 |
| http://www.clker.com/clipart-autism-putting-one-piece-of-the-puzzle-together-at-a-time.html |
Visual cues and social stories are useful to assist those with autism to put the puzzle of their lives together, one piece at a time. It is helpful for establishing routines, explaining social situations, and for teaching behavior and emotions.
1. Watch videos and print social stories and visual cues.
How to Use Visual Helpers
"Visual helpers like picture cards, schedules, and social stories help your child understand what’s going to happen, make choices, and learn skills."
2. Improve and model behavior through social stories.
3. Download software, take pictures, and create your own social story.
4. Prepare your child for a playdate.
5. This site links to resources found on the internet.
They also offer to make social stories for you!
They also offer to make social stories for you!
One Place for Special Needs created its own social and sequential processing stories for families. Let us know if there is a social story you would like to see and we'll try to make it. Email us at info@oneplaceforspecialneeds.com
6. Find resources for yourself and find tips on how to help your school be aware of resources.
The Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) takes the research that shows which practices improve the social-emotional outcomes for young children with, or at risk for, delays or disabilities and creates FREE products and resources to help decision-makers, caregivers, and service providers apply these best practices in the work they do every day. Most of these free products are available right here on our website for you to immediately view, download and use.
TACSEI is a five-year grant made possible by the U.S. Department of Education, Office of Special Education Program.
7. This site gives lesson plans, videos, and offers coaches, as well.
http://pbiscompendium.ssd.k12.mo.us/elementary-lesson-plans
8. Consider a puppet show with puppet sticks depicting how to interact with others. This can be used for teaching inclusion, as well.
"I am going to print out a simple schedule with visual cues so she may get used to following one. Wake-up time, breakfast time, play time, snack time, reading time, etc. "
"I follow a lot of blogs and have noticed they all differ on how they decide to show the world what their lives are like with autism. We all want to spread awareness for autism — I know that for a fact. We want inclusion for our children, we want needed services for our children and we want the same rights for your children and our children."
This is a blog by an IEP specialist. One of the things she created for her students is POWER CARDS. The idea of these visual cards (you can take pictures) is to use pictures of people, places, or things that interest the child and match them up with teaching the behavior or language that will be of help to them. I loved the picture of McDonald's employees being an example of using quiet voices! http://empoweredbythem.blogspot.com/2015/01/power-cards.html
Blogs also give links to videos and other resources.
"Ms. Hawkins helps her students build emotional literacy by looking at how feelings are made visible on faces. Watch how Ms. Hawkins uses books, mirrors, and pictures to help her students examine different emotions. Then see how Ms. Hawkins engages students in a read aloud by having them use face puppets to identify the emotions of characters. By starting with fictional characters before moving to real-life scenarios, students get a chance to practice then apply their “face reading” skills."
Solution tips for everyday behaviors problems from the author of the book Chaos to Calm: traveling by plane, finger licking, toe walking, etc.
Here are the chapter headings for the book Chaos to Calm;
- How to observe your child
- How to use positive reinforcement to shape simple behaviors
- How to notice even tiny moments of desirable behavior
- How to break behaviors into tiny pieces
- How to add simple behaviors together to build complex behaviors
- How to communicate to the child “Yes!” without using words
- How to organize the child’s environment to maximize success
- How to arrange the day’s activities for maximum success
- How to stop tantrums, aggressive, destructive and self-injurious behaviors
- How to teach the child to go to bed, stay there and sleep
- How to manage and teach without force, threats or coercion
10. Create your own family blog and share stories with family and friends. As the administrator, you can decide if it is made public or if comments can be included. Blogger and Wordpress are free. They allow you to post youtube videos!
11. Prepare a presentation to create awareness of how visual cues works for you.
https://www.pinterest.com/savanahw2005/autism-stuff/
Research-Based Support for Social Development
Through the use of visually cued instruction, we can help the child with autism and PDD through the social maze. Life can be thought of as a series of mini-theatrical plays, with each performance representing a different social situation. The application of visual supports to enhance social clarity is infinite: The use of visual supports to enhance the social nature of play has been reported by Wolfberg and Schuler (1993). A support system for peer play is achieved throught adult-guided participation with carefully designed play environments. One element of Wolfberg and Schuler's guided participation includes explicit verbal and visual cues to promote social-communicative interactions. Pictographic/written posters introduce both "what to do" and "what to say" to initiate, respond, maintain, and expand interactions. For example, children can be encouraged to "look," "take hand," "give toy," "point," and "take turns"; and children can be encouraged to say "(name). . . wanna play. . . Give me-----. . . show me-----. . . What are you doing?. . . It's my/your turn." Graphic cues have also been used to increase children's use of natural social reinforcers, encouraging children to smile, clap, high-five, or say "great" when they like a friend. (Quill, 1995)
Social stories (Gray & Garand, 1993) are homemade pictographic/written short stories that describe social situations, dictate social responses, and explain social perspectives. Individually designed books are developed as a means to improve a child's social skills through social understanding. Social stories are written in response to the individual child's needs through social skill assessments and observations of situations that are difficult for the child. The short stories describe the situation; direct the child in what to do and say; and explain how others feel, think, and act in a simple, concrete manner. Some sample story titles are "How to Ask Someone to Play," "Five Ways to Greet Someone," "Asking a Question," and "Why and How We Hug." (Quill, 1995).
Enhanced social reciprocity through a variety of social skills, communication skills, behavioral skills, and cognitive skills can be taught through the use of systemic planning during everyday routines and activities for your children with and without disabilities (Leach & LaRocque, 2011).
The combined use of the Social Stories™, cartoons, and video modeling intervention, for the purpose of repetition of target skills through visual learning in schools, was seen as fun by the students, school counselors, teachers, and parents (Cigrand, D., 2012).
Generalization of social skills and development of social competence are particularly important as children with ASD mature and encounter more independent social situations, such as post-high school education, employment, and independent living (Nuernberger, Ringdahl, Vargo, Crumpecker, & Gunnarsson, 2013).
Additional Helpful Links:
Historical Facts
History of Social Stories
http://carolgraysocialstories.com/social-stories/
Government Sites
http://www.nationalautismcenter.org/resources/for-families/
http://www.nationalautismcenter.org/resources/
http://www.wrightslaw.com/info/discipl.suspend.crabtree.htm/
http://www.doe.nv.gov/Special_Education/Autism/Family_Resources/
http://adsd.nv.gov/Programs/Autism/ATAP/ATAP/
Nevada State Sites
http://www.aconv.org/
http://nvtacsei.com/
http://www.nvpep.org/
http://challengingbehavior.fmhi.usf.edu/do/resources/teaching_tools/ttyc_toc.htm
http://www.doe.nv.gov/Special_Education/Autism/Evidenced_Based_Practices/
http://www.ndalc.org/
http://www.ndalc.org/wp-content/uploads/2015/10/Effective_Advocacy.pdf/
Family/Community Sites
https://www.mayinstitute.org/news/topic_center.html?id=1660/
http://www.doe.nv.gov/Special_Education/Autism/Family_Resources/
http://www.nationalautismcenter.org/resources/autism-a-closer-look/
http://www.autismspeaks.org/docs/100_day_kit_for_school_age_children_final_small.pdf
Research-Based Support for Social Development
Through the use of visually cued instruction, we can help the child with autism and PDD through the social maze. Life can be thought of as a series of mini-theatrical plays, with each performance representing a different social situation. The application of visual supports to enhance social clarity is infinite: The use of visual supports to enhance the social nature of play has been reported by Wolfberg and Schuler (1993). A support system for peer play is achieved throught adult-guided participation with carefully designed play environments. One element of Wolfberg and Schuler's guided participation includes explicit verbal and visual cues to promote social-communicative interactions. Pictographic/written posters introduce both "what to do" and "what to say" to initiate, respond, maintain, and expand interactions. For example, children can be encouraged to "look," "take hand," "give toy," "point," and "take turns"; and children can be encouraged to say "(name). . . wanna play. . . Give me-----. . . show me-----. . . What are you doing?. . . It's my/your turn." Graphic cues have also been used to increase children's use of natural social reinforcers, encouraging children to smile, clap, high-five, or say "great" when they like a friend. (Quill, 1995)
Social stories (Gray & Garand, 1993) are homemade pictographic/written short stories that describe social situations, dictate social responses, and explain social perspectives. Individually designed books are developed as a means to improve a child's social skills through social understanding. Social stories are written in response to the individual child's needs through social skill assessments and observations of situations that are difficult for the child. The short stories describe the situation; direct the child in what to do and say; and explain how others feel, think, and act in a simple, concrete manner. Some sample story titles are "How to Ask Someone to Play," "Five Ways to Greet Someone," "Asking a Question," and "Why and How We Hug." (Quill, 1995).
Enhanced social reciprocity through a variety of social skills, communication skills, behavioral skills, and cognitive skills can be taught through the use of systemic planning during everyday routines and activities for your children with and without disabilities (Leach & LaRocque, 2011).
The combined use of the Social Stories™, cartoons, and video modeling intervention, for the purpose of repetition of target skills through visual learning in schools, was seen as fun by the students, school counselors, teachers, and parents (Cigrand, D., 2012).
Generalization of social skills and development of social competence are particularly important as children with ASD mature and encounter more independent social situations, such as post-high school education, employment, and independent living (Nuernberger, Ringdahl, Vargo, Crumpecker, & Gunnarsson, 2013).
References:
Cigrand, D. L. (2012). School Counselors' Use of the Combination Social Stories™ and Video Modeling Intervention for Social Skills Development of Students Diagnosed with Autism Spectrum Disorders: A Qualitative Criticism of the Perceptions of Multidisciplinary Team Members. ProQuest LLC.
Gray, C., Garand, J. (1993). Social stories: improving responses of students with autism with accurate social information, Focus on Autism and Other Developmental Disabilities, 8, 1-10.
Leach, D., & LaRocque, M. (2011). Increasing Social Reciprocity in Young Children with Autism. Intervention in School and Clinic, 46, 150-156.
Nuernberger, J., Ringdahl, J., Vargo, K., Crumpecker, A., & Gunnarsson, K. (2013). Using a behavioral skills training package to teach conversation skills to young adults with autism spectrum disorders. Research in Autism Spectrum Disorders, 7, 411-417.
Quill, K., (1995). Visually cued instruction for children with autism and pervasive developmental disorders. Focus on Autistic Behavior, 10, 10-20.
Leach, D., & LaRocque, M. (2011). Increasing Social Reciprocity in Young Children with Autism. Intervention in School and Clinic, 46, 150-156.
Nuernberger, J., Ringdahl, J., Vargo, K., Crumpecker, A., & Gunnarsson, K. (2013). Using a behavioral skills training package to teach conversation skills to young adults with autism spectrum disorders. Research in Autism Spectrum Disorders, 7, 411-417.
Quill, K., (1995). Visually cued instruction for children with autism and pervasive developmental disorders. Focus on Autistic Behavior, 10, 10-20.
Additional Helpful Links:
Historical Facts
History of Social Stories
http://carolgraysocialstories.com/social-stories/
Government Sites
http://www.nationalautismcenter.org/resources/for-families/
http://www.nationalautismcenter.org/resources/
http://www.wrightslaw.com/info/discipl.suspend.crabtree.htm/
http://www.doe.nv.gov/Special_Education/Autism/Family_Resources/
http://adsd.nv.gov/Programs/Autism/ATAP/ATAP/
Nevada State Sites
http://www.aconv.org/
http://nvtacsei.com/
http://www.nvpep.org/
http://challengingbehavior.fmhi.usf.edu/do/resources/teaching_tools/ttyc_toc.htm
http://www.doe.nv.gov/Special_Education/Autism/Evidenced_Based_Practices/
http://www.ndalc.org/
http://www.ndalc.org/wp-content/uploads/2015/10/Effective_Advocacy.pdf/
Family/Community Sites
https://www.mayinstitute.org/news/topic_center.html?id=1660/
http://www.doe.nv.gov/Special_Education/Autism/Family_Resources/
http://www.nationalautismcenter.org/resources/autism-a-closer-look/
http://www.autismspeaks.org/docs/100_day_kit_for_school_age_children_final_small.pdf
No comments:
Post a Comment