Looking at ASD Differently
Looking at ASD Differently
Using the ASD WITH the student
rather than against the student
Goals for Students with ASD
Socialization Skills
Independent Skills
Looking at ASD Differently
• Respect for what has happened
in the past…
• While implementing what must happen in
the future!
How To Use The ASD with the Student and
Not Against Them?
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Pairing/Making Associations
Visual Continuity
Verbal Fascinations
Preferred Activities
Sensory Preoccupations
Ordering/Re-ordering
Transition Issues
Utilize the Inclinations they are Predisposed to
their Advantage
Pairing/Making Associations
• ABA: Science of applying behavioral
principles to changing behavior….
• ABC: Learning Paradigm
• Pairing / Making Associations: Foundation
of ABA / ABC minus the psychobabble.. 
Making Associations –
Right or Wrong
Pairing/Making Associations
• Determine the behavior
• Pair a material or place with the behavior
• Practice the pairing until the association
is made
• Once the association is made reduce the
size of the material or the opportunity to
have access to the place where the
behavior can occur
Examples of Pairing
• Tehran – Loud Noises
• Terrance – Spitting
• Break Card
Pairing/Making Associations
• Behavior
• Material or Area
• Practice – Breakdown occurs here
• Modify
Break Card
BREAK
Pairing/Making Associations
Usability – Customize to
Create Utilization
• Chris – Break Card – Loved Football
PASS
PASS
Pairing
Terrance - Spitting
• Search for Desirable Surface
• Determine the Desirable Surface
• Flood the Environment
• Practice the Association
• Association is Made
• Modify
Sets the Stage…
For What is Coming Next
Life, Animated Quote
“He has no sense of “supposed tos” because he can’t read
all those looks, expressions of favor or disfavor, the ripple
in the crowd, borne within each passing moment that
builds into life. That means he doesn’t know what you’re
supposed to do in the library – as opposed to a playground
– or what movies most eight-year olds are watching…
Owen is driven, shaped, and guided by what bubbles up,
often quite mysteriously, from within. There are plenty of
self-directed urges in everyone. It’s just that our impulse
instantly slams against our lightening-fast assessment of
context. The atmospheric zone created by that collision is
Behavior”.
Visual Structure
• Facial Hair – Jerrod
• Gym Shirt – Adam
ADAM
YOU DO HAVE GYM TODAY
YOU WILL HAVE TO WEAR THE
GYM SHIRT
Appropriately Supported Individualized Visual Strategies
• The visual strategies should bridge the
barriers that are preventing the student
with ASD from functioning
independently within the general
education setting
• The visual strategies should be utilized
in every setting the student is expected
to transition from P.E. to assemblies
Using the Visual Environment to Create
Opportunities – Awakenings - TEACCH
• Creating Patterns that connect for a
person with ASD
• Organization of an environment leads
to independence
• Independence leads to less behavior
• Visual Organization strategies prevent
the staff from making assumptions
about what the students need or want
Visual Strategies Development
1. Left/Right Orientation
2. Top/Bottom Orientation
3. Color Coded Schedule to
Visually Orient to
Environment
4. Pencil/Paper Skills to Visually
Orient to Environment
5. Preferred Activities to
Associate Student with
Schedule
Visual Strategy Development
Utilizing Student’s Strengths
Visual Schedule
Utilize Students Predisposition
to Develop Visual Strategies
Impose Visual Structure on
Environment
Need for Order/Predictability
Visual Sequence of
Expectations
Color Coding /Preferred Activities
to Attach to the schedule
Visual Sequencing Promotes
Student Interaction with Schedule
Schedule must be Mobile using
Clipboards or Folders
Creates Student Independence
within any Environment
Impose Changes in Routines
through Visual Schedule
Independence Prevents
Behavior in Students
Jack - Morning Routines –
Fonts Didn’t Work
Wake Up
Bathroom
Shower
Dry Yourself
Shave
Put on underwear
Put on socks
Put on shirt
Put on pants
Which Part Important - Color Coding,
Sequence of Activities, Order Font Name
• Font Name – Order of Font on Computer
– Ariel Unicode MS
– Agency FB
– Algerian
– Arial
– Arial Black
– Arial Narrow
– Arial Rounded MT Bold
– Baskerville Old Face
– Bauhaus 93
Jack - Morning Routines –
Fonts Did Work
Wake Up
Bathroom
Shower
Dry Yourself
Shave
Put on Underwear
Put on Socks
Put on Shirt
Put on Pants
Different Fonts Colored Coded
to Promote Interaction with
Schedule – Not Enough
Strategy - Not Bad – Didn’t Work
Don’t Abandon Strategy – Modify Until Works
Experimental Approach – Problem Solving Focus
What is Important About the Fonts - Order
Universal No Strategy on a
Telephone – Can’t Pretend to
Talk on Phone at that Time
Strategy - Not Bad – Didn’t Work
Don’t Abandon Strategy – Enhance It
See Person Talking on Phone
Not If…
Where and When
Visual Structure
Visual Strategies
• Max – Staff Identification Badge
• Jacob – Going Home
Staff Identification Badge
• Misunderstanding
• Response to
Behavior
• Purpose and
Intent (FUNCTION)
Jacob’s Schedule
Subject
Homework
Yes/No
PIT STOP
7:35-7:45
LAP 1
Language Arts
7:45 - 8:15
PIT STOP
8:15 – 8:50
LAP 2
LINKS
8:50 - 9:20
PIT STOP
9:20-9:51
LAP 3
Math Class
9:54-10:24
PIT STOP
10:24-10:55
LAP 4
Clean the Track
10:55-11:17
LAP 5
Lunch
11:17 -11:40
LAP 6
Social Studies
11:40-12:10
PIT STOP
12:10-12:25
LAP 7
Science
12:28-12:58
PIT STOP
12:58 – 1:29
LAP 8
Reading Strategies
1:29-2:01
PIT STOP
2:01-2:32
Comments:
Inhaler
Bathroom
Minutes
in Class
Date: ________________
Behavior
Comments
LAPS TO
GO
Jacob’s Schedule
Homework
Subject
Yes/No
PIT STOP
7:35-7:45
LAP 1
Language Arts
7:45 - 8:15
PIT STOP
8:15 – 8:50
LAP 2
LINKS
8:50 - 9:20
PIT STOP
9:20-9:51
LAP 3
Math Class
9:54-10:24
PIT STOP
10:24-10:55
LAP 4
Clean the Track
10:55-11:17
LAP 5
Lunch
11:17 -11:40
LAP 6
Social Studies
11:40-12:10
PIT STOP
12:10-12:25
LAP 7
Science
12:28-12:58
PIT STOP
12:58 – 1:29
LAP 8
Reading Strategies
1:29-2:01
PIT STOP
2:01-2:32
Comments:
Minutes
in Class
Date: ________________
Behavior
Comments
LAPS TO
GO
Inhaler
Bathroom
Promoting Interaction with Schedule
LAPS TO
GO
Functions of Visual Strategies
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Use as a clock
Use for organization
Use for transition
Use for redirection
Use to manage crisis or a change in routine
Use to create visual rules about situation
Structure for new or complex environments
Clothing for different activities
Organization of complex task
Use for revisualization (Beyond Fat 06)
There is more to Visual
Strategies and Supports than
just a Visual Schedule
Think Beyond the Visual
Schedule
Visual Structure
Visual Strategies
Whenever a Student with ASD
is Struggling…Stop Talking…
Think Visual Strategies and
Supports
The Solution Is…
In The Problem
Addressing Hygiene Issues…
Using High Interest Area
Student Going to Do It…
Staff Must Find Where and When
the Student Can Do It
Verbal Fascinations
• What it looks like: Students who are ‘high
verbal’…..
• Typical response: Frustration or Discipline
• Enlightened response:
Verbal Fascinations
• Weather Station – Anthony
• WRIF - Stump the Staff - Dan
Verbal Fascinations
• Weather Station – Anthony
• WRIF - Stump the Staff - Dan
Verbal Fascinations Duck Pond
Rain Man
• Mismatches in Communication
• Non-Interactive
• Find the Connection with the Person and
Make it Work Toward the Goal
Verbal Fascinations
Three Options
• Manage through the use of
visual strategies
• Find a home for it
• Manage Behaviors
Verbal Fascinations
Find a Home for the Fascination
• Ben – American Girl Doll
• Robert – Roger Rabbit
Verbal Fascinations
Manage Behaviors
• Robert – Police Academy 6
• Michael – Playbook
• Toby – Sponge Bob
Verbal Fascinations
Manage Behavior
• Michael – Playbook – Going to the
Dance
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The Play:
The Play:
The Play:
The Play:
The Play:
Picking Up Your Date
Hanging Out at the Dance
Asking Someone to Dance
Physical Contact
After the Dance
Self Management Systems
Elementary - Toby
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5th Grade Student with Asperger Syndrome
Work Completion Issues
Difficulty with Voice Tone
Perceived Verbal Aggression Toward Staff
Perceived Verbal Aggression Toward Students
Limited Support from Staff
Minimal Interactions with Peers
MY VOICE
People use different voices when they talk.
Sometimes voices sound nice like Spongebob.
Sometimes voices sound angry like Plankton.
Sometimes voices sound whiney like Squidward.
My voice sounds different sometimes too. It is important that my
voice sounds nice like Spongebob when I talk to people.
Fifth graders use nice voices so it is important that I use a nice
voice because I am a fifth grader.
Fifth graders are not supposed to whine like Squidward so it is
important that I don’t whine.
When I talk to people at school, Mrs. Smith is going to ask me if
my voice sounded like Spongebob, Squidward, and Plankton and I
have to tell Mrs. Smith who my voice sounded like.
It
If
If
If
is important that I tell Mrs. Smith the truth about my voice.
I use a nice voice I will say Spongebob.
I use an angry voice I will say Plankton.
I use a whiney voice I will say Squidward.
Sponge Bob, Squidward, and Plankton
My Voice
Date _____________
Time ______________ to _______________
Reminders
Accuracy
Conclusions
Clear Success
Short Timeframe
Simple Concept
a. Social Script/Story
b. Monitoring Sheet
c. Data
Interests the student
Not If…
Where and When
The Solution Is…
In The Problem
Preferred Activities
• What does it look like?
• What is the required response?
• What usually happens?
Student Going to Do It…
Staff Must Find Where and When
the Student Can Do It
Preferred Activities
• Patra – Door Handles
• Trevor – Commercial String
Example of Preferred Activity
THINGS TO DO
ALL DONE
BELL WORK
DOOR HANDLES
SCIENCE
DOOR HANDLES
MATH
DOOR HANDLES
MUSIC
DOOR HANDLES
Not If…
Where and When
Trevor – Commercial String
• Respect for Preferred Activity
• Manage Student Drive
Preferred Activity
• What About Us?
– Do you ever feel like something is missing?
– What do you do?
– How do you handle it?
– Where is YOUR CELL PHONE right now?
Group Discussion
Preferred Activities
This is hard!!!
Co-workers will say that you
are giving into the Autism
Spectrum Disorder
Preferred Activities
• Manage driven interests
• Respect for student’s interest
FLIGHT PLAN
TRAVELING TO AND FROM HANGARS - HALLWAY FLIGHT PLAN
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When departing the HANGAR, do a CHECK SIX (take a look around you to see what is
happening!)
Maintain your AIR SPACE at all times!
While in flight, JINK to avoid any BOGEYS (water bottles, pencils,
erasers or people) in the hall
Colliding with BOGEYS could cause a MID-AIR COLLISION
If there is TRAFFIC, attempt to maintain your AIRSPACE, THROTTLE
BACK and CHECK SIX
THROTTLE BACK whenever you need to – slow down and take a
breath!
Along the way, you may encounter an IFF - if so, you may establish
RADIO CONTACT while maintaining your AIRSPACE
Violating others AIRSPACE could cause you to SWAP PAINT and crash
When you are CLEARED TO LAND, you may approach your HANGAR
If you are in a MAYDAY SITUATION, RETURN TO BASE and ask for
Mr. Newhouse or Mrs. Hayes – use your strategies to get back in control
FLIGHT PLAN
DESTINATION: CAFETERIA HANGAR
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When departing for the CAFETERIA HANGAR, do a CHECK SIX (take
a look around you to see what is happening!)
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Maintain your AIR SPACE at all times!
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Before entering the lunch line THROTTLE BACK
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Purchase your lunch
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Go directly to lunch table - do not SWAP PAINT while walking to table
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IFF at your table
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Find your WINGMAN and eat your lunch
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After you are finished eating, take care of your lunch tray
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Return to HANGAR (next class) when bell rings
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While in flight, JINK to avoid all BOGEYS in the halls
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If you are in a MAYDAY SITUATION, RETURN TO BASE and ask for
Mr. Newhouse or Mrs. Hayes – use your strategies to get back in control
Consult HALLWAY FLIGHT PLAN for departure from CAFETERIA HANGAR
FLIGHT PLAN
DESTINATION: BAND ROOM HANGAR
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When you arrive to BAND ROOM HANGAR, THROTTLE BACK and set LANDING GEAR at
the steps.
Land at the drumming station - avoid SWAPPING PAINT with others!
Once
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Work
secure in the HANGAR:
Deplane
Always be vigilant in maintaining personal AIRSPACE
CHECK SIX before changing stations in the HANGAR
Avoid BOGEYS
in unison with your fellow pilots!
Consult HALLWAY FLIGHT PLAN for departure from BAND ROOM HANGAR
FLIGHT PLAN VOCABULARY
AIRSPACE – personal space – make sure you have enough around you to avoid colliding with other people
BOGEYS – any water bottles, pencils, erasers or people in hallways and classrooms
CHECK SIX – take a look around you to see what is happening
CLEARED TO LAND – there is space available for you to enter the classroom / cafeteria / gym
HANGAR – your classrooms / cafeteria / gym
IFF – look around for your friends – avoid students who may cause problems for you
JINK – maneuver around so that you avoid colliding with other people
MAYDAY SITATION – difficult situation that you are unsure how to handle – times when you are feeling upset, stressed or frustrated
MID-AIR COLLISION – getting into trouble
PILOTS – other classmates
RADIO CONTACT – talking to other students without invading their personal space
RETURN TO BASE – go to Academic Support Room and ask for Mr. Newhouse or Mrs. Hayes
SWAP PAINT – colliding with other students
TRAFFIC – lots of other students and staff in the hallways
THROTTLE BACK – slow down, take it easy
WINGMAN – your friends / buddies
Preferred Activities
• Preferred Activities throughout the Student’s
Schedule to Enhance Student Participation with
the Schedule
• Preferred Activities to Manage Obsessive
Behaviors
• Preferred Activities to Meet the Internal Drive of
the Student
• Preferred Activities for Work Completion
Preferred Activities
Managing Driven Interests
Anthony – Kicker – Rutgers University
Email from Mom to Kirby
I am reaching out to you in hopes for an answer to an unusual
request for my son who is autistic. He has always been obsessed
with vacuum cleaners. His favorite is the Kirby. He spends hours
every day watching videos on his tablet about different Kirby’s.
When he isn’t watching videos about them, he is talking about
them. I really would LOVE to get a demo done for him for his
birthday. In fact, I am even getting him a cake made that looks like
a Kirby vacuum. I am writing to you in hopes that you can get me
in touch with a way to get him this demo. I want to be clear that I
do not intend on purchasing a Kirby. I was hoping that I could pay
a flat fee or thought that maybe if you have salesmen in training
that needs to get in practice demos for training purposes. I do not
want anything free, but as the mother of a special needs child, it is
so hard to find things to make my son happy. I know that having
this demo done would just be so awesome, and it would warm my
heart to see him so excited to experience that.
The Solution Is…
In The Problem
What Can Your Team Create
for Your Target Student?
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Capture Interests
Meet in the Middle
Show Interest
Examine the Purpose
Acknowledge Insight
Bridge Interests to Social Expectations
Excitement about Target Student