Tag Archives: inclusion

My life on the autism spectrum: Interview with Marcus

It is important for me as an autism specialist and neurotypical person to understand and share the first-person experience of (actually) autistic people.

Marcus shared what his life is like as a college student with autism and what life was like for him growing up autistic. He is a great role model to our young students and children on the spectrum. Thank you Marcus for taking the time with me and sharing your experiences.

Thank you for watching and subscribing!

If you are interested in being interviewed and sharing your experience on the autism spectrum please email me at sarahrazzano@yahoo.com

The Incredible 5-point Scale for Social Emotional Check-In & Free Superhero Five-Point Scale

The incredible 5-point scale for social emotional check-in and support

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 for social emotional check-in is a tool to support all students when their anxiety gets too big.

Free download of a 5-point scale with a Superhero theme!

Thank you Chris N. from my Fall 2021 behavior class for your willingness to share this great social emotional resource with all of us!

Click the link below to access the free superhero 5-point scale…

Please watch this mini-video tutorial on the 5-point scale…

Who created the incredible 5 point scale?

Kari Dunn Buron created the incredible 5 point scale. Here is a link to the website to find all of her products. https://www.5pointscale.com.

Thanks for being an inclusive educator!

With gratitude, Sarah

Parents as change makers in the history of special education inclusion.

On this MLK weekend, I would like to honor the heros of inclusion and the work parents have done. Tireless effort over the years have created change and much of the credit is due to families of students with special needs. If you are a parent of a child with special needs you are my hero! Please watch this brief history of special education which started with exclusion and ends with inclusion. Lets keep advocating on behalf of our most precious and valuable students and know how far we have come!

See video for details:

Respectfully,

Sarah

How to give constructive input in the IEP process: https://www.teacherspayteachers.com/Product/Parent-Input-form-for-the-IEP-meeting-4864867

Autism Eligibility in Oregon

Oregon ASD Eligibility

As a teacher in higher education, I love working with teachers who are just starting out in the field. Their enthusiasm and willingness to learn is so heartening!

I put together this video lecture for them to learn more about the Autism (ASD) evaluation for our state of Oregon. I decided to publish it on my blog so parents/caretakers and others can learn more as well!

Respectfully!

Sarah

ASD sensory support suggestions and tracking form

The sensory supports are in four categories: 

  • Support for sensory seekers
  • Strategies for low registration (passive) 
  • Suggestions for students who are sensitive to stimuli 
  • Strategies for students who avoid sensory stimuli 

You can find the resource here: https://www.teacherspayteachers.com/Product/Autism-Spectrum-Disorder-ASD-Sensory-accommodationssupports-tracker-4994260

*Ensure you have consulted with the student’s Occupational Therapist (OT) and case manager for specific sensory supports. This resource is a general list of suggestions to try. This resource is not intended to replace expert advice from specialist who know the student.

Sarah

Parent input form for IEP meeting

Parent input form

Attending an IEP meeting as a parent can be overwhelming and intimidating. At every meeting, parents have a chance to give input. As a teacher, I have seen parents who on the spot, are not able to express their child’s strengths and challenges.

The graphic organizer I created helps parents plan ahead of time what they want to share. The document includes a section to write in strengths, concerns and remedies.

Teachers can give this form to parents to fill out before the IEP meeting to help them organize their thoughts.

What are some ways you have shared your concerns with the child’s IEP team meeting?

Please follow the link to the TPT store to find the free downloadable form

Self-Management Cards and Autism

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

Behavior Boot Camp: Teach Calming Sequence

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.

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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