Please watch the YouTube video which shares more about this positive behavior support strategy.
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.
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.
What is the DSM-V? The Diagnostic and Statistical Manual of Mental Disorders (fifth edition) which was just revised in 2013 and written by the American Psychiatric Association. The diagnostic criteria for Autism Spectrum Disorder (ASD) has been modified based on the research literature and clinical experience in the 19 years since the DSM-IV was published in 1994. It is important for teachers to know this because the DSM-5 is used in part, to determine ASD diagnosis and eligibility.
Here is a quote from the DSM-5 to further describe what the DSM-5 is:
“The American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders (DSM) is a classification of mental disorders with associated criteria designed to facilitate more reliable diagnoses of these disorders….
DSM is intended to serve as a practical, functional, and flexible guide for organizing information that can aid in the accurate diagnosis and treatment of mental disorders. It is a tool for clinicians, an essential educational resource for students and practitioners, and a reference for researchers in the field.”
Here are the major changes from DSM 4 to DSM 5 in the area of autism:
The APA has gotten rid of the sub-categories Pervasive Developmental Disorder (PDD), Rett’s Syndrome and Childhood disintegrative disorder and replaced it with Autism Spectrum Disorder (ASD).
Another huge difference is that Asperger’s Syndrome has been removed from the DSM-5. It has been replaced with the term ASD level 1 without language or intellectual impairment. Most professionals are still referring to Asperger’s Syndrome in describing the disability because the term is widely used and understood in the general public.
The new diagnostic criteria for ASD have been rearranged into two areas: 1) social communication/interaction, and 2) restricted and repetitive behaviors. The diagnosis will be based on symptoms, currently or by history, in these two areas.
DSM-5 has also added a category under restricted, repetitive patterns of behavior, interest or activities called hyper or hypo-reactivity to sensory input or unusual interest in sensory aspects of the environment.
Symptoms must be present in early childhood but may not become fully manifest until social demands exceed capacities. Symptoms need to be functionally impairing and not better described by another DSM-5 diagnosis.
Symptom severity for each of the two areas of diagnostic criteria is now defined. It is based on the level of support required for those symptoms and reflects the impact of co-occurring specifier such as intellectual disabilities, language impairment, medical diagnoses and other behavioral health diagnoses.
The DSM-5 includes a new diagnostic category of Social Communication Disorder that describes children with social difficulty and pragmatic language differences that impact comprehension, production and awareness in conversation that is not caused by delayed cognition or other language delays. This diagnosis looks a lot like Asperger’s Syndrome to most professionals.
Hopefully this brief overview of the changes was helpful for teachers and parents who are on the diagnois journey.
Transitions are when a student moves from one activity to another in the classroom. Going from small group work time to large group work, lining up for lunch, going home and going to P.E. are all examples of transitions.
Transitions are commonly a time when children who experience autism struggle. Wait time, uncertainty, and needing to go from preferred to non-preferred activities all contribute to this breakdown. Staying one step ahead of the curve and supporting the student with autism will help the school day go smoothly. Here are some tips for creating success with transitions during the school day.
Minimize wait time during transitions Hurry up and wait should not be the motto for your transitions. Waiting in line for example can exacerbate anxiety, frustration and uncertainty for students with autism. Continue reading →
I learned about this prchool reading program called 1000 Books Before Kindergarten from a friend who lived in another state. Her library had a program in place to track and provide incentives for children to read 1000 books before entering Kindergarten. Our local library had not yet started a program so my son (who was an infant at the time) and I logged the books we read with the phone app. The phone app. can be downloaded and used on your smart phone. https://itunes.apple.com/us/app/1000-books-before-kindergarten/id779280401.
Program Mission for 1000 Books Before Kindergarten
The 1000 Books Foundation is operated exclusively for charitable, literary, and educational purposes.
The objectives of this organization are:
to promote reading to newborns, infants, and toddlers
to encourage parent and child bonding through reading