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What Do I Do Monday Morning: Behavioral Strategies, Part 2
- 1. CSHA District 7 What Do I Do Monday Morning? Behavioral Strategies for the SLPA Gwendolyn Eberhard, SLP, MT Director of Speech & Language Villa Esperanza Services, Pasadena
- 2. Visual supports for Comprehension, Expression & S elf- regulation
- 3. Why use visuals? Come to the sink
- 6. Add visuals for understanding Come to the sink !
- 7. Come to the sink Tell me and I will forget Show me and I will remember Involve me and I will understand
- 8. Visual Supports for Understanding / Expression • Anything visual that enables the learner to understand what is said, what is expected, time, sequences, changes in routines • Visuals to share about: • Wants • Needs • Choices • To Escape • Feelings • Protest/Refuse
- 9. Visual S upports for Understanding / Expression • Anything visual that enables the learner to understand what is said, what is expected, time, sequences, changes in routines • Visuals to share about: • Wants • Needs • Choices • To Escape • Feelings • Protest/Refuse
- 10. Visual S upports for Understanding / Expression Can include: •Pictures •Objects •Sign language •Text •Arrangement of the environment •Picture sequences •Schedules Can include: •Vocalization •Pointing, reaching •Gestures •Signs •Choosing a picture •Picture phrases •Spelling •Typing
- 11. S ign Language • For Understanding • For Expression
- 12. When YOU use Sign Language • Add visual to your words • Helps focus attention • Can increase comprehension • No special equipment or materials! STOP
- 13. Natural Gestures • Your body is an important tool! • Nod and shake your head • Hold out your hand when you’re asking for something • Point to the object you’re talking about • Shrug your shoulders as you say “I don’t know” • Use your FACE • Be dramatic!
- 14. S ign Language for Expression Requires: •No special equipment or materials! •Fine motor skills •Others know sign language •Memory for the gesture •Memory for the meaning
- 15. S ign Language Dictionary Communication Words •MORE •ALL DONE/FINISHED •MINE •HELP •EAT •BREAK •WANT •STOP •WAIT •COME •GO Giving Directions •SEE / LOOK •PICK •WHICH •SIT •STAND •TURN (MY, YOUR) Activity Words •ART •MUSIC •BOOK •PLAY
- 17. PECS ™ • Picture Exchange Communication System • Photos, drawings, or cartoons represent real- life objects or activities that can be exchanged for the desired object/activity • Taught through meaningful activities • Goal: Initiation • Requesting for high interest items or activities
- 18. PECS ™ • Requirements for Teaching: • 1:1 instruction • Immediate reward until the behavior is learned • Visuals (picture cards) for items/activities PECS Communication Book
- 19. Choice Boards • Provide images specific to an area or activity to choose from in order to request Stations in preschool
- 20. Choice Boards • Provide images specific to an area or activity to choose from in order to request Movie choices
- 21. Choice Boards • Provide images specific to an area or activity to choose from in order to request
- 22. Choice Boards Visual choices to communicate that NO is a viable option
- 23. Choice Boards
- 24. S elf-Determination, Good Choices • Self-regulation • Mutual regulation
- 25. S ensory Choice Board
- 26. S ensory Choice Board Sticky-back felt side
- 27. Let’s Try It!
- 28. Speech
- 29. Speech Speech
- 30. Speech Pictures
- 32. Making Language Visible • Aided Language Input is a form of visual support • As you speak, use their system • Maybe not every word you speak • Use as many as you can • As often as possible
- 33. Choice Boards • Use pictures as you talk
- 34. Choice Boards • Use pictures as you talk before expecting pictures to express
- 35. Picture-S upported Input InputInput with Pictureswith Pictures OutputOutput with Pictureswith Pictures
- 36. First Then • Simple, visual representation of expectation • Can help aid understanding
- 37. iPad app – First Then Visual Schedule (9.99 by Good Karma Apps)
- 39. Visual S chedules • Decrease anxiety about what’s coming • Increase independence
- 40. Visual S chedule
- 41. Organizational Checklists • Help avoid uncertainty • Reduce overwhelm related to not knowing the steps to get to an outcome • Avoiding distraction along the way/executive function
- 42. Visual S chedules • Monthly Calendar
- 44. S ocial S cripts • Assist with: • Recall for content • Sequencing • Decrease stress in social interaction
- 45. S ocial S cripts
- 46. S ocial S cripts • Abbreviated script for delivering schedules to classrooms
- 47. Visual Rule S cripts • Tell what is expected • Visual may cue appropriate behavior • Can be referred back to quietly • Tap schedule vs. multiple verbal reminders • Less disruptive
- 48. Visual Rule S cripts • Symbols for difficult to understand concepts “Quiet hands”
- 49. Visual Rule S cripts • Pictures of correct behavior quiet feet & quiet hands
- 50. Visual Rule S cripts • Symbols for difficult to understand concepts listening ears quiet mouth
- 51. Visual Rule S cripts
- 52. Visual Rule S cripts • Book Reading Corner
- 53. Accentuate the Positive • Tell the client what TO do (rather than what NOT to do) • Show my modeling or using a picture of the action • Clearly and simply state what you expect the child to do • Remember that this behavior may be a result of not understanding the social rules yet • Talk to clients using language they can understand (negation and contractions) • Encourage the client in a way that lets them know they are exhibiting the desired behavior • Be enthusiastic and generous with encouragement!
- 55. Visual S chedule/Rule S cript
- 57. Visual Reminders • Some students may ask perseverative questions • Can be a result of anxiety • To reduce, offer a visual to answer their own question
- 58. Visual Reminders • To reduce repetitive questions
- 59. Make Recal Visual • Encourage parents/teachers to send the student with photos/drawings/realia/notes
- 60. Make Recal Visual • When you ask a question – the visual can help set the topic and prompt correct responding May help: • Less verbal students to share • Less intelligible students understood • Peers to comment
- 61. Token S ystems Token earned for: 1.A period of time • Attention, participation • Hands to self • Good attitude 1.A specific behavior • Trials completed • Correct responses
- 62. Token S ystems Token itself is motivating
- 63. Token S ystems Puzzle tokens – to earn the pictured item
- 64. iPad Apps for Token S ystems • iReward ($4.99) • iEarned That ($1.99)
- 65. • Time is an abstract concept • You can’t see or touch it • Issues with expectations related to time can affect students… • with cognitive delays • with speech/language or ELL • with behavioral challenges Understanding Time
- 66. Making “5 more minutes” Visual • Count Down • Subtractive - Blocks, Strip clean up Understanding Time
- 67. • Timers • Visual sand timer • Digital timer • “Time Timer” Understanding Time
- 68. Apps for Visual Support - Timer • Diminishing colored area • Able to set custom hours, min, sec • Time Timer ($9.99)
- 69. Reading not Required? • Hyperlexia in autism • Write as you talk or explain • Providing visual aid to the language as you speak may increase comprehension • Learners may use location to make a choice and make their needs known
- 70. I my whiteboard
- 71. Poor Man’s Whiteboard Sheet protector or Clear view binder (be sure to erase!)
- 72. Visual Supports & Problem Behavior
- 73. Given no better system: Problem Behavior Lack of Functional Communicatio n Frustration Challenging behavior
- 74. Given no better system: Problem Behavior Emotional dysregulation Behavioral dysregulation ...may be the individuals best attempt to convey a message or communicate a need
- 75. Give a better system: Positive Behavior Support Lack of Functional Communicatio n Frustration Challenging behavior Visual Supports Greater Understandin g & Control
- 76. Visual Supports for Communication • Replacing inappropriate or ineffective behaviors with wanted behaviors that serve the same function • Create or strengthen alternative communication and emotion regulation • That lead to an equivalent, efficient and acceptable result for the client
- 77. Given no better system: Problem Behavior CommunicatiCommunicati onon BehaviBehavi oror
- 78. Given no better system: Problem Behavior ...may be the individuals best attempt to convey a message or communicate a need ...are not responses to be reduced or eliminated but shaped, made more functional
- 79. Where do the pictures come from?
- 82. Visual S chedule
- 83. Boardmaker Software, v. 6 PC/Mac ($399) • Software for creating visual displays • Library of 4,500 symbols • 44 languages
- 84. Boardmaker S oftware Choice Board & Sentence Strip
- 85. • Printable templates in the program • • Free online file-sharing forum Boardmaker S oftware
- 86. AAC App Pic Cards • Using your favorite AAC App • Create a board/page • Take a screen shot • Send to computer • Print, laminate, velcro
- 87. Picture Cards
- 88. iPad Choice Boards • Sounding Board (Free) • 1 - 16 buttons per page
- 89. Choice Boards • Pics in the app • Save pics from Google Images
- 90. PLANNING To prevent problem behavior – 8 Tips Guided by Barry Prizant, SLP
- 91. Tip #1 1. Check your expectations – Developmentally appropriate? – Motivating? – Intrinsic or Extrinsic reinforcers in place? – Too challenging? – Motor skills beyond their capacity? – Seated for 30 minutes where only 15 is realistic? – Too simplistic? – Too repetitive?
- 92. Tip #1 (Continued) 1. Check your expectations – Are you offering plenty of opportunities for success? • Interspersing aquisition and maintenance tasks – Motor skills beyond their capacity? – Seated for 30 minutes where only 15 is realistic?
- 93. Tip #2 2. Slow Down, You Move Too Fast – Slow Input – Reduce Stimulation – Simplify Environment
- 94. Roz Blackburn Best strategy to help people with autism: Slow down the pace of life by 50%
- 95. Tip #3 3. Offer Appropriate Supports – Let’s get visual • Visuals to support receptive language • Expressive language • Organization – Interpersonal – Organizational – Language and learning supports
- 96. Tip #4 4. Build Self-Determination –Sharing Control, Making Choices • Between two required activities, which to do first • Making good choices for self-regulation • Choice-making improves social communication skills and reduces problem behavior
- 97. Tip #5 5. Build Executive Function (Planning & Organization) – Make good choices in terms of self- regulation – Things they can do by themselves to regulate
- 98. Tip #6 6. Use Breaks Systematically – Preventative – Reactive – Self-determined
- 100. How to Stay in Green • Experience positive emotion • Fun activities built into the routine • In and out of seat activities to help break up long periods • Dance breaks / Wiggle breaks • Walks • Play breaks
- 102. Tip #4 4. Prioritize Social Communication Skills – Not just the job of “speech” – Helping students to make choices • Oral language • Non-speech • Speech generating devices – Refuse in socially acceptable ways • Not now, I don’t like that, Pass this time, That makes me scared • Expressing emotions – Teaching language of social control
- 104. My Visual Tool Kit • White board • Scratch paper • Timer
- 105. RESOURCES
- 106. BEHAVIOR RESOURCES • Autism Speaks – Challenging Behaviors Tool Kit
- 107. BEHAVIOR RES OURCES
Editor's Notes
- Similar to cue cards, rule scripts can picture or text based and are visuals that are often used in typical classroom settings, at public pools, and plenty of other places where there might be some question about expected behavior. Rule scripts might be posted on a student’s desk for self-cueing, or could be in a communication book that can be referred to privately. A point or tap on a student’s personal rule script may be less disruptive and degrading than a verbal reprimand.
- When offering options to a client (e.g., items/activities that can be requested, preferred activities), a visual display may be better understood than six verbally presented options. The choice board can also be available in the environment to facilitate initiations. Providing options that will serve as appropriate protests (e.g., break please, all done, back to class) can be helpful in decreasing inappropriate protests in the form of tantrum behavior.
- When offering options to a client (e.g., items/activities that can be requested, preferred activities), a visual display may be better understood than six verbally presented options. The choice board can also be available in the environment to facilitate initiations. Providing options that will serve as appropriate protests (e.g., break please, all done, back to class) can be helpful in decreasing inappropriate protests in the form of tantrum behavior.
- Timers are often used to give notice when an activity is completed. But typical digital or rotary kitchen timers may not convey the concept of time as well for individuals with autism who have a bias toward the concrete and weakness for the abstract. The Time Timer is a glorious invention that gives a visual representation of minutes passing as the red portion disappears. Count down strips are simply a reverse of token strips. They depict the number of expected responses or the number of minutes to be spent at a task, followed by the reinforcing activity that can be expected following the task.
- Timers are often used to give notice when an activity is completed. But typical digital or rotary kitchen timers may not convey the concept of time as well for individuals with autism who have a bias toward the concrete and weakness for the abstract. The Time Timer is a glorious invention that gives a visual representation of minutes passing as the red portion disappears. Count down strips are simply a reverse of token strips. They depict the number of expected responses or the number of minutes to be spent at a task, followed by the reinforcing activity that can be expected following the task.
- Timers are often used to give notice when an activity is completed. But typical digital or rotary kitchen timers may not convey the concept of time as well for individuals with autism who have a bias toward the concrete and weakness for the abstract. The Time Timer is a glorious invention that gives a visual representation of minutes passing as the red portion disappears. Count down strips are simply a reverse of token strips. They depict the number of expected responses or the number of minutes to be spent at a task, followed by the reinforcing activity that can be expected following the task.