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.”
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 (ABA).
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 an can serve as a rule for future behavior.
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 “preference 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.
Please don’t take away pennies
Although “response cost” or taking away pennies is a behavioral technique, I would NOT recommend it. If the student doesn’t earn more tokens then they just don’t earn their reward… 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…
“Masking” and Autism- Sometimes this is called “camouflaging”
On social media (twitter) I have seen multiple people who experience Autism describe the concept of “masking” and autism. At an autism conference I recently went to, a young man with autism described how he was able to “mask” his Autism and at the age of 22 has recently received a diagnosis.
What is “masking”?
•Masking is when a person who has Autism tries to blend in or go unnoticed among their neurotypical peers.
•They will fly under the radar, try to go unnoticed and copy or mirror as best as possible the social scripts of their peers.
•They work hard to be the “good student” and not bring extra attention to themselves.
•Research shows that those who have Autism level one (aka. Asperger’s) often camouflage.
•Masking happens when a person with autism is more aware of their social differences to the neurotypical world.
•Girls with autism tend to “mask” more than boys on the spectrum.
Why is masking an issue?
•Masking suppresses the natural state of the person with Autism.
•Students who mask are often misdiagnosed because they have camouflaged their symptoms. A misdiagnosis of mental health difficulties may happen.
•A feeling of social isolation may happen because they are not able to be their true selves.
•Masking can lead to loneliness, depression, self-harm, self-medication, anxiety anger and is most notably it is exhausting.
If you suspect a student is masking, talk to your educational team, a special education teacher, school counselor or other professional. Getting others involved will help support you as an educator to determine the next steps to take in helping the student.
Getting the chance to watch Dr. Temple Grandin talk has been a career long dream of mine!
When I started working with children with autism back in 1997, her book “Thinking in Pictures” was one of my first introductions to autism.
Dr. Grandin was one of the first individuals with autism who could articulate what life is like for people on the autism spectrum. Parents and professionals both clamored for her knowledge, expertise and valuable insight.
I just had the amazing opportunity to hear her speak at the US Autism Association!
Here are the major takeaways I had from her keynote speech:
Limit screen time for children with autism to less than 1 hour per day. She noted that many of the children who could succeed in computer science are sucked in to video games and no longer can access their full potential due to their addiction
Parents need to “start letting go”-foster independence from a young age. She likened this to the adult cow who still wants to nurse from the mama cow. She said we need to “wean our children” so they are not dependent on us
“don’t over-protect”the child with autism
Allow children a multitude of hands on experiences because true learning takes place with hands on experiences not through screens
Teach young children how to “wait” and how to “take turns” and use board games as a way to teach these skills
Having real jobs are important for young adults with autism starting at age 13 (or so).
Don’t get hung up on the label of autism
Focus on the strengths of the child not the deficits-build upon a child’s special interest which could end up leading to a valuable career one day. As an example, a child who is interested in pipes can become a plumber.
Don’t make kids with autism do “baby math” if they excel in math. Allow the child to excel in the area they are gifted in
Encourage friendships through shared experiences such as cub scouts, school clubs etc. A shared interest will help build the friendship
There is NO need to disclose autism diagnosis for milder cases due to some prejudice surrounding autism. Instead, tell what you need “those lights give me a headache”
Stretch students to grow and don’t overprotect them!
Allow for choices
If you were at the conference or have learned from Dr. Grandin yourself, please share what your biggest takeaways are in the comments!
Social Stories are another great visual support and intervention for students who experience Autism Spectrum Disorder (ASD). Visual supports are valuable in helping students structure and understand communication and social interactions.
Social Stories were developed by Carol Gray in 1995 as a way to teach children with ASD how to read the intricacies of the social environment and to teach new skills.
These techniques use a brief narrative that describes a situation, relevant social cues, and responses.
They can teach multi-step situations. Similar to “Task Analysis” a skill is broken down into smaller steps for a student to learn and understand.
There are a variety of social skills training programs available, but Social Stories can be created by anyone including teachers, parents, speech language pathologists, and they can be used with all ages of students.
Read and review the social story when the student is calm to teach the behavior or social skill. Review the social story often and reinforce positive student behavior related to skills in the social story
Social Stories are simple narratives, written in positive language that support a student’s communication in a way that makes the new skill or social environment more personal and concrete
Picture schedules provide supports for students with Autism Spectrum Disorder (ASD) which are part of the environmental supports many students with ASD respond well to. Some students with autism may need a schedule that is paired down a bit and a first/then schedule is ideal for them.
Picture schedules help students with ASD understand what is happening during the school day and is a tool to help them navigate successfully through their day.
Some things to think about when using a first/then schedule:
this low tech first/then board can be created with a file folder. Laminate the file folder so it can be wiped clean if it gets dirty. Set velcro strips on the outside and long strips inside to store the images
create images that reflect all parts of their daily school schedule
create images to reflect referred activities and reinforcers
real photo icons may be needed first for younger students or students with ASD who are level 3. Ideally all icons should contain a picture and a word so students will get exposure to written language. Pairing a picture with a word will help a student eventually transition to only using words for their schedules.
focus on a work task or non-prefered task for the first item on the schedule and a preferred task or reinforcer for the “then” item on the schedule
complete “reinforcer assessments” often to insure students with autism are motivated to complete the work task or assignment
first/then boards are portable and you can keep all picture items you need inside the schedule
this schedule is portable and should be taken with the student as he or she navigates around the school
higher tech options are available through apps if a student uses a tablet
if you put the first/then on the white board or smart board for all students, then it can become a universal support and many students can benefit from it
this visual support may be part of a student’s IEP What is an IEP? but it is OK to try this strategy to provide more structure doing any student’s day
communicate and collaborate with the student’s IEP or 504 team to let them know you have started this visual support
encourage and support parents to use a first/then picture schedule at home if they are needing more structure in the home environment
Have first/then picture schedules been helpful to your students in the past?
Independent work systems are evidence-based practice for students with autism, but they are very helpful for any child who needs some structure to be able to work on his or her own.
My son who started Kindergarten, now has homework so I set up a structured work system so he has somewhere in the house dedicated to completing his homework.
Special education classrooms use a variation of these work systems and supports to help teach independence and provide structure.
♥ I want to share this technique and show how easy this independent work system is to create and use at home. Even if you don’t work with an autism specialist or have in-home Applied Behavior Analysis (ABA) therapist, this is something you can create with a quick trip to the dollar store and moving around some furniture.