ࡱ> WYTUV` lHbjbj 4d?$$$$t NNNNdNtJV8*vORPRPRPRPL9(7777777$:h<7W\WW7$$RPRPQ8AAAW$VRPRP7AW7AAG/zs6RPjO P, N2HQ7&80V83`=6=s6s6B=6arAaaa77%aaaV8WWWWJJJ2JJJ2tJ$$$$$$ Sample Psycho-educational Report Recommendations If the student is challenged by social situations, then the following intervention and support recommendations might be appropriate: Provide interpretation of social situations as indicated. Specifically, the following are suggested: Make use of social stories( (Gray & White, 2002). A social story is a short story that explains a specific challenging social situation. The goal is to find out what is happening in a situation and why. The following is an example of a social story: When Other Students Get Upset Sometimes other students get upset and cry. When this happens their teacher might try to help them. The teacher might try to help them by talking to them or holding them. This is okay. Sometimes when other students get upset and cry, it makes me upset and angry. I can use words to tell my teacher that I am upset. I can say, "That makes me mad!" or "I'm upset!" It is okay to use words about how I feel. When I get upset I will try to use words about how I feel. For more information about social stories go to  HYPERLINK "http://www.thegraycenter.org/" http://www.thegraycenter.org/  HYPERLINK "http://www.polyxo.com/socialstories/introduction.html" http://www.polyxo.com/socialstories/introduction.html A variety of sample stories can be found at  HYPERLINK "http://www.frsd.k12.nj.us/autistic/Social%20Stories/social_stories.htm" http://www.frsd.k12.nj.us/autistic/Social%20Stories/social_stories.htm Use cartooning to illustrate the rules of challenging social situations (Myles & Simpson, 2001). For example,     Explain problematic social situations and in doing so let NAME know that there are specific choices to be made and that each choice has a specific consequence. Specific steps in this process (as described by Myles & Simpson, 2001) are as follows: Help the NAME understand the problematic social situation (i.e., who was involved, what happened, etc.) Facilitate NAMEs brainstorming of options for responding to the situation. Explore NAME explore the consequences for each option identified. Help NAME identify the response that has the most desirable consequences. Develop and action plan. Practice the response to the problematic social situation by role playing, visualizing, writing a plan or talking it out with a peer. To address NAMEs difficulty making friends, the following interventions are recommended: Establish structured activities with peers. These activities should have pre-assigned roles that can be practiced. Provide direct instruction on how to approach an individual or group. Provide direct instruction on the skills needed to interact with peers. Structure social opportunities around NAMEs special interests After a challenging social situation conduct a social autopsy (Myles & Simpson, 2001). Such a conversation involves an examination and inspection of NAMEs social errors to discover their causes, better understand the consequences of such errors, and to decide what can be done to prevent it from happening again. Identify specific social conventions that need to be taught and then provide direct instruction. Examples, of social conventions that NAME may need to be taught include the following (LIST HERE SPECIFIC SOCIAL RULES THAT THE ASSESSMENT DATA SUGGESTS TO BE PROBLEMATIC): Do not ask to be invited to someones party Speak to teachers in a pleasant tone of voice because they will respond to you in a more positive manner. They also like it if you smile every once in a while. Do not correct someones grammar when he or she is angry. Never break laws no matter what your reason. When your teacher gives you a warning about your behavior and you continue the behavior, realize that you probably are going to get in trouble. If you stop the behavior immediately after the first warning, you will probably not get in trouble. Do not touch someones hair even if you think it is pretty. Do not ask friends to do things that will get them in trouble. Understand that different teachers may have different rules for their classes. Do not draw violent scenes. Do not sit in a chair that someone else is sitting in even if it is your chair. Do not argue with a policeman even if you are right. Do not tell someone you want to get to know better that he or she has bad breath. Do not try to do what actors do on television or the movies. These shows are not the same as real life. Do not pick flowers from someones garden without permission, even if they are beautiful and you want to give them to someone. (Myles & Simpson, 2001, p. 8). Make use of NAMEs special interests to develop power cards that facilitate understanding of social rules (Myles & Simpson, 2001). (TRY TO LINK THE STUDENTS SPECIAL INTERESTS TO PROBLEMATIC SOCIAL SITUATIONS.) For example, make use of NAMEs interest in automotive mechanics and provide him/her with the following card that can be placed on his/her desk and/or placed in his/her pocket.   INCLUDEPICTURE "http://www.everythingradio.com/donspictures/engine.jpg" \* MERGEFORMATINET  Automotive mechanics and students both listen to people when they tell them that something is wrong. ask good questions to make sure they understand the problem. try to solve problems.  If disruptive behavior problems are present, then following might be appropriate: Functional behavioral assessment is recommended. Students with autism frequently engage in disruptive behaviors to escape demands and gain or maintain access to perseverative items and activities (Reese et al., 2003). Thus, the focus of any functional assessment should include special attention to perseverative behaviors that might serve to obtain desirable sensory stimuli. Students with autism also frequently engage in disruptive behaviors to escape aversive sensory stimuli (Reese et al., 2003). Thus, the focus of any functional assessment should also direct attention to perseverative behaviors that might serve to escape from aversive sensory stimuli. If disruptive behavior problems are present and known to be related to perseverative activities, then following might be appropriate (Reese et al., 2003): Identify and decrease environmental and/or physiological conditions that are related to perseverative behavior. Determine if the behavior is an attempt to avoid aversive sensory stimulation or a strategy to obtain desirable sensory stimulation. If disruptive behaviors appear to be related to anxiety and/or a desire to avoid aversive sensory stimulation, then the following might be appropriate (Reese et al., 2003): The problem (perseverative) behaviors appear to have a calming or organizing effect and might be related to anxiety. Thus, the following strategies are recommended as they appear to reduce anxiety (and in doing so may decrease the need for the perseverative behaviors): Establish predictable routines Use visual schedules to facilitate coping with change Practice alternative coping behaviors such as relaxation If disruptive behaviors appear to be related to obtaining desirable sensory stimulation, then the following might be appropriate (Reese et al., 2003): The problem (perseverative) behaviors appear to be positively reinforcing. Thus, the following strategies are recommended: Provide appropriate access to the desired sensory stimulation on a regular basis. Provide instruction on how to appropriately obtain the desired stimuli. This will decrease the need to engage in behaviors that have as their function obtaining the stimuli. Providing contingent access to the desired sensory stimulation may be used as a positive reinforcer for the completion of instructional tasks. If the student has weaknesses in social, language, attention, organizational, transitioning, and auditory processing, then the following might be appropriate: The instructional program should centers on an NAMEs strengths (TYPICALLY ROTE MEMORY AND VISUAL PROCESSING), special interests, and needs. It may include the following: Visual schedules that depict the students daily routine Work systems Calendars to help the student understand when regularly scheduled events may occur To facilitate transitions, make use of visual cues that forewarn the student when something is going to end, stop or be all done. This assists in transitions. Place classroom rules in a visual form on the students desk. If the student has difficulties with expressive language, then the following might be appropriate: Consider making use of a Picture Exchange Communication System (PECS; Frost & Bondy, 1994). PECS is a picture based communication system where the student gives a picture or symbol of a desired item in exchange for the item itself. The intent of PECS is to assist the student in developing spontaneous communication. The following are examples of PECS symbols:  Sample PECS IEP objectives can be found at  HYPERLINK "http://www.pecs.com/Brochures/Objectives/IEP%20Objectives%202002.pdf" http://www.pecs.com/Brochures/Objectives/IEP%20Objectives%202002.pdf PECS pictures and photos can be found at  HYPERLINK "http://www.childrenwithspecialneeds.com/downloads/pecs.html" http://www.childrenwithspecialneeds.com/downloads/pecs.html Blank PECS image grids, and daily and weekly picture card schedule forms  HYPERLINK "http://www.do2learn.com/picturecards/forms/index.htm" http://www.do2learn.com/picturecards/forms/index.htm For more information about PECS go to  HYPERLINK "http://www.bbbautism.com/pecs_contents.htm" http://www.bbbautism.com/pecs_contents.htm  HYPERLINK "http://www.polyxo.com/visualsupport/pecs.html" http://www.polyxo.com/visualsupport/pecs.html  HYPERLINK "http://www.usd.edu/cd/autism/topicpages/printer/PECS.pdf" http://www.usd.edu/cd/autism/topicpages/printer/PECS.pdf  HYPERLINK "http://www.nas.org.uk/nas/jsp/polopoly.jsp?d=297&a=3642&view=print" http://www.nas.org.uk/nas/jsp/polopoly.jsp?d=297&a=3642&view=print  HYPERLINK "http://www.iidc.indiana.edu/irca/communication/WhatisthePEC.html" http://www.iidc.indiana.edu/irca/communication/WhatisthePEC.html Specific PECS cards should include the following (AS INDICATED BY ASSESSMENT DATA): Break Cards that assist NAME in communicating when he/she needs to escape a task or situation. Choice cards that provide NAME some control by indicating a choice from a prearranged set of possibilities All done cards that assist NAME in communicating when he/she is finished with an activity or task. Turn-taking cards that can be used to visually represent and mark whose turn it is. Wait cards that can be used to visually teach the concept of waiting. Help cards that assist in teaching NAME to raise his/her hand to indicate the need for assistance. If a student needs predictability (e.g., becomes anxious when new materials/activities are introduced), then the following might be appropriate: Employ priming (Myles & Adreon, 2001). This involves showing the actual instructional materials that will be used in a lesson the day, evening, or morning before the given classroom activity is going to take place. Priming should be brief (10 to 15 minutes) and built into NAMEs daily schedule and should take place in a relaxing environment. If a student has reading fluency and/or comprehension difficulties, then the following might be appropriate: Highlighted text Study guides If a student has written expression (e.g., handwriting) difficulties, then the following might be appropriate: When assessing NAMEs content knowledge allow for verbal, instead of written responses. When completing written assignments allow NAME to use the computer instead of pen or pencil. Multiple-choice tests can be used instead of short answer to assess subject matter knowledge Allow NAME to create projects, rather than producing written reports. If a student has difficulty with note taking, then the following might be appropriate: Provide NAME with a complete outline including the main idea and supporting details. Provide NAME with a skeletal outline that he/she can use to fill in details. If a student has sensory issues that are judged to play a role in specific problem behaviors, then consider recommended in the following (adapted from Myles et al., 2000): To address NAMEs problems making eye contact, the following interventions are recommended: Consider decreasing expectations for eye contact in some situations. Try to place speakers in NAMEs line of sight with out getting too close Strive to provide minimal auditory information and/or offer slight touch to encourage visual attention To address NAMEs difficulties understanding body language and/or facial expressions the, following interventions are recommended: Provide auditory cues to direct NAMEs attention. Try to eliminate irrelevant background distractions. Strive to pair facial expressions, gestures, and body language with words. Strive to be cognizant of unspoken social cues when giving instructions. To address NAMEs difficulty transitioning in hallways, the following interventions are recommended: Allow NAME to be either first or last in line. Allow NAME to leave class early. Have NAME carry something heavy to provide proprioceptive input. To address NAMEs constant humming, the following interventions are recommended: Move NAME away from noise sources that may be distressing Allow NAME to hum, but teach him/her that such is appropriate only in certain situations (e.g., to help him/her concentrate) and try to get him/her to do it more quietly. To address NAMEs poor organizational skills, the following interventions are recommended: Provide as much visual structure as is possible Use tape and labels to specify where instructional materials are to be placed. To address NAMEs difficulty with change, the following interventions are recommended: Offer a signal before transitions take place Use visual cues to prepare NAME for what will happen next Allow NAME to obtain deep pressure Give NAME a script or social story to follow whenever an unexpected event takes place. To address NAMEs desire to touch everything, the following interventions are recommended: Before NAME enters a new environment specify exactly what can, and cannot be touched. Before NAME enters a new environment provide deep pressure by rubbing his/her shoulder, back or palms. To address NAMEs messy handwriting, the following interventions are recommended: Have NAME engage in gross-motor activities before being asked to perform fine-motor tasks. Encourage NAME to engage in activities that develop hand strength. Have NAME write on raised-line paper Teach NAME keyboarding skills. References Frost, L., & Bondy, A. (1994). The picture exchange communication system training manual. Cherry Hill, NJ: PECS, Inc. Gray, C., & White, A. L. (2002). My social stories book. Gateshead, Great Britain: Arthenaeum Press Myles, B. S., & Adreon, D. (2001). Asperger syndrome and adolescence: Practical solutions for school success. Shawnee Mission, KS: AAPC. Myles, B. S., Cook, K. T., Miller, N. E., Rinner, L., & Robbins, L. A. (2000). Asperger syndrome and sensory issues: Practical solutions for making sense of the world. Shawnee Mission, KS: AAPC. Myles, B. S., & Simpson, R. L. (2001, November). Effective practices for students with Asperger syndrome. Focus on Exceptional Children, 34(3), 1-14. Reese, R. M., Richnam, D. M., Zarcone, J., & Zarcone, T. (2003). Individualizing functional assessments for children with autism: The contribution of perseverative behavior and sensory disturbances to disruptive behavior. Focus on Autism and Other Developmental Disabilities, 18, 87-92.  I like the Beatles I like the Who Would you like to listen to music? What do you listen to? 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