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!
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!
My Foundations of autism class created another FREE resource for our teacher colleagues…
With the collaboration of my Fall 2019 SPED 561 Foundations of Autism class, we created this FREE resource for teachers. We want to promote inclusion and provide 20 current and helpful tips for including students in the mainstream class. These tips are support suggestions that have worked for us for students with autism spectrum disorder.
*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.
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
“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)
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.”
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:
