Decreasing Neurological Stress

beliefs, aspie~~So how do we decrease neurological stress?  The following is an excerpt from my recent book titled Visual Supports for Visual Thinkers: Practical Ideas for Students with ASDs and Other Special Educational Needs.
A research team funded by the National Institutes of Health (2006) found that, in people with autism, brain areas normally associated with visual tasks also appear to be active during language-related tasks, providing evidence to

Animal Shelter Volunteer Work for Kids and Teens with Autism: Master Social and Job Skills

Volunteering at an animal shelter is a great way for tweens, teens and young adults on the autism spectrum to practice and improve social and job skills. They also learn responsibility and a respect for animals. As visitors come into animal shelters to look at animals available for adoption, it’s the perfect place for teens to improve face-to-face communication. The experience they gain volunteering at an animal shelter molds them into more effective volunteers and prepares them for the work force.

Animal Shelter

Volunteering at an animal shelter is a fantastic opportunity, especially for teens with Aspergers. It has been widely discussed that children, teens, and adults with Aspergers form strong bonds with pets, and can greatly benefit from animal companionship.

Making and Using Keychain Rules to Help Behavior for Children with Autism

Q: “I’ve heard that if my son (who is on the autism spectrum) is having a problem staying on task while in school that he should use the “keychain rules”. Would you please explain this term to me?”  – Curious in Nashville, Tenn

A: Keychain rules are short statements or phrases of desired expectations that capitalize on the tendency toward rules and structure. They serve as reminders in a quick and easy format that prevent much discussion about them. Rather than say, “stay in your seat” over and over without much impact, the teacher can now say, “Please check keychain rule number 4”. Again, if the rules are attached to a heightened interest, their effectiveness is enhanced.

This student’s interest in Greek mythology was incorporated to his keychain rules as much as possible through the addition of pictures.

Keychain Rule #1: Use appropriate words and voice

  • Say nice things to others
  • Speak in a respectful tone [level 1, 2, or 3]

Keychain Rule #2: Follow directions from teachers

  • Teachers and Mom are trying to help me, so be sure to say “O.K. I’ll try”
  • Give my teachers and Mom a smile or a “thumbs up”

Preventing Meltdowns: Part two

There is nothing amusing about “the meltdown”. It is reflective of a complete loss of control of the person with an autism spectrum disorder. It is often loud, risky at times, frustrating, and exhausting.

Here is a video that explains meltdowns from the perspective of someone living with autism.  Feel free to share with others, as it is available through youtube.

 Ask an Autistic: What is a meltdown?

One might say that the loss of control overtakes the child. They need their teacher or parent to recognize this and help them to regain control, as they are unable to do so on their own. A child with autism in the middle of the meltdown desperately needs help to regain composure.

A Feelings Chart and Calming Activities for Children with ASD

In a previous blog we discussed the need to support students in identifying and expressing their feelings through the use of a feelings chart. The feelings chart may be on a scale of “one to three” or “one to five” with level one indicating that the student is most calm.

Happy group of kids

If possible, you can increase the effectiveness of this strategy by decorating the different levels with pictures/clip art that reflect a student’s interest. I have created feelings charts with different expressive pictures of Mario Bros, dinosaurs and even The Dukes of Hazzard characters!

Preventing Meltdowns

Although we have addressed the topic of meltdowns previously, it is a topic that needs to be revisited often, given the intense nature of the meltdown. “People with autism, new research suggests, may have an unusually large and overactive amygdala. This may be one reason why people with autism are easily overstimulated and have a hard time understanding and managing emotions.” – University of Washington

meltdown

This is one of many neurological findings that helps to explain how meltdowns are very different from tantrums. They originate from a neurological place of sensory differences: an over-abundance of neuronal pathways. The brain, whether through too much sensory input, cascading thoughts, chemical overload or some cumulative effect of all of these, gets overwhelmed!

I know individuals with autism can help understand the horror of the meltdown better than any observer. So I would like to refer to Carly Fleischmann for her unique perspective. The following is an excerpt from her website:

Using Graphic Organizers to Improve Your Child’s Academic Success

Continuing with instructional supports, this week’s blog will focus on a simple, yet powerful strategy: graphic organizers. “Graphic organizers are tools that help your brain think.” – Kylene Beers

Child, Graphic Organizer

Most teachers use graphic organizers, but might not be fully aware of the comprehensive benefits of this visual support. Graphic organizers can accomplish the following key elements toward instructional success:

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.

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.

Developing Social Skills

The topics discussed in this blog are often inspired by questions from readers.  This week’s topic of developing social skills is in response to such a question from a parent.

social skills

As you develop social skills, it would be helpful to identify the specific skill[s] that you and your child feels would be most beneficial.  For instance, do they struggle in initiating conversations?

If so, then two strategies might be helpful that you can work on at home.