How to Help ASD Students Express Their Feelings and De-Escalate a Meltdown

Feelings Chart

If a student can express their inner feelings, then adults could help them prevent further escalation. This can be done by engaging the student in conversation about the problem, or beginning a calming activity. Often however, the student has difficulty expressing those feelings until it is too late. A feelings chart may be an effective visual support to help students express how they are feeling with or without using any words.

Feelings Chart in Class

In order for the feelings chart to be an effective strategy, students must understand the meaning of different feelings represented at each level. What does it mean to feel great versus having a problem?  Connecting meaning for each feeling may require direct instruction. Lessons to build this understanding can be done in a variety of ways, including the use of props or pictures of self or others.

Incorporating Asperger Students’ Intense Interests in the Classroom

In a previous blog, we discussed the power of choice in increasing student academic success. In one of the examples, we discussed that students can be given several topics to choose from to complete an assignment. Another layer to add to the element of choice is the integration of a highly preferred interest within those choices.

class, students, interest

Offering ASD Students Choice to Increase Academic Success

Research indicates that incorporating specific motivations such as offering choices increases the rate of performance on academic tasks and decreases disruptive behaviors. Choice can take on many forms as related to academic tasks.

Child in school, making choice, education

As one example, students can be given several topics to choose from to complete an assignment. Students may also be given a list of several activities, of which they are to complete two. By giving them a choice, students are more likely to begin the assignment and even more likely to complete it.

Strategy for Asperger Students: Mini-Maps

Guidance with Assignments

Now that we have established the core strategy of a class schedule or agenda as an essential starting point, let’s extend our focus to a companion strategy. A schedule within a schedule has many names. For our purposes, we will call this sub strategy “mini-maps”.

strategy, mini-maps

A mini-map takes a piece of the schedule and breaks it down even further. The schedule guides you from one major activity to another, while the mini-map clarifies the smaller steps within that activity. This can be especially helpful to decrease frustration associated with academic tasks, but can be useful for any chunk of time that presents a challenge.

Decreasing Stressors for the Asperger Student in Class

studentPerhaps most relevant to a student in the classroom: when you are stressed you are less likely to embrace difficult tasks. On your most stressful day, you will probably put the complex tax form in the “to do” box and leave it for a better day.

For our students, neurological stress can be the major underlying factor contributing to difficulties in communication, socialization, and academic performance.

It is our essential job, as parents and educators, to respect the neurological differences and decrease that stress in creative and varied ways.

From breathing techniques to visual strategies and beyond, we will strive to decrease neurological stress so that our students and children can present their best self each and every day.

How to Use a Checklist to Keep Students on Task

For some students, a simple checklist is all they need to get them started and keep them moving through academic activities. The following is an example of such a checklist:

1The checklist corresponds to the numbered folders. The student knows to complete the work in the four folders. After checking each number off, the student then has a few minutes to engage in a highly reinforcing activity.

Using a Checklist + Self Evaluation to Avoid Behavioral Difficulties

Combo Strategies for Academic Tasks

Since the inception of this blog, we have explored a variety of specific strategies. I encourage all educators and parents to be creative, and mix and match to best meet the individual needs of your child and/or student. In a previous blog, we learned that mini-maps can help to prevent behavioral difficulties related to academic tasks.

Boy doing homework

Often, teachers note that a common antecedent or trigger to behavioral difficulties is the presentation of academic tasks. The behaviors can range from a verbal protest to a meltdown when students feel overwhelmed by school work. The first question to ask, of course, is what is there about the work that makes the student feel so overwhelmed? Does the page look too busy? Is too much handwriting involved? Are there too many problems? Is it too difficult or too easy?

How to Use Keychain Rules for Self-Regulation

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.

Neurological stress can be the reason behind difficulties in the classroom

Using a schedule to help reduce neurological stress at school

Perhaps most relevant to the classroom, when you are stressed, you are less likely to embrace difficult tasks. On your most stressful day, you will probably put the complex tax form in the “to do” box and leave it for a better day. For our students, neurological stress can be the major underlying factor contributing to difficulties in communication, socialization, and academic performance.

Child at school

It is our essential job, as parents and educators, to respect the neurological differences and decrease that stress in creative and varied ways. From breathing techniques to visual strategies and beyond, we will strive to decrease neurological stress so that our students and children can present their best self each and every day.

A core strategy that creates an anchor for students who struggle to make sense of their day and their environment is a schedule.