ABI Updates
Notes from the Autism and Behavior Interventionist
November 2019
This month:
- Social Stories
- Strength Based Approach to Teaching Students with Autism
- Defiance
- Symbol It app
- The Cult of Pedagogy Podcast
- Good Reads - Hacking School Discipline
What is a Social Story?
Social Stories (also called social narratives) are stories that originally were created to assist individuals on the Autism Spectrum by providing a detailed narrative about a difficult or new situation. Social stories are typically written in the first person and have a mixture of sentences that explain details of a situation and sentences that create positive choices and responses. Social Stories were originally created by Carol Gray, a former teacher and educational consultant who worked with children with Autism. A true social story has a prescribed order, number and type of sentences. Social stories can be used to describe a difficult situation (transitioning between settings, social interactions with peers, asking for help) a new event (a change in schedule, a break from school, using a public restroom), an expected behavior (raising your hand to talk in class, taking turns in a game, having safe hands) or more advanced topics such as the death of a loved one, understanding differences or managing emotions.
Below are a few samples of social stories. While social stories were originally utilized for students with Autism, they can also be helpful for students that have difficulties with language processing, with students who need more structured instructions for behavioral or emotional management, or with students who struggle with social skills. Social stories should be individualized to the student as much as possible. This can be a powerful tool in helping students understand their environment and expectations!
Think you have a student who might benefit from this strategy? Feel free to reach out!
Below are a few examples of socials stories.
Hands to Self
Going to Art Class
Kind words for Teachers
Just Give Him the Whale!
A strengths based approach for teaching children with Autism
Many individuals with Autism have deep interest in one or a variety of topics and many educators are discovering that student fascinations can be bridges to learning, motivation, and support.
Can we as educators reframe obsessions as fascinations, passions, interests, or favorites and see them as potential tools, to allow students to potentially be more satisfied, calm, and successful? Five different ways that teachers can capitalize on a student’s “loves” are shared here.
1) To Develop a Relationship with the Learner Asking students about their “favorites” is a great getting-to-know-you strategy. Since many of our students with autism have fascinations that may be unusual and not shared by many other people they may be especially appreciative of those who will take some extra time to listen and learn. For example, Kip, a student who loves tractors, was shocked when his teacher, Mr. Rye, invited him to lunch and proceeded to ask him all about John Deere, Case, and other companies that the student revered. This was a turning point in Kip’s education as no teacher had ever treated his love of farm equipment as anything more than a tolerable quirk. After being interviewed by Mr. Rye, however, he became excited to go to school and, his mother reported that he worked harder for Mr. Rye than he had for any other teacher.
2) To Help Them Shine You might help your students create a resume, portfolio, or scrapbook so they can showcase special talents or areas of expertise in a formal way. Or consider planning a classroom-wide “tell us what you know” talent show that focuses on student’s areas of expertise.
3) To Expand Social Opportunities Some students who find conversation and common ways of socializing a challenge are amazingly adept when the interaction occurs in relation to an activity or favorite interest.
4) To Comfort Too often, we face a student’s crisis with warnings and consequences. Instead, we should be providing access to a student’s fascinations when times get tough. Not only does this strategy serve to make the student’s day more relaxing but it can make the teacher’s day more calm and predictable as well! A teacher might allow a student to spend time with favorite objects or materials during times of distress or difficulty, like drills or testing. You might even provide a comfort space somewhere in the school where the learner can go to relax and “visit” favorite materials or activities.
5) To Interest Them in Standards-Based Content Teachers can use engaging interests in order to gain by in to studying more difficult content. One example is using a skill or interest such as doing puzzles as an engaging activity to introduce content. A student needs to learn content about Europe in Social Studies. Her teacher incorporated the use of a magnetic globe puzzle into this student's activities. "It is important for her to have the same academic experiences and I might as well incorporate what she is good at to do it." Not only was the teacher able to find classroom time for the student to work on the puzzles she so loved, but she found creative ways to push her student into complex content using a skill that the learner prized.
Certainly interests can be limiting and teachers may, at times, need to work with students to reduce time with and attention to fascinations. Special interests can also be freeing, calming, motivating, captivating and inspiring. If the fascinations, interests, and areas of expertise that are so often important to students with autism (and other students, as well) can be more valued, honored, and respected, they can then be used more frequently as tools for teaching, supporting, engaging and including.
Below is an example of a strengths-based curriculum map which can show the various ways that a student's interest (in this case, weather) can be used in different subject areas.
Defiant Students
Defiant students can be difficult to educate and connect with. Below are some applicable ways to respond to defiance and build connection with these students.
Building relationships with these students is an important first step to keeping defiance at bay. Allow yourself to be silly with the students, get to know their interests, spend time one on one with them to let them know you care about them, do a whole class "get to know you" brain break a few times a month, greet kids at the door, be intentional about building those connections.
The 5 D's of De-Escalation for Defiance
1. Diffuse
Model cognition (wait time): pause before speaking and allow for processing time
Remain Calm
Acknowledge the student but not the challenge
Can be verbal or visual
Short statements - Noted, I see what you are saying, I'll keep that in mind, I'd love to hear more later, I understand, Thank you for sharing
Minimal eye contact
Can set limit to follow up ("I hear you, we can continue your thoughts after I give directions to the class")
2. Distract
Offer another choice
Remind of something coming later
Give them a stake in the activity (helper, show and tell)
Offer preferred activity after
Give attention and discuss preferred topic to gain compliance
Give a directive you know they can/will follow
3. Defer
Re-label who is in control ("This is what all 6th graders are working on right now")
Warn of upcoming times that you know can be a struggle and give choices to the student
Can defer to the clock, the schedule, calendar, principal
4. Drive By
Deliver the command and walk away
Use visuals (pictures, post-it note messages, gestures)
Matter-of-fact with no eye contact
Whisper
“Drive” around - deliver the redirection or praise, move on, but circle back
5. Directive
Forced choices
Set Limits (see last month's newsletter for more info!)
Calm tone
Disengage (“Max, we’re done talking about that for now. Everyone, get your writing journals out and start on your stories from yesterday.”)
Sometimes, student behavior goes beyond just not following directions. Students diagnosed with ODD, Oppositional Defiant Disorder, are defiant to the degree that it interferes with their daily lives. While many of the strategies above can be effective with students with ODD, click here to learn more: https://www.weareteachers.com/students-with-odd/
Symbol - It App
Great Reads!
Cult of Pedagogy Podcast
Contact Me
Danville Community Middle School