Visual Supports for Middle and High School Students with Autism Spectrum Disorder
Map of school outlining classes This can help structure the student, provide anoutline for the order of classes and allow them to determine lockervisits. It can be taped inside a folder,textbook or locker.
List of classes, room numbers, books and other supplies needed This can be an alternative to using a map forthose students who find maps difficult to read. It can be taped inside a folder, textbook or locker.
List of teacher expectations and routines for each class This can help reduce the anxiety produced whenstudents do not know/remember what to do in class. For example, this could helpthe student to remember what to do upon entering the classroom, where to turnhomework in, whether the teacher allows for talking with neighbors, etc.). Good way for them to understand theirenvironment better. It can be taped inside a folder or textbook.
Schedule of activities within the class The can be a helpful way for the students to beable to mentally check off things as they are done and have an easier way offollowing along with a routine since they are able to see what is coming upnext. Good way to help with transitions.Teachers could put this on a chalkboard or whiteboard, or if possible it can beprinted off for the student to have.
Cue to go to home base Many students with ASD to not recognize whenthey are entering the cycle of a meltdown. When the teacher recognizes this is happening, he/she could slip thestudent an index card as a cue for the student to leave the classroom and go toa predetermined area in order to lower their stress level.
Holly Lichtsinn, MSW, LCSW
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Giving Equal Regard
In successful relationships, partners give equal regard, regardless of whether they agree with each other or not. They may argue for their own points of view, but in the end, they are willing to work toward finding mutually satisfying solutions.
Either explicity or implicity, peopledestined for relationship success deliver the following message to their partners: "You don't really have to explain yourself. If that's how you feel, then I'm going to make room for your feelings, too. You are my partner and your feelings should count as much as mine, even if I do not agree with them."
In contrast people who are destined to failin their relationships are often only willing to give equal regard if they feel that their partner's point of view are compelling enough to merit concessions.
Of course, the problem is that most of us rarely find our partners' point of view as compelling as out own. In successful relationships, the willingness to give equal regard doesn't necissarily come at the front end of an argument. In fact, it may not happen until later, after each partner has exhausted efforts to convince the other. Both successful and unsuccessful partners argue vigorously for their own points of view, however in the end, successful partners are willing to give equal regard.
Reward Systems for Changing Child Behavior:Where is the Cognitive Shift?
By Torrey Creed, PhD
Therapists, parents, teachers and other adults often implement reward systems as a way to help children make a behavioral change, but like any other intervention, part of the opportunity is lost when cognitive change is left out of the equation. Addressing the child's thoughts, along with his or her behavior, maximizes the likelihood of lasting change.
Imagine Jennifer, a 4th grade student whose behavior frequently disrupts her classroom. Together, you identify one specific behavior (calling out in class) to target in the coming month. In collaboration with her teacher, you create a reward system: for each hour that Jennifer does not call out in class, she earns one sticker, and on each day that she raises her hand to appropriately participate in class at least once, she also earns a sticker. If she earns at least 30 stickers in a week, she gets to choose a prize from an agreed-upon list. Reflecting on the planned intervention, you think, "I feel good about this! We've collaboratively focused on a specific behavioral target, adding a behavior (hand raising) rather than just removing a behavior (calling out). We set the bar for earning the prizes at a reasonable, achievable level, and Jennifer is motivated to earn the prizes. I think this could work really well."
In fact, it might work really well. This kind of reward system can help children change their behavior. However, many of us have also had the experience of planning a great behavioral intervention like this reward system, then seeing the target behavior return after time. What leads some children to maintain the change, and others to return to the problematic behavior? A major contributing factor is the degree to which the child experienced a cognitive shift, as well as the nature of that shift.
What was the cognition driving Jennifer's behavior? For illustrative purposes, let's assume that Jennifer believes, "I'm stupid," and in situations in which she predicts she may make a mistake and appear stupid to others, she distracts by making loud comments. When her teacher and peers are focused on her behavior, she tells herself, they are not paying attention to whether she knows the right answer. With the planned reward system, Jennifer might draw a number of different conclusions which might lead to very different outcomes. Some conclusions might lead to maintained behavioral change over time. ("Even if I don't distract people, no one seems to make fun of me for not knowing the answers." "When I focus more on following the rules and participating, I have more success in class.") Other conclusions might not be as successful for long-term change. ("I'm so stupid that they have to bribe me with stickers to try to control me!" "It's only worth following the rules to get prizes that I want.") When a behavioral intervention overlooks cognition, the meaning that the child draws from the experience is left to chance, influenced by the child's idiosyncratic interpretations of the situation. Alternatively, if the therapist includes the child's cognitions and interpretations as targets of the intervention, the likelihood that unhelpful or inaccurate cognitions will shift increases. More helpful or accurate cognitions in turn increase the likelihood of maintained, desirable behavior change.
When we see a behavioral intervention that fails to create sustained change, we should remember to ask ourselves, what was the child thinking?
Reference:
Creed, T.A., Reisweber, J., & Beck, A.T. (2011). Cognitive Therapy for Adolescents in School Settings. Guilford Press: New York.
