Category Archives: SPED Support Strategies

Special Education Support Strategies

Why kids act out…exploring distal setting events

1 Reply

Article Review: Here is the full article I reference in my YouTube channel.

RobertsonCoy2019.Addressingdistalsettingevents.Download

What are distal setting events?

Distal setting events are sometimes called slow triggers or setting events. They are setting events that can trigger challenging behavior but don’t happen immediately before the behavior occurs. These are things such as:

  • Lack of food (hungry)
  • Got in a fight before school
  • Lack of sleep
  • Being sick
  • Conflict at home
  • Missed medication or medication issue

We can help a student’s behavior when we know the distal setting events

Imagine this scenario: How do you feel if you have not eaten and you have to do a strenuous task? On top of that imagine that, you got bullied in the hallway going to class and you only got three hours of sleep last night. All of these factors add up to distal setting events that can set a child up for failure.

Teachers respond to challenging behaviors all day long. We often forget about the distal setting events that can lead to behavioral challenges. The focus is usually on what happens immediatly before behavior happens. A functional behavior assessment can take into account these distal setting events to help us get a full picture. This assessment will give us a better idea of “why” or the function behind the problem behavior.

Keep lines of communication open

Open lines of communication between home and school are vital for us to pinpoint the distal setting events. Having a morning check in around wellness can also help us get a “pulse” on how the child is feeling and their general wellness. A community circle is a great way to do a group check in if you don’t have time to do individual check-ins.

Watch and subscribe to my YouTube Channel

Here is another great article written about setting events if you would like to read more!

https://www.researchgate.net/publication/319973271_Understanding_Setting_Events_What_They_Are_and_How_to_Identify_Them

source: Robertson, Rachel & Coy, Justin. (2019). Your Student is Hungry, Angry, Tired–Now What? Addressing Distal Setting Events in the Classroom.

What distal setting events have you seen have the most impact on your students’ behavior?

Thank you for reading and for my support on this blog and my YouTube Channel . Subscribe here: https://www.youtube.com/channel/UCgQ8h0a1a59gTbXetGlEGGA?view_as=subscriber

With Gratitude,

Sarah Razzano

Self-Management Cards and Autism

Leave a reply
Self-Management Card for Kindergarten

Self-management systems are…

“behavioral strategies used to assist students with autism spectrum disorder in monitoring their own behaviors and administering their own rewards.”

Laura J. Hall

This is a personal application of a behavior change tactic that produce a desired change in behaviors.

Student with ASD are able to monitor their own progress with acquiring new skills and decrease problem behaviors with self-management systems. From a young age, self-management strategies are an important part of encouraging independence. It is also an evidence based strategy. 

How self-management cards help students with ASD:

Self-management allows students with autism who typically have poorly developed self-management skills to participate in the development and implementation of their own behavior management.

Students are being instructed to:

(a) observe specific aspects of their own behavior

(b) provide an objective recording of the occurrence or non-occurrence of the observed behavior.

The student is in charge of determining if they engaged in a specific behavior. Research shows “the activity of focusing attention on one’s own behavior and the self-recoding of these observations can have a positive relative effect on the behavior being monitored.” 

Questions to consider

  • What is the target behavior?
  • In what settings will the student self-monitor?
  • What type of promo (cue) is most appropriate?
  • How often will the student self-monitor?
  • What external incentive or reward will be given?

There are certain steps that have been outlined that I will share here:

Here are the steps necessary for implementing self-management systems

  • Step 1: Identify preferred behavioral targets
  • Step 2: Determine how often students will self-manage behaviors
  • Step 3: Meet with the student to explain the self-management procedure
  • Step 4: Prepare a student self-recording sheet
  • Step 5: Model the self-management plan and practice the procedure
  • Step 6: Implement the self-management plan
  • Step 7: Meet with the student to determine whether goals were attained
  • Step 8: Provide the rewards when earned
  • Step 9: Incorporate the plan into a school-home collaboration scheme
  • Step 10: Fade the intervention

Have you used self-management systems? What are your thoughts?

(source-The Best Practice Guide to Assessment And Intervention For Autism Spectrum Disorder In Schools 2nd edition by Lee A. Wilkinson)

https://www.amazon.com/Practice-Assessment-Intervention-Spectrum-Disorder/dp/1785927043/ref=sr_1_fkmr0_1?keywords=The+Best+Practice+Guide+to+Assessment+And+Intervention+For+Autism+Spectrum+Disorder+In+Schools+2nd+edition+by+Lee+A.+Wilkinson&qid=1558837133&s=gateway&sr=8-1-fkmr0

Myths of autism

3 Replies

The other day I had someone ask me if people with autism die young and I realized there are still a lot of unknowns and myths out there about autism.

I decided to create a YouTube post all about dispelling the myths. If you have any other questions please contact me. I would love to discuss this further.

I used this book as a guide to share some common myths about autism:

https://www.amazon.com/Teaching-Children-Autism-Spectrum-Disorder/dp/0876590083/ref=sr_1_3?keywords=teaching+young+children+with+autism&qid=1557977197&s=gateway&sr=8-3

Thank you for reading and following my blog and my youtube channel. I feel so lucky to be able to share my knowledge and passion on autism with the world.

Thank you for reading, following and sharing my blog.

Sarah

P.S. I am not an affiliate for this book or anything on my blog. I just want to share great resources with my network.

Book Review Parents guide to High Functioning ASD

Leave a reply

Title of the book:

A Parent’s Guide to High-Functioning Autism Spectrum Disorder. How to Meet the Challenges and Help Your Child Thrive

https://www.amazon.com/Parents-High-Functioning-Autism-Spectrum-Disorder/dp/B01K0QDVTU/ref=sr_1_fkmr0_1?keywords=A+Parent’s+Guide+to+High-Functioning+Autism+Spectrum+Disorder%2C+Second&qid=1556511707&s=gateway&sr=8-1-fkmr0

Authors:

Sally Ozonoff, PhD, Geraldine Dawson, PhD, and James C. McPartland, PhD.

A brief synopsis:

This book is a wonderful resource for parents who have children on the Autism Spectrum and is specifically focused on resourcing parents who’s children are high-functioning.

Parents and educators can both benefit from learning about the supports, guidance and information presented in this book.

The book is broken down into two parts:

Part 1: Understand high functioning Autism Spectrum Disorder

This part of the book helps readers understand high functioning autism spectrum disorder.

This part includes chapters on:

  • What is high functioning autism spectrum disorder?
  • The diagnostic process
  • Causes of Autism Spectrum Disorders
  • Treatments for high-functioning Autism Spectrum Disorder

This section gives a great foundational understanding of ASD and what it takes to get diagnosed. The Diagnostic and Statistical Manual was updated in 2013 and this book was written in 2015 so it gives the most current and up-to date information about diagnosis.

Treatment options are clearly stated and both evidence based and emerging practices are briefly reviewed. This book gives a good overview of many of the most commonly used and researched based intervention strategies. Teachers who are new to the field or want to learn more about interventions could benefit form reading this section.


Part 2: Living with high-functioning Autism Spectrum Disorder

This second part of the book discusses living with high-functioning autism spectrum disorder.

This part includes chapters on:

  • Channeling your child’s strengths
  • High-Functioning Autism Spectrum Disorder at home
  • High-Functioning Autism Spectrum Disorder at school
  • Looking ahead: high-functioning Autism Spectrum Disorder in late adolescence and adulthood

The section I enjoyed reading the most was how to channel your child’s strengths. Many children with ASD have special interest and unique talents. The book gives great examples of how parents and teachers can see these traits as assets and skills.

Why would I recommend this book?

I recommend this book because it represents current and best practices for children with high-functioning autism. If a parent is facing a new diagnosis or entering a new chapter in their lives such as adulthood, this book serves as a helpful guide .

The book also has many “real world” examples and vivid stories that are helpful to contextualize high functioning autism. The information is engaging because each section starts with a small vinette to illustrate ways to help kids with ASD relate more comfortably to peers, learn the rules of appropriate behavior and become more successful in school.

This book is formatted and written in a way that is easy to read. It is laid out in an easily digestible format where a parent can jump to a section of the book that is relevant to their needs.

The chapter on high-functioning Autism Spectrum Disorder at school also covers important special education laws pertaining to school supports, accommodations and modifications. Taking the time to read this section will support parents as they face complex rules surrounding special education law and supports.

I hope you get the chance to put this in your professional or parent library!

P.S. I am not an affiliate or get anything from promoting this book. I just wanted to share a great resource with you!

The Incredible 5-point Scale-Teach students with autism spectrum disorder (ASD) to manage anxiety

5 Replies

YouTube video showing the incredible 5 point scale

The incredible 5 point scale for support with ASD and anxiety

All people live with some level of stress and anxiety but when anxiety gets in the way of daily functioning in school, it becomes a problem. The incredible 5 point scale is a tool to support students with autism who experience anxiety.

Who created the incredible 5 point scale?

Kari Dunn Buron created the incredible 5 point scale. She created this strategy based on many years of working with students who experience autism. This author is committed to positive support for all students. She is passionate about teaching the skills needed for social success.

“More than any other issue for children with anxiety, loss of emotional control can lead to removal from the general education classroom to a more restrictive educational environment equipped to deal with behavior challenges.”

When My Worries Get Too Big- Karrie Dunn Buron

Here is a link to the website to find all of her products. https://www.5pointscale.com. To Learn more about the calming sequence featured in this book please read my last post http://behavior-boot-camp-teach-calming-sequence

Some additional notes about the incredible 5 point scale for supporting students with autism and anxiety:

  • Many students with ASD learn social interactions by using the incredible 5 point scale
  • Emotional responses are identified by the student along with solutions to support each challenge
  • This visual representation helps student with autism and anxiety understand their emotions
  • Students work with the teacher to identity activities, or other supports that will help them calm down or stay calm
  • The incredible 5 point scale supports inclusion by helping students manage their anxiety and stay in class
  • The incredible 5 point scale is is an example of a positive behavior support strategy
  • Students learn to become self-managers

Positive behavior support strategies help support inclusion and ensure students stay calm and continue to learn in class!

Thank you for reading.

If you use the incredible 5 point scale please leave a comment telling us your thoughts…

Behavior Boot Camp: Teach Calming Sequence

1 Reply

A calming sequence is a great tool to support students who experience anxiety:

This picture is an example of a calming sequence.

Behavior boot camp: teach calming sequence.

h

How does a calming sequence help students in school?

All people live with some level of stress and anxiety but when anxiety gets in the way of daily functioning in school, then it becomes a problem.

“More than any other issue for children with anxiety, loss of emotional control can lead to removal from the general education classroom to a more restrictive educational environment equipped to deal with behavior challenges.”

-When My Worries Get Too Big- Carrie Dunn Buron

Tips about calming sequences for teachers

  • Students with autism and other exceptionalities may experience stress during the school day
  • The stress may manifest in different ways but could get in the way of their learning
  • Teach the calming sequence when the student is calm and organized
  • Ask the student what things make them feel calm and happy
  • Follow their lead on choosing a calming sequence that makes them feel the most relaxed
  • Use a combination of words and pictures to represent the sequence
  • Keep the calming sequence somewhere the student can access it during times of stress
  • Model the calming sequence and support the student through the sequence as they experience stress and anxiety

Here is a link to Carrie Dunn Buron’s book that I reference in the YouTube video:

https://www.amazon.com/When-Worries-Get-Too-Big/dp/1937473805/ref=sr_1_1?crid=2I2SQIJUK28WL&keywords=when+my+worries+get+too+big&qid=1553056209&s=gateway&sprefix=when+my+wor%2Caps%2C227&sr=8-1

Behavior Boot Camp: Penny Token Boards

1 Reply

Why use penny token boards?

Penny token boards are one of my favorite individual behavior support strategies! It takes some planning and managing on behalf of the teacher but can pay off big time!

Which students benefit the most?

A penny token board can help students with autism or other special needs stay engaged, learn and be successful in class. The board helps promote inclusion and ensures all students are successful. The penny token board is a great individual reward system for a student who does not respond to the classroom-wide behavior supports. This system is a visual representation of how the student is doing and when he or she will earn the reward.

A penny token board is one example of an individual token economy. The principals of this technique are grounded in applied behavior analysis. http://applied behavior analysis

I got the penny token board I share in the video at:https://www.teacherspayteachers.com/Product/Penny-Token-Board-Set-3039344

Target Behaviors

Pick a target behavior you would like to increase. One example of a target behavior is for a student to raise his hand with a quiet mouth. To increase the likelihood that this target behavior continues, you can reinforce it with the use of the penny token board.

How to use the penny token board?

The pennies are considered the “consequence” for performing a desired behavior. Start the board when the student has gotten away from a 1:1 reinforcement schedule. Each penny then represents about 4-5 times of the student performs the target behavior. Teach this board by starting out with 4 pennies on the board so students will quickly “buy into” this system. When the student earns the penny, provide positive and constructive feedback. This feedback informs the student about what behavior earned the penny. To learn more about positive and constructive feedback please read:https://spedadvisor.com/2019/02/09/provide-positive-constructive-feedback/

Make sure students have “strong” reinforcers

The penny token board are only successful if students are motivated so use highly motivating rewards. Make sure reinforcers stay “strong” by conducting a “reinforcer assessment”. This assessment helps you stay on top of what is most reinforcing for the student.

Offer a few choices on a choice board that you know are highly reinforcing.

Only offer reinforcer choices that are doable for you and your classroom. Earning candy or other primary reinforcers may not be appropriate but a quick 5 minute break in the peace corner may be more reasonable.

Never take away pennies

Once earned, the pennies cannot be removed. If the student doesn’t earn more tokens then they just don’t earn their reward…The penny token board should never become a punitive or reactive system. Using the board as a positive reward system will create the long term change in behavior that we all want!

I hope this is helpful and fun to start using with your students. If you have experience and success using penny token boards please share in the comments…



Behavior Boot Camp: Provide Positive and Constructive Feedback

1 Reply

Please watch the YouTube video which shares more about this positive behavior support strategy.

YouTube video talking about providing positive and constructive feedback

How do you feel after receiving positive and constructive feedback?

As an adult, how do you feel when your coach, supervisor or boss gives you positive and constructive feedback? Does it encourage you to continue working hard or make you feel demoralized? Most likely it will make you feel amazing! You have a clear understanding of what you are doing well and what you need to work on.

Make the feedback specific…

When a student get’s specific positive and constructive feedback, it is not just a “good job”. With the student’s goals and targets in mind you are helping inform them with the feedback. The feedback will give specific information how to improve and what is going well.

How do I give feedback?

Feedback in written or verbal forms are both great ways to give feedback. Make sure the feedback comes relatively shorty after the student performs the task and provide ongoing feedback until the student reaches his or her goals.

This behavior support strategy comes from High Leverage Performances…Here is a screenshot of the High Leverage performances number 8. I reference this in my YouTube video.

High Leverage Performances screenshot