How to Use Visual Supports for Social Skills Training

Many school students carrying the diagnosis of Asperger’s Syndrome exhibit challenges in the area of social interactions and social skills. These social difficulties are worrisome for parents and family members who look for supports to address these challenges. Struggles in the school setting often center on their child’s inability to “fit in” with other students or an inability to grasp social expectations from their teachers and peers. Additionally, their child’s feelings of high anxiety and stress can make the learning environment challenging for them and the people around.

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Over time, I’ve listened to concerns from parents and teachers regarding a student’s lack of understanding when it comes to social situations in the classroom environment. This often leads to isolation and the need for behavior support.

There is information in the literature that suggests both adult and peer mediated techniques to teach and build social skills in children with autism.

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.

During a Meltdown

In previous blogs we have addressed the complex topic of meltdowns. While the main message is to have a plan to PREVENT a meltdown, we must also be prepared if a meltdown does occur.

Portrait of unhappy screaming teen girl

I will start by outlining what NOT to do. I think this is best said coming from someone that has lived through a meltdown with neurological implications.  The following is an excerpt from a message from Mr. John Scott.

Resources to Aid Students with ASD in High School to College Transition

A reader of this blog asked that we provide advice about resources that exist to aid students with ASD as they transition from high school to college. When considering the transition, it is important to recognize several critical elements:

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  • It’s never too early for any student to begin planning for the transition, but early planning is critically important for students diagnosed with ASD
  • Practical, on-campus experience is helpful to the process
  • Teaching self-advocacy is vital

Helpful resources I’ve encountered include:

Using Mnemonic Devices in School for Test Taking Strategies

You might already use mnemonic techniques in your life. If you have five things to get at the grocery store: sugar, tea, apples, rice and soup, you might create and visualize STARS remember your list. In classrooms, mnemonics is a memory enhancing instructional strategy that involves teaching students to
link new information that is taught to information they already know.

Detail of elementary school art class

Mnemonic devices are patterns of letters, sounds, or associated ideas that aid people in remembering information. Keyword, pegword, and letter strategies were the mnemonic devices used in the studies included in this meta-analysis.

These mnemonic techniques use acoustically linked proxy words to connect two pieces of information. For example, students were given the keyword “rainy day” and told to think of a frog sitting in the rain to remember that the scientific classification for common frogs is ranidae.

Is Higher Education Ready to Support Students with Asperger’s Disorder? ~ Part 2

In 2013 I surveyed disability service professionals at 578 degree-granting, four-year public institutions of higher education. The survey was designed to determine the current readiness of higher education to support the academic, social and communication, and independent living needs of college students diagnosed with Asperger’s Disorder. 230 colleges participated in the survey. You can read part one of this blog series here.

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The survey was designed around the Benchmarks of Effective Supports for College Students with Asperger’s Disorder (Ellison, Clark, Cunningham, & Hansen, 2012), a checklist of efforts determined by experts as integral to effective college supports for this student population. The 2012 study demonstrated college students with Asperger’s Disorder required specialized supports, and that disability services available traditionally on campus to this population were generally ineffective. The 2013 nation-wide survey explored, in part, whether or not colleges had specialized supports for this student population outside of traditional disability services.

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.

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

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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:

Academic and Campus Accommodations for College with Aspergers

Autism and Higher Education

Prevalence of autism spectrum disorders (ASD) has risen significantly since first described in the 1940s; the Center for Disease Control estimates currently 1 in 68 children in the United States lives with an ASD diagnosis, and that 46% of those diagnosed have average to above average intelligence.

University Of Tennessee Hill

A large body of literature describes the significant, life-long difficulties faced by many individuals diagnosed with ASD. The support needs for college students diagnosed with more traditional disabilities are well documented. There is a dearth of information, however, in regard to effectively supporting the college instruction of students with Asperger’s Disorder, and how to support their navigation of a campus society.