Tag Archives: positive behavior support

My Special Interest Social Story

SIA= Special Interest Area

Definition: SIAs are often solitary pursuits or preoccupations that dominate the person’s time, attention, and conversation

Benefits of Special Interest Areas for students with Autism

  • Improves academic skills: high motivation in SIA
  • Supports communication:develop advanced vocabulary
  • Improves self-confidence:student becomes “expert” in this area
  • Helps reduce anxiety: more relaxed and fewer meltdowns
  • Intrinsic engagement: instrisic motivation and engagement
  • Increased social engagement: when SIA is included into treatment plans
  • Executive functioning:improved focus on SIA 

My Special Interest Social Social Story

Although there are many benefits to SIAs, sometimes kids need to take a break from them to focus on something else. The social story teaches how to re-focus then go back to the SIA when done learning something new.

I created a social story to help kids with autism understand their special interest area.

Here is a sneak peak at the story:

The first part of the story defines and shares the benefits of a SIA:

The book asks the reader what they like. The story then goes on to discuss the need to sometimes “pause” the SIA to learn something new.

A free first-then schedule is included in this social story! You can laminate or use a plastic page protector and use a wet erase marker to write on it.

Get the story here: https://www.teacherspayteachers.com/Product/My-Special-Interest-Social-Story-5517826

With love and respect,

Sarah

sarahrazzano@yahoo.com

10 Tips for preventing ASD meltdowns

My college students who are going to become general education teachers often ask me “how do you handle autism meltdowns?”

I have given my top 10 suggestions for handling them which entail preventative strategies to start with!

Please watch the video and subscribe to my YouTube Channel and Blog.

The links for the free resources mentioned in the video are here:

https://www.teacherspayteachers.com/Product/ASD-Sensory-accommodationssupports-tracker-4994260 ASD sensory support tracker and https://www.teacherspayteachers.com/Product/ASD-Sensory-accommodationssupports-tracker-4994260

Thank you for reading and following!

Sarah

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

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

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

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