more to Visual
Strategies and Supports than
just a Visual Schedule
Think Beyond the Visual
Schedule
Whenever a Student with ASD
is Struggling…Stop Talking…
Think Visual Strategies and
Supports
The Solution Is…
In The Problem
Visual Structure and Strategies
that will work and why?
• P.O.C.
• Visual Strategies – Based on student’s ASD –
Not just a schedule
• Create a strategy
– Transition
– Compliance
– Talking out behavior
HRQ
Student Going to Do It…
Staff Must Find Where and When
the Student Can Do It
Verbal Fascinations
• What it looks like: Students who are ‘high
verbal’…..
• Typical response: Discipline
• Enlightened response:
Verbal Fascinations
• Weather Station – Anthony
• WRIF - Stump the Staff - Dan
Weather Channel - Anthony
• Weather Station in
Classroom
• Timer
• Transition Component
Anthony’s Visual Schedule
Things To Do
All Done
Attendance/
Bellwork
Music
Weather Station
Math
Weather Station
Verbal Fascinations
• Weather Station – Anthony
• WRIF - Stump the Staff - Dan
Verbal Fascinations
Duck Pond - Rain Man
• Mismatches in Communication
• Non-Interactive
• Find the Connection with the Person and Make it
Work Toward the Goal
Verbal Fascinations
Three Options
• Manage through the use of
visual strategies
• Find a home for it
• Manage Behaviors
Verbal Fascinations
Find a Home for the Fascination
• Ben – American Girl Doll
• Robert – Roger Rabbit
Verbal Fascinations
Manage Behaviors
• Robert – Police Academy 6
• Michael – Playbook
• Toby – Sponge Bob
Verbal Fascinations
Manage Behavior
• Michael – Playbook – Going to the Dance
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The Play:
The Play:
The Play:
The Play:
The Play:
Picking Up Your Date
Hanging Out at the Dance
Asking Someone to Dance
Physical Contact
After the Dance
Self Management Systems
Elementary - Toby
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5th Grade Student with Asperger Syndrome
Work Completion Issues
Difficulty with Voice Tone
Perceived Verbal Aggression Toward Staff
Perceived Verbal Aggression Toward Students
Limited Support from Staff
Minimal Interactions with Peers
MY VOICE
People use different voices when they talk.
Sometimes voices sound nice like Spongebob.
Sometimes voices sound angry like Plankton.
Sometimes voices sound whiney like Squidward.
My voice sounds different sometimes too. It is important that my
voice sounds nice like Spongebob when I talk to people.
Fifth graders use nice voices so it is important that I use a nice
voice because I am a fifth grader.
Fifth graders are not supposed to whine like Squidward so it is
important that I don’t whine.
When I talk to people at school, Mrs. Smith is going to ask me if
my voice sounded like Spongebob, Squidward, and Plankton and I
have to tell Mrs. Smith who my voice sounded like.
It
If
If
If
is important that I tell Mrs. Smith the truth about my voice.
I use a nice voice I will say Spongebob.
I use an angry voice I will say Plankton.
I use a whiney voice I will say Squidward.
Sponge Bob, Squidward, and Plankton
My Voice
Date _____________
Time ______________ to _______________
Reminders
Accuracy
How many times?
60
50
40
Spongebob
30
Squidward
Plankton
20
10
0
10/24/2011 10/25/2011 10/26/2011 10/27/2011 10/28/2011 10/31/2011 11/2/2011
11/3/2011 11/4/2011.
Right & Wrong Responses
Oct 24-Nov 4
38%
Right
Wrong
62%
How many times?
30
25
20
15
Spongebob
Squidward
Plankton
10
5
0
Right and Wrong Responses
Nov 9-Nov 29
29%
Right
Wrong
71%
How many times?
40
35
30
25
20
Spongebob
Squidward
Plankton
15
10
5
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Right and Wrong Responses
Dec 1-Jan 10
11%
Right
Wrong
89%
How many times?
25
20
15
Spongebob
Squidward
10
5
0
Plankton
Right and Wrong Responses
Jan 11-Feb 7
7%
Right
Wrong
93%
How many times?
25
20
15
Spongebob
Squidward
Plankton
10
5
0
2/9/2012
2/10/2012
2/13/2012
2/14/2012
2/15/2012
2/16/2012
2/17/2012.
2/21/2012
Right and Wrong Responses
Feb 9-Feb 21
0%
Right
Wrong
100%
How many times?
18
16
14
12
10
Spongebob
Squidward
8
Plankton
6
4
2
0
2/22/2012
2/23/2012
2/27/2012
2/28/2012
3/1/2012
3/2/2012
3/5/2012
3/7/2012
3/8/2012.
Right & Wrong Responses
Feb 22-March 8
4%
Right
Wrong
96%
How many times?
25
20
15
Spongebob
Squidward
10
5
0
Plankton
Right & Wrong Responses
March 16-May 15
7%
Right
Wrong
93%
Conclusions
Clear Success
Short Timeframe
Simple Concept
a. Social Script/Story
b. Monitoring Sheet
c. Data
Interests the student
Not If…
Where and When
The Solution Is…
In The Problem
Verbal Fascinations that will
work and why?
• P.O.C.
• Verbal Fascinations – Based on student’s ASD
• Create a strategy
– Manage Through the Use of Visuals
– Find a Home for the Verbal Fascination
– Manage Behaviors
Preferred Activities
• What does it look like?
• What is the required response?
• What usually happens?
Student Going to Do It…
Staff Must Find Where and When
the Student Can Do It
Preferred Activities
• Patra – Door Handles
• Trevor – Commercial String
Example of Preferred Activity
THINGS TO DO
ALL DONE
BELL WORK
DOOR HANDLES
SCIENCE
DOOR HANDLES
MATH
DOOR HANDLES
MUSIC
DOOR HANDLES
Not If…
Where and When
Trevor – Commercial String
• Respect for Preferred Activity
• Manage Student Drive
Preferred Activities
• Preferred Activities throughout the Student’s
Schedule to Enhance Student Participation with
the Schedule
• Preferred Activities to Manage Obsessive
Behaviors
• Preferred Activities to Meet the Internal Drive of
the Student
Preferred Activity
• What About Us?
– Do you ever feel like something is missing?
– What do you do?
– How do you handle it?
– Where is YOUR CELL PHONE right now?
Group Discussion
Preferred Activities
This is hard!!!
Co-workers will say that you
are giving into the Autism
Spectrum Disorder
Preferred Activities
• Manage driven interests
• Respect for student’s interest
Preferred Activities
Managing Driven Interests
• Drew – Unifix Cubes
• John – The Price is Right
Preferred Activities that will
work and why?
• P.O.C.
• Preferred Activities – Based on student’s ASD
• Create a strategy
– Managing Driven Interests
– Respect for the Student’s Drive
Share with another table…
Preferred activities
strategies established
Sensory Preoccupations
• Spitting – Brian
• Spinning Objects – Russell
Student Going to Do It…
Staff Must Find Where and When
the Student Can Do It
Silent Fall
• Investigate the students sensory preoccupation
• Use the sensory preoccupation to develop
student understanding of the expectations of the
environment
• Don’t fight the ASD. Use the ASD to make the
student’s behavior more socially acceptable
Sensory Preoccupations
• Management of socially inappropriate
behaviors
• Sensory needs organization
Sensory Preoccupations
• Mike – NPC’s
• Ryan – Head Position
NPC
Not If…
Where and When
Sensory Preoccupations
Mike-NPC
• Staff – Teach the Association
• Student – Practice – Practice – Practice
• Student – Association
NPC
The “M” Word
• Staff – Teach the Association (Where you can
do this)
• Student – Practice – Practice – Practice
(When…When….When)
• Student – Makes Association
• Limit Number of Opportunities
Addressing Hygiene Issues…
Using High Interest Area
Pinkie Pie has listed things that everypony must do
everyday:
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Shower from mane to tail
Wash your mane with shampoo
Wash your face with a wash cloth and soap in 10 seconds flat
Wash your body including your underarms, hooves and under your tail.
Use a different wash cloth on your body than the one you used for your
face. Always keep them separate
Brushing your teeth everyday will result in rainbow shouts, which is
AWESOME (spoken in Royal Canterlot voice)
Fluttershy has listed things that everypony must do
after the shower:
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Dry your mane, body and tail
Apply Oatmeal. Oatmeal!!! Are you crazy? Apply deodorant
Put on clean underwear, dirty saddles will get you kicked out of the herd
Put on a clean shirt and your labeled pants for the correct day
When the weather is cool, put on your clean jacket
Applejack, Twilight Sparkle and Rainbow Dash share that
keeping your clean clothes and your dirty clothes separate help to keep you
organized and feeling, looking and smelling your brony best. Wash your clothes
every weekend and never wear the same underwear two days in a row, brony
rules prohibit this. Follow these rules and get pony points and a brohoof!
The Solution Is…
In The Problem
Sensory Preoccupations - what
will work and why?
• P.O.C.
• Sensory Preoccupations – Based on student’s
ASD
• Create a strategy
– Associations to a place or area
– Make more socially appropriate
Ordering and Reordering
• Zac – Book Series
• Jeffrey – What is your name today
Ordering/Re-Ordering
What is your name today?
•
•
•
•
•
•
•
Jeffrey – And what is your name today
Maureen Ziegler
Ms. Ziegler
Mrs. Ziegler
Maureen
Moe
Zig
Ordering and Reordering
• Anxiety reduction
• Socially isolating – doesn’t require another
person
• Benefits – escape and reward
• Management of ordering
• Utilize for instructional and social opportunities
Ordering/Re-Ordering
• Brandon – Secretaries
Ordering/ReOrdering
Secretaries Name
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Baiba
Bunny
Bev
Blanche
June
• What is wrong with this place?
• Get a normal Name
• At least they could all start with the same letter
Robert’s Inventory
Item Name
# of Items
Need to Buy
YES
NO
YES
NO
YES
NO
YES
NO
YES
NO
YES
NO
Ordering/Reordering - what
will work and why?
• P.O.C.
• Ordering/Reordering – Based on student’s
ASD
• Create a strategy
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Anxiety reduction
Socially isolating – doesn’t require another person
Benefits – escape and reward
Management of ordering
Utilize for instructional and social opportunities
Transitions – Need for
Predictability
• Ian – Lunch Room – Laid on Floor – Forgot to
Check Schedule
• Matt – Eating Lunch in Order
Transition – Need for Predictability
Rain Man - Hotel Room
• Reliance on Sameness
• Some People are Safe
• Safe People (Staff/Family) can allow Student’s
Behavior During Transition
• Allowing Behavior Creates a Smooth Transition
Transition / Need for Predictability
• Transition Issues
• Need for Predictability
Transition
How to get from one place to another?
• Drew - Transition Card
• Scott – Flight Plan
Transition Card
FLIGHT PLAN
TRAVELING TO AND FROM HANGARS - HALLWAY FLIGHT PLAN
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When departing the HANGAR, do a CHECK SIX (take a look around you to see what is
happening!)
Maintain your AIR SPACE at all times!
While in flight, JINK to avoid any BOGEYS (water bottles, pencils,
erasers or people) in the hall
Colliding with BOGEYS could cause a MID-AIR COLLISION
If there is TRAFFIC, attempt to maintain your AIRSPACE, THROTTLE
BACK and CHECK SIX
THROTTLE BACK whenever you need to – slow down and take a
breath!
Along the way, you may encounter an IFF - if so, you may establish
RADIO CONTACT while maintaining your AIRSPACE
Violating others AIRSPACE could cause you to SWAP PAINT and crash
When you are CLEARED TO LAND, you may approach your HANGAR
If you are in a MAYDAY SITUATION, RETURN TO BASE and ask for
Mr. Newhouse or Mrs. Hayes – use your strategies to get back in control
FLIGHT PLAN
DESTINATION: CAFETERIA HANGAR
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When departing for the CAFETERIA HANGAR, do a CHECK SIX (take
a look around you to see what is happening!)
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Maintain your AIR SPACE at all times!
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Before entering the lunch line THROTTLE BACK
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Purchase your lunch
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Go directly to lunch table - do not SWAP PAINT while walking to table
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IFF at your table
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Find your WINGMAN and eat your lunch
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After you are finished eating, take care of your lunch tray
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Return to HANGAR (next class) when bell rings
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While in flight, JINK to avoid all BOGEYS in the halls
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If you are in a MAYDAY SITUATION, RETURN TO BASE and ask for
Mr. Newhouse or Mrs. Hayes – use your strategies to get back in control
Consult HALLWAY FLIGHT PLAN for departure from CAFETERIA HANGAR
FLIGHT PLAN
DESTINATION: BAND ROOM HANGAR
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When you arrive to BAND ROOM HANGAR, THROTTLE BACK and set LANDING GEAR at
the steps.
Land at the drumming station - avoid SWAPPING PAINT with others!
Once
o
o
o
o
Work
secure in the HANGAR:
Deplane
Always be vigilant in maintaining personal AIRSPACE
CHECK SIX before changing stations in the HANGAR
Avoid BOGEYS
in unison with your fellow pilots!
Consult HALLWAY FLIGHT PLAN for departure from BAND ROOM HANGAR
FLIGHT PLAN VOCABULARY
AIRSPACE – personal space – make sure you have enough around you to avoid colliding with other people
BOGEYS – any water bottles, pencils, erasers or people in hallways and classrooms
CHECK SIX – take a look around you to see what is happening
CLEARED TO LAND – there is space available for you to enter the classroom / cafeteria / gym
HANGAR – your classrooms / cafeteria / gym
IFF – look around for your friends – avoid students who may cause problems for you
JINK – maneuver around so that you avoid colliding with other people
MAYDAY SITATION – difficult situation that you are unsure how to handle – times when you are feeling upset, stressed or frustrated
MID-AIR COLLISION – getting into trouble
PILOTS – other classmates
RADIO CONTACT – talking to other students without invading their personal space
RETURN TO BASE – go to Academic Support Room and ask for Mr. Newhouse or Mrs. Hayes
SWAP PAINT – colliding with other students
TRAFFIC – lots of other students and staff in the hallways
THROTTLE BACK – slow down, take it easy
WINGMAN – your friends / buddies
Need for Predictability
• Andrew – Obituaries
• Robert/Maddy – Capture Information
• Jonah – Myth Busters
• Jeffrey – Glasses
Capture Information and Give
to Student with ASD
• Pause video and take a picture
• Print Picture
• Student with ASD keeps important information
with them
Star Trek – You Cut Your Hand
Maddie and Peppa
Maddie and Peppa
Maddie and Peppa
What to do when something disappointing happens.
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A Myth Occurs (anything disappointing that makes you
feel upset)!
Stop whatever you are doing.
Go directly to the lab (Mrs. Farquhar’s room).
Test the myth and collect data.
Decide if the myth is confirmed, plausible, or busted.
Report the result.
Go back to class when you have completed the
investigation.
MYTH BUSTERS VOCABULARY
Myth – Anything disappointing that makes you feel upset
Test – Procedure to evaluate the truth of something.
Lab - Mrs. Farquhar’s room, #118
Data collection – Gathering information from the test.
Used to determine if something is Plausible, Busted, or
Confirmed.
Plausible – the myth could be possible
Busted – the myth is not possible
Confirmed – the myth is possible
Need for Predictability
Eyeglasses
• Jeffrey – “Please take those off”
• “You don’t need those”
• “You can see”
• “How did this happen”?
The Solution Is…
In The Problem
Transition/Need for Predictability what will work and why?
• P.O.C.
• Transition/Need for Predictability – Based on
student’s ASD
• Create a strategy
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Reliance on Sameness
Some People are Safe
Strong need for order
Trying to predict environmental expectations
What Can Your Team Create for
Your Target Student?
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Capture Interests
Meet in the Middle
Show Interest
Examine the Purpose
Acknowledge Insight
Bridge Interests to Social Expectations
Excitement about Target Student
Completion of Work
• POC sections completed
– With Goals and Strategies:
• Teaming
• Looking at ASD Differently: Visual Continuity,
Preferred Activities, and Verbal Fascinations.
• Master action plan written