4/20/2017 CREATING A PSYCHOLOGICALLY SAFE ENVIRONMENT FOR STUDENTS WITH HF-ASD Brenda Smith Myles, Ph.D. www.ocali.org www.texasautism.org CREATE A PSYCHOLOGICALLY SAFE ENVIRONMENT FITS WITHIN THESE EBP: Behavioral package, Modeling, Multi-component package, Naturalistic Interventions, Social interventions, Social narratives, Task analysis, Schedules Learning: What to Teach • Research shows that … • Individuals with “soft skills”, including good social skills, sociability, good work habits, punctuality, conscientiousness and those who participated in extra curricular activities are more likely to make more money, be employed, and attain high levels of education than those with good grades and high standardized test scores. University of Illinois at Urbana-Champaign (2009, March 26). Social Skills, Extracurricular Activities In High School Pay Off Later In Life. Myles, 2017 brenda_myles@mac.com
4/20/2017 Create a Psychologically Safe Environment Predictability Predictability Communication demands Communication demands Sensory factors Sensory factors Physiological factors Physiological factors Adapted from Loomis PREDICTABILITY Predictability • The more predictable, the easier the interaction • Routines and regularly occurring events • Circle time • Martial arts lesson • Math cooperative group Myles, 2017 brenda_myles@mac.com
4/20/2017 Predictability • The learner with ASD must know answers to questions, such as: • What is the schedule? • What am I expected to do? • How much am I expected to do? • What will other people be doing? • How will I know when I am finished? • What will I do next? • What should I do if I don’t know what to do? • Can I tell when I become overwhelmed, anxious, or upset? • What should I do if I become overwhelmed, anxious, or upset? Bolded items from Project TEACCH Predictability • One of the best ways to provide clear explanations is to make: • The unfamiliar Familiar • The unpredictable Predictable • Unclear expectations Clear Predictability: Tools • Priming • Video modeling • Social narratives Myles, 2017 brenda_myles@mac.com
4/20/2017 PREDICTABILITY: PRIMING Priming • Preparing the student for daily activities • Can occur • At home for the next day • The morning of in school • At the end of the school day for the next day • Overview of schedule changes, assignments and activities Sample Priming Activities • Look at a grocery list • Look at a to-do list • Look at a worksheet • Look through a book • Overview a test • Show the visual schedule • Practice with art supplies • Talk about and show a finished project • Show a work sample Myles, 2017 brenda_myles@mac.com
4/20/2017 PRIME FOR TESTS!!!!!! You can call them study guides, if it makes you more comfortable. Priming Considerations: Explanation • Get the child ’ s attention • Tell the child what is going to happen • Be brief yet thorough • Show no panic or fear! Sakai, 2005 Priming Considerations: Schedule • Use a timeline • Stick to it • No last minute changes • Consider this step as a trust-builder Sakai, 2005 Myles, 2017 brenda_myles@mac.com
4/20/2017 Priming Considerations: Reward • Tell or negotiate • Expect and communicate reasonable compliance • “ Going with the program ” Sakai, 2005 Priming Considerations: Predicting • Make the schedule clear • What might happen? • Examine all variables • What has happened in the past • Ask the child questions to check for comprehension • With the child, think of possible alternatives … just in case Sakai, 2005 Priming Considerations: Predicting • Brainstorm and include the child in the process • Ask “ What if ” ? • Write it down • Paper • Post-It Sakai, 2005 Myles, 2017 brenda_myles@mac.com
4/20/2017 Priming Considerations: Countdown • Time needed varies by activity and location • Be prepared • Do not use seconds • Don ’ t say “ just a minute ” unless you mean 60 seconds Sakai, 2005 Priming Considerations: Wrap-Up • Present the facts • Not a time for scolding or making judgments • A play-by-play listing of what occurred • Make sure the child is calm before you wrap-up Sakai, 2005 PREDICTABILITY: VIDEO MODELING Myles, 2017 brenda_myles@mac.com
4/20/2017 PREDICTABILITY: SOCIAL NARRATIVES Rule Cards Proper Greeting Behaviors for an Adolescent in a New Situation With Peers 1. Make eye contact. 2. Say, “Hey, great to meet.” 3. Say, “What are we supposed to be doing? Loomis, 2012 Conversation Starter Cards Things to Talk About 1. Yesterday’s snowstorm. 2. The joke about the horse that dad told. Remember each person should only hear the joke one time 3. The baseball game on television tonight. Loomis, 2012 Myles, 2017 brenda_myles@mac.com
4/20/2017 Scripts Marty’s Script • Hi (peer’s name). How are you? • Did you see (television show) last night? • What did you think was funny. • I liked it when everybody fell into the swimming pool. Loomis, 2012 Situational Fact Cards Dinner at Restaurant • Who will be there: Aunt Donna, Uncle John, Mark, Missy, dad, mom, you • What will you have to do beyond general ordering and eating: (a) hug aunt and uncle hello and goodbye; (b) talk with Mark and Missy about their interests: hockey and American Idol; (c) it is appropriate for you to talk with Mark and Missy while the adults are talking with each other • After we leave the restaurant, you can de-stress with a favorite video game Loomis, 2012 Descriptive Stories Myles, 2017 brenda_myles@mac.com
4/20/2017 Descriptive Stories COMMUNICATION DEMANDS Communication Demands • Verbal communication • Nonverbal communication • Problem solving • Hidden curriculum Myles, 2017 brenda_myles@mac.com
4/20/2017 SIMPLIFY THE LANGUAGE EXPRESSIVE LANGUAGE DOES NOT EQUAL COMPREHENSION Simplify the Language • Students with ASD often appear to understand than they actually do • Many students can repeat back what they hear without understanding • Verbalization does not equal comprehension • The answer to “ Do you understand what you are supposed to do? ” is almost always, “ Yes ” . The meaning may be “ No ” . Myles, 2017 brenda_myles@mac.com
4/20/2017 Communication • Use student ’ s name to obtain attention • Ask questions in different ways • Have student paraphrase • Tape gently on the desk prior to asking a question • Have student demonstrate understanding • Teach new vocabulary • Explain that words have more than one meaning COMMUNICATE VISUALLY Cartooning Myles, 2017 brenda_myles@mac.com
4/20/2017 Graphic Organizer Circulatory Circulatory Respiratory Respiratory Respiratory system system system system system The human The human The human The human Nervous Nervous Nervous Reproductive system system system system body body body body Skeleton Skeleton Digestive system Insect Report Due Next Friday Timeline Task Details Monday Read at least 2 sources to learn Can be on internet or more about insects information from books Tuesday Create outline 5-10 facts people should know about insects Write 1 st draft. Use information from Wednesday Introduction research to add details to outline Body Conclusion Thursday Edit report (Ask your teacher to read Read and look for errors it and make suggestions) Correct errors Make changes based on suggestions Friday Read paper again. Check for Look for spelling errors spelling errors. TURN IN PAPER Correct spelling errors Myles, 2017 brenda_myles@mac.com
4/20/2017 Lofland, 2010 USE SOCIAL AUTOPSIES Bieber, 1994 PROMPTING, SET-UP, NARRATION Myles, 2017 brenda_myles@mac.com
4/20/2017 Prompting • Providing the subtle “nudge” to help the learner get started or to provide direction • Verbal • Nonverbal The Set-up • Providing a brief introduction to help the learner get started • “John has something to say.” • “We are going to the store and there is something that John would like to ask you before we go.” Narration Her mouth is turned down and her arms are crossed. I think she is mad and is waiting for the students to stop talking. Myles, 2017 brenda_myles@mac.com
4/20/2017 CREATE PRACTICE OPPORTUNITIES HELP STUDENTS CREATE A COMMUNICATION PLAN Before approaching a social situation Gardella, A. (2015, April). How to network as an introvert. Real Simple. Retrieved from http://realsimple.com/work- life. Make a To-Do List • Jot down what you want to accomplish prior to attending a social situation • Make one or two goals • Learn about a specific topic • Listen to a speaker • Meet an individual Myles, 2017 brenda_myles@mac.com
4/20/2017 Stay Only a Short While (20 Min) • It is usually acceptable to leave after your goals are accomplished • Check with a mentor to see how long it is necessary to stay • If you are having a good time, stay longer Think Quality, Quantity • Try to make one or two meaningful connections with people you might enjoy • In a group setting, strive NOT to be the person who talks the most Script Your Introduction • Develop a three-to-five second ‘elevator pitch” • Unique talents • Professional background • What you enjoy (in a sentence) • Write them out so that the words sound natural, not forced • Practice in front of a mirror and trusted people Myles, 2017 brenda_myles@mac.com
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