A Visual Social Story to Use for Safe Halloween Tips

Halloween can be both a fun and nerve-wracking time for parents. Especially for children with ASD, there are many unknowns and events that could trigger a meltdown or even put your child in danger. But halloween can easily be safe and exciting experience if you plan in advance to prepare your child and help guide them. One great technique to use for ASD children and visual learners is a visual social story. Take a look at the visual social story below and print it out or show it to your child to plan and prepare for a fun and safe halloween!

For more resources and suggestions on planning for Halloween see the links below:

  • This is a great video of tips about planning in advance for Halloween, with his #1 tip being to not forget those ear muffs or ear defenders at home! The Aspie World Video
  • For an easy to reference list of suggestions, including practice role playing for receiving and giving treats, go here: Seattle Children’s Autism Blog
  • Attitude Magazine has a list of tips including more about sensory issues that might arise, relating to those with ADHD and Sensory Processing Disorder as well: Attitude Magazine Halloween Tips
  • Are you concerned about candy consumption and possible allergies? This blog addresses how you might be able to navigate that issue: Spirit of Autism

Have a fun and safe Halloween!

by Lisa Rogers

Sensory Processing Difficulties: Smell with ASD

Remember in our previous blog on taste differences that smell makes up a large part of our sense of taste. Therefore, an individual with an Autism Spectrum Disorder might have an extremely fine sense of smell, which can be enough to make them avoid certain foods or even lose their appetite. So, there might be overlap in this very complicated topic of sensory differences as they co-exist in each person.

“Our sense of smell is so deeply ingrained in our psychology that many times we don’t even realize how scents are affecting what we do and how we think. Smell, more so than any other sense, is also intimately linked to the parts of the brain that process emotion and associative learning. Meaning that our sense of smell influences our feelings and perceptions neurologically. Our brains are hardwired to perceive certain smells and have an emotional reaction to those smells.”

Excerpt from: http://science.howstuffworks.com/life/human-biology/smell.htm

Smell might be a hidden source of discomfort and even anxiety for some persons with ASD. “Hidden” in that a neuro-typical individual might not perceive a particular smell that registers heavily for the person with ASD.

I am reminded of a few instances where smell was a critical factor in the daily happenings of certain individuals with an ASD.

One young man with limited verbal capabilities would protest behaviorally when it was time to go to the restroom. Mind you, this was a boy’s restroom at a high school. After some careful analysis and problem solving, the staff decided to try changing the restroom from the boy’s restroom to the teacher’s restroom.

Using Steps to Breakdown Tasks and Activities for Academic Success

In a previous blog we discussed how to increase motivation and focus through the use of a Bingo card. The use of choice and positive reinforcement make for a powerful teaming of strategies. This blog will continue to break things down into smaller, more doable pieces of information. For instance, on the checklist or bingo card, it is time to complete 5 math problems, but another layer of support to add to this is a list of the steps necessary to complete those problems. From early grades through secondary, activities can be enhanced with a list of how to complete that activity, a task analysis.

Academic Success Through Steps

As with most strategies, the benefit extends beyond students with an autism spectrum disorder.

Nicole Romero, a 2nd grade teacher, has embraced the idea of visual supports to aid instructional success for ALL students. She has decorated her centers with specific steps for completing specific tasks from using a number line to adding two digit numbers. These visuals that are posted for the class may also be provided as individual cards or pages for students with an autism spectrum disorder or other special need.

Elementary Examples: visual examples 2

k-12 pic 2

visual examples 4

So how does this look in high school?

Using Scripts to Develop Conversational Skills for Students with ASD

Actors use scripts to help them memorize dialogue as part of their performance. Once they have memorized the script, then they can recite the words from memory adding meaning through inflection, tone and pauses. One of the common strengths of students with an autism spectrum disorder is that of rote memorization.

script, social skills, asd

Therefore, a script may be an excellent tool to build conversational skills. Scripts are written sentences or paragraphs that individuals can memorize and use as supports in social situations. From greetings to asking for help to engaging in a conversation, a script can be a simple and discrete visual support.

When possible, student interests may be incorporated to heighten motivation to use this strategy. If a student likes Harry Potter books, a script can incorporate pictures that represent events from that book that relate to the content of the script.

Scripts can also support students that tend to shift the conversation back to their own special interest.

How to Use Keychain Rules for Self-Regulation for Those with Aspergers

In a previous blog we discussed how to create keychain rules. This week, let’s look at a few more intricacies of this quick and easy strategy. Keychain rules can be cut up separately and placed on a binder ring or keychain for quick and easy access. A back-up version can be placed in a notebook or binder.

Red Book

Leave at least one of the keychain rules blank for the student to create their own. If they have written one of the rules themselves, then they are more likely to consider these to be important and relevant. One student wrote “Have a great day!” on keychain rule #4.

During times of stress, this rule proved to be very soothing and helpful.

This same student travels from class to class, so she keeps her keychain rules in the back of her schedule notebook. Each of her teachers also have their own set available, just in case they get “lost”.

Keychain rules can be written in a different format for students that are motivated by video games, and other type of competitive activities, such as sports.

Using the Chill Zone to De-Stress

Do you have a place in your life that you retreat to when you are feeling the stressors of the world come down on you? For some, it might be as simple as your home. For others, it might be in a specific location such as sitting on a bench by the garden, or soaking in the bath tub with some soothing bubbles and lit lavender candles.

Cute kids

Wherever your “chill zone” is, you are rejuvenated when you emerge and are better equipped to deal with the next stressful challenges that are sure to come. After all, life and stress go hand in hand. It is how one deals with that stress that contributes to their success each day.

Understanding that individuals with Asperger’s experience ongoing stress as a result of neurological differences, the “chill zone” can serve as an effective coping mechanism.

The National Institute of Neurological Disorders and Strokes has clearly identified that the brain is truly wired differently in ways that are extremely complex. “Using advanced brain imaging techniques, scientists have revealed structural and functional differences in specific regions of the brains of children who have Asperger syndrome versus those who do not have the disorder.”

Read  more about this here: http://www.ninds.nih.gov/disorders/asperger/detail_asperger.htm

While most neuro-typical individuals can retreat to their “chill zone” on an as-needed basis, individuals with Asperger’s may need more overt planning to identify an effective “chill zone” and an effective strategy on how to access that location and when.

Q&A With Lisa: How do I get my child qualified for special ed?

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Q:

Dear Lisa,

“I suspect my child has autism or some related disability. He is in the early elementary years. How do I get my child qualified for Special Education services in public school and what do they offer?”

-Confused and Concerned in Texas

A:

Dear Confused and Concerned in Texas,

Thank you for asking this question that many others surely have as well. I will do my best to clarify the referral process from a parent’s perspective and possible services. However, you are always welcome to contact the campus Principal and/or the special education department of your current campus/district and present your question to them directly. Their response will give you an overview of the process which I will outline in this article through multiple resources and a flowchart.

Since you have mentioned that you suspect autism or some related disability, I have also included a resource that might help you to clarify your concerns in those terms if/when you do make the phone call to the local special education office.

Use This Visual Strategy to Reinforce Good Behavior: The Flip Card

A flip card is a quick and easy visual strategy that highlights one behavior, and clarifies through graphics and words when certain behaviors are acceptable, and when they are not.

Place a visual that indicates that it is O.K. to engage in the target behavior on one side of the paper. Place a different visual that indicates it is not O.K. to engage in the specific behavior at this time.

Think of it as a version of an “Open” and “Closed” sign in a store window. The sign, or flip card, gets turned around to indicate when it is O.K. to enter and when it is not. Much the same, the flip card will tell the student when it is O.K. to do a particular behavior and when it is no longer appropriate. Of course, not every behavior lends itself to this strategy. It is only for behaviors that are acceptable some of the time.

Stop and Go sign in illustration

I had the pleasure of working with a young man at a Middle School campus as he attended a general education art class. The art teacher began each class with about 10 minutes of whole class lecture where she would explain the project and expectations for the day. It was this first part of the class that posed most problematic for Samuel. Samuel found great pleasure in singing and talking to himself . . . constantly.

Age Appropriate Interests for Children with Aspergers

I find myself addressing the same topic each new school year as we develop individualized visual strategies: What to do about interests that are not age appropriate

Child with a toy on the street

Due to this widespread question, I would like to devote this week’s blog to this topic through an excerpt from my book, “Visual Supports for Visual Thinkers”.

There are two different important perspectives to consider in regards to “age appropriateness.”

Sensory Processing Disorder and Autism: Auditory

Sensory Differences: Hearing

First, let’s have sensory processing disorder explained by someone with a personal experience with it. Watch this video of Amythest Schaber, a person living with an autism spectrum disorder.

Differences in auditory processing are one of the more commonly reported sensory processing impairments. In one chart review of developmental patterns in 200 cases with autism 100% of the participants demonstrated difficulties with auditory responding.