ࡱ> xzw5@  $bjbj22 "pXX 88888 0G2::::::::FFFFFFFbHRJF:::::F::F = = =:j::F =:F = =(=:B,C:: pKR8x:B OCG00GBR>Kn<X>KC>KC<:: =:::::FFd24<F4 THE INCREDIBLE 5- POINT SCALE Kari Dunn Buron & Mitzi Curtis Assisting students with ASD to understand social interactions controlling emotional responses where social interactions fall apart why social interactions fall apart ASD students experience problems: Lack of social competence Lack of understanding of their impact on social interactions Social dysfunction Objective: Use of a basic 5 point scale to teach social understanding Scales work well for students w/ASD Scales are familiar in their environments (relatable) Talk in numbers preferred over social or emotional words Scales are visual Scales reduce abstract ideas to simple numbers Matches ASD learning traits PROCESS Listen for descriptions of challenging behaviors Keep 5 point scale in mind 5 Point Scales work for ASD students who: have social readiness skills attending skills identify numbers and colors Best introduced in 1:1 session Once rating scale understood; apply in small groups Once rating scale understood; apply at school and home Writing a social story or memo ( older students) to go along with the scale good way to introduce the purpose of scale & how the scale works SOCIAL STORY/ MEMO Describes social situations Written description of problem Give clear, concise concrete social information State the perspective of people involved Gently directs SCALE Breaks down behaviors into concrete parts Kids able to better understand what is being asked Rate the behavior from 1-5 Write it down Direction used on scale (up/down) doesnt matter Want student to help identify each number if possible How we act, react, and interact in difficult situations depends on ability to quickly & efficiently assess what is happening & consider action consequences Students lacking social competence benefit from direct instruction & breaking repetitive problems down to clear, concise, concrete parts EXAMPLES Voice volume is too big Compares volume to big and little Known concept to student Adults carry scale on card Prompt student when too loud by showing scale & point to level he should be at for that specific activity No verbal directions given Just point to scale. Do not react to students response or outburst related to scale # NONVERBAL PROMPT Levels 5- Emergencies 4- Outside; at a ball game 3- In the classroom; at lunch 2- In the library; quiet time 1- When someone else is talking VOICE VOLUME RATING SCALE 5- Screaming/ emergency only 4- outside game/ outside voice 3- Classroom voice/ talking 2- Soft voice/ whisper 1- No talking at all VOICE VOLUME WHEN TOO SOFT Student soft spoken; often waits for adult prompt to respond to needs or answers Demonstrate scale with verbal examples (prewarned) This scale included pictures as struggle with number concepts And difficulty discriminating colors. Scale was modeled when student was waiting for materials rather than asking for crayons in a whisper. Try a 3 . 5- yelling 4- loud 3- conversation 2- whisper 1- no sound WHEN WORDS HURT Student upsets others when he says mean or hurtful things Response occurs when someone says something that bothers him Cant put self in others shoes to see why upsets them when he is telling the truth ignorant THE TOUCHING AND TALKING SCALE 5- Punching / kicking 4- Being mean (saying mean things) 3- Talking in a friendly way 2- Looking in a friendly way 1- Thinking in a friendly way THE OBSESSIONAL INDEX Often obsessional tendencies become so intense that student thinking becomes illogical. 5 point scale design can teach student to recognize need for supports when dealing with obsessions Intervene early in the obsession escalation With obsession tendencies, being told to stop can lead to increased anxiety and acting out behaviors. Memo ( replacing social stories for older students) can be written. Explains new scale Steps to check in with safe adult to self rate using the scale OBSESSIONAL INDEX 5- I can t control it. I will need lots of support. 4- I am feeling very nervous and will probably need some support. 3- I am thinking about my obsessions, but I may need to talk to someone about it. I think I have some control. 2- I am feeling pretty relaxed today. I can probably think about my obsessions but still do well in class. 1-It is a great day! My obsessional personality is a neurological work of art. MEETING AND GREETING OTHERS Used for student who has difficulty approaching others approp- riately. Scale to control frustration Socially acceptable ways LEARNING ABOUT CONTROL Student likes being in control. Becomes upset if he perceives something is wrong. Aggressive response to others behavior varies day to day- even for the same offense. Scale designed to teach student to recognize his own ability to control his reactions. Check in several times a day to rate level of control. If rated 4 or greater; student will have alternate activity. alternatives designed to provide more structure. Works since student likes school Rigid- does not like going home / change in his day Needs more support/ supervision in large settings Rating Looks like Feels like I can try to 5Kicking or hitting My head will prob- ably explodeMom comes To take me home 4Screaming at People ; almost Hitting NervousTalk to mom on The phone 3Quiet; some Talking Bad mood Grumpy Stay away from Kids I dont like Use quiet place2Regular kid Not weird Good Enjoy it Follow schedule1Work by self Great Stay thumbs up  WHAT I REALLY MEANT WAS . Goal: understand the perspective of others Understand impact of her behavior has on others Issue: student misunderstands behavior for which she has consequence ( ie- not finishing work vs. noncompliance) Interview teacher and student to develop scale. Place results side by side. Draw curve to illustrate student level of anxiety. Overlay student and teacher responses on the curve. -Allows student to understand teacher reactions based on observations. Develop scale. Teacher will ask student to rate during incident. Student has number cards to give to teacher indicating felling upset rather than talking rudely. TELL IT LIKE IT IS 5- I need to leave Face red; shut down; 4- I need some space Arguing; removing self ; signing to emphasize need 3- Please dont talk requests; shhh gesture; writes request 2- I am a little nervous pacing; repeating requests ; no work 1- I can handle this! 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