Blog Archives

Scenario 2: Remaining in a designated area (E.G., Neighborhood Pool Area)

6/26/2011

mapping_out_pool_area.pdf
File Size:	127 kb
File Type:	pdf

Download File

Leaving a designated area (or running out a door) without permission (or supervision) is a behavior of concern - a frightening one at times.

When a child (or adolescent) leaves a designated area without permission, especially an area which has been set up for learning and safety, he/she not only misses out of learning opportunities, but can be injured or lost.

For the sake of this scenario...
Let's say that the individual who leaves the designated area is an adolescent male, Jude, with a diagnosis of "high functioning autism". Also, the designated area... is a "public/neighborhood pool".

In our scenario, Jude has been leaving the pool area without permission. His mother or father finds him pacing in the parking lot. So, there are quite a few "unknowns". However, we will get there.. hypothetically. :)

I've attached an example of a visual which might help define the boundaries and expectations for Jude. This could be hand drawn, photographs, or a video of what areas are on and off-limits regarding the pool area.
Therefore, defining what the pool area "is and is not" is of major importance. And, "assuming" there is an understanding between adolescent and caregivers can be risky for all concerned.

Additionally, sometimes just clarifying - drawing it out - pointing out the boundaries solves an issue regarding wandering or leaving a designated area. Regarding our scenario, a clearer definition of expectations may be all that is needed - or maybe not.

Will continue soon!

Laura

0 Comments

Summer Victories!

6/22/2011

0 Comments

Summer is technically here. It can be a great opportunity to expose an individual to new experiences.
This leads me to emphasize that many challenging behaviors are an attempt for an individual to escape the aversive or unpleasant situation.
Many challenging behaviors (especially escape behaviors: running from situations, destructive behaviors, aggression, self-injury, or tantrums) stem from the presentation of perceived (or actual) difficult tasks (or aversive/unpleasant experiences). These escape behaviors can be intensified if an individual lacks the communication skills to express their concerns.
So.... does this mean to avoid presenting difficult or challenging tasks to children/adolescents with ASDs?
Victories and successes can encourage more victories/successes. Respect of one's likes and dislikes is important too. Therefore, prepare the individual for new experiences. Add a sense of familiarity to a new experience.
When a routine changes or one's environment is not as structured.. then it can be somewhat unpredictable for children/adolescents with an ASD.
Have you tried a simple schedule or checklist for your child? A schedule can add predictability and a sense of control for many of us. This is especially true for individuals with an ASD.
The point I am hoping to make is: summer is a great time to introduce and touch on.. new interests, leisure activities, and skills. However, make it fun. :)
Take care!
Laura

0 Comments

Scenario... one more visual

6/11/2011

0 Comments

Jigs can be very helpful to pinpoint what goes where, etc. Also, as in our scenario, a place setting - jig could help with the transition... or to help set up the environment. Picture is courtesy of K.Rowe, a great PPCD teacher. :)

0 Comments

Socialization & Social Skills Supported (Eating at table Scenario)

6/9/2011

0 Comments

I want to give you an example of "why" it is important to consider the social aspect of behaviors (i.e., eating at a table). I just read a newspaper article regarding the social challenges a high school student with Asperger's faced. Joe, the teen, talked about how he would try to sit with the popular kids at lunch. He then tried sitting with the "class clowns". He ended up sitting with the baseball players (who made him feel O.K.). Joe also shared that before being encouraged by a social skills program (Teen Connection)... he would sit by himself to eat - not talk to anyone, etc. The article talks about how undergraduate volunteers "supported" Joe and other teens by modeling safe and appropriate behaviors and then (with support)... the volunteers placed the teens in "real-life" situations to practice their new skills. Social rules, increased confidence and practice set the stage for increased victories for Joe. Of course.... all of his social concerns are not solved - but he is making progress.
Here's a link to the article:

http://www.stltoday.com/lifestyles/health-med-fit/fitness/article_8a69f633-964f-5ecd-ba1e-e8678282fe38.html

Also, with our scenario.... sitting and eating at the table is a skill which can lead to other necessary and beneficial skills, environments, & reinforcers, etc.

Take care!
laura

0 Comments

Transitions & Time Tailored: Scenario sitting & eating

6/8/2011

1 Comment

We touched on this a little ... transitioning to sitting & eating.
Transition (Laura's definition :) ) basically means moving from one activity, event, or area to another. We want these to be smooth... desired transitions.. vs. battles.

These transitions can be a "minor" everyday change or transition (going from eating breakfast to getting dressed, etc.) to major changes (i.e., changing schools, changing teachers, etc.). Of course, to move... means we also need to end one activity before beginning another. Now, that.. in and of itself.. can be difficult - especially if the child/adolescent, etc. is engaged in a desired task. So, let's begin with the smaller changes.. or transitions. Let's say, the child is highly engaged in an activity (i.e., looking up words). Let's also say, it is "time" to eat. If we just say, "It is time to eat,"... will the child stop what they are doing and come to the table, sit down and eat? O.K.... so many skills are included here. But let's say that sitting and eating have been working out.. we even have data to indicate that the child has been successful sitting and eating at the table 5 out of 5 opportunities or trials in one day. However, getting the child to end a task and go to the table has been more trying.
We can put some things in place to help with the transition to the table. We can ensure that the child/adolescent "knows" when it is time to eat. We can ensure that the child/adolescent "knows" what signs in the environment indicate it is time to eat - at the table. So, here are a few things which may help with the transition:
* Make eating at the table an important event .... put it on the schedule.
* Make the schedule child/adolescent friendly... it is for them to use.
* Have a system or way to end desired tasks.... (i.e., a two minute warning.... child sets the timer for two min.; put on a favorite song/music... when it ends, it is time to go to the table... or wash hands)
* Handing the child/individual their favorite hand soap to indicate time to wash hands before eating.. may work... but, it may need to be handing the child/individual a placemat .. or other indicator of time to eat at table
* Making transition a game.... Using a red / green light approach. For example, "can you get to the table before the green light is turned off.... or before the red light comes off... or before the timer goes off.. indicating ... did it in the "green zone"... etc.
* Individual signaled it is time to complete job or task to set the table.. or get out the forks.. or wipe off the table. It would help to have this tied to a token system, etc. It is going to have to be pretty reinforcing for the child/adolescent to want to end a highly, focused task. Think about your options!!! :)

These are just a few examples of ways to help someone transition to our hypothetical (but realistic) scenario. :)

What are other ways to transition to a new task?
Take Care!
Laura

1 Comment

Scenario: Transition to Sitting at Table

6/3/2011

0 Comments

The acronym, VICTORIES, can help problem solve. The V - visuals can help clarify the task, help with understanding of task, and help focus on task. The I - interest(s) can help motivate and make the task important to the individual. The C- communication has to be delivered in a manner to ensure comprehension. Also, be sure there are not mixed messages in "what" is being communicated. For example, "sit down".. child runs.. and then you give them the food. The message "sit down" (if the food is a reinforcer) will mean nothing.. or "run around.. because I'm getting ready to eat." T - transition - what is needed to prepare the child (or adolescent) for the task: "time to sit at the table"? Maybe a signal... remember the "dinner" bell? :) A daily schedule can be very beneficial for this. You can have the individual check his/her schedule for what is next. Maybe eat right after the individual picks up toys... or have the individual set the timer 10 minutes before it is time to wash hands for the meal. A set routine can help with the transition to the dinner table. O - opportunities - practice what to do... begin with snacks or something small. Ensure that their are ample opportunities to practice the skill. It will be a little more difficult if it is just "once" a day. R- reinforcement - from the individual's perspective.. "what is good about sitting at the table?" Make sure you know what is reinforcing to the child and then tie it to eating at the table. I - independence - have the individual track each time he/she sits at the table to eat. Or.. track how long they sit. Depending on the individual.. maybe encourage the individual to set their own place at the table. Maybe have the individual determine "why" it is important to sit at the table: safety reasons.. physical digestion (?). E-environment... the environment must be conducive to sitting and eating at the table. Look for obstacles.. distractions.. offensive variables that are possibly interfering. S - socialization - social skills... sitting and eating at the table is "usually" a social event. This is a great time to practice social skills. However, make it a pleasant experience.. lots of praise... smiles... and encouragement.
Just some thoughts how "VICTORIES" can help focus on areas that need special attention.
Take care!
Laura

0 Comments

Scenario of Sitting at Table and Eating: Environment

6/1/2011

0 Comments

So, after reviewing the forms below... maybe there is an area which needs more attention. Maybe the environment is an area which needs more attention. Suppose other areas are in place. However, after careful review.... it is obvious to you, the one who has observed the individual in this situation (hypothetically), that some things in the kitchen could be an obstacle.... for example, you notice that there are many items on the table... and only a few pertain to meals. So, the table is not free from distractions.
Or, perhaps after reviewing the checklist, you notice that other members of the family are eating food in different parts of the house - therefore, modeling "where" to eat.
Maybe the smells are an obstacle for the individual.
Maybe the noise from the television is an obstacle....

Is the individual able to enjoy eating at the table? Is it a pleasant experience. For example, are there so many rules and corrections that the child wants to "escape" the situation. None of us like to be corrected, instructed, and corrected again and again.
So... how can it be a win/win for you and the individual?

What do you think?
Laura

0 Comments

Scenario 2: Remaining in a designated area (E.G., Neighborhood Pool Area)

Summer Victories!

Scenario... one more visual

Socialization & Social Skills Supported (Eating at table Scenario)

Transitions & Time Tailored: Scenario sitting & eating

Scenario: Transition to Sitting at Table

Scenario of Sitting at Table and Eating: Environment

Victories 'N Autism

Archives