Sunday, October 4, 2009
Visual timetables for autistic children
Although school days generally follow some form of curricular timetable, practitioners also tend to build in elements of variety and surprise. Whilst this is stimulating and exciting for most children, it creates uncertainty and anxiety in those with ASD. Visual timetables enable adults to break down long sessions (or large tasks) into discrete, more manageable chunks, giving children with ASD advance warning of what is going to happen (thereby alleviating anxiety and confusion).
Giving Clear Instructions to a Child with Autistic Spectrum Disorder
Instructions should be as clear and literal as possible. In its simplest form, a visual timetable may just consist of two cards with words (or symbols) for “now” and “next”, with accompanying illustrations of what will happen. For example, now – milk, next – story. This would be suitable for a very young child and could gradually be increased as the child matures and becomes able to cope with longer sequences.
The planned sequence of activities will be reassuring for a child with ASD. This in turn may improve his or her willingness to cooperate on tasks which are important, but which he or she would otherwise be reluctant to undertake (for example, getting dressed). A timetable about getting ready for school in the morning might consist of:
Picture of the toilet/bathroom
Picture of hands washing
Picture of school clothes laid out on the child’s bed
Picture of the breakfast table
Picture of a toothbrush.
Such pictures might be reinforced further by simple captions or sign language cues, if this is helpful to the child.
Giving Autistic Children Choices and Control
In addition to building reassurance and cooperation, visual timetables can also help the child with ASD begin to make simple choices. For example, the adult might offer a guided “either/or” choice or allow the child to choose the order in which activities take place. Importantly, this will give the child a feeling of control over what is going to happen and may also help build confidence and a degree of autonomy.
Read more: http://developmentally-challenged-ed.suite101.com/article.cfm/visual_timetables_for_autistic_children#ixzz0SymgfDXX
Although children and young people with ASD are generally uncomfortable with unexpected events, there are times when they are unavoidable. For example, the fire brigade might be making a surprise visit to the school or the child may need to see a doctor. Such an event can be incorporated into a visual timetable by using a pre-prepared “surprise” card. It would be wise to allow opportunities to practise using this card so that the child becomes familiar with it and begins to understand that it symbolises something pleasant (and not something to be frightened of).
How to Make a Visual Timetable
"Makaton" is a signing resource which uses gestures and symbols to supplement spoken language. Symbols like these (or even just general clipart) are ideal for use with a visual timetable as they can be copied and pasted into simple grids to show planned activities. Such a timetable could then be laminated for adults to annotate or for the child to “tick off” as he or she proceeds through the day. These can subsequently be wiped clean, ready for use in the following session or the next day.
Alternatively, Velcro tabs can be stuck onto individually laminated pictures, symbols or digital photographs. These are excellent for busy practitioners as they are durable, re-usable and quick and easy to use. Furthermore, other children may also find them useful and informative.
Visual timetables provide a highly effective and versatile resource which can be adapted to suit a diverse range of activities and the needs of the individual child. They can also be used in conjunction with other strategies such as Social Stories, which help children with ASD to learn social skills and behaviour.
Read more: http://developmentally-challenged-ed.suite101.com/article.cfm/visual_timetables_for_autistic_children#ixzz0SymseeWe
Giving Clear Instructions to a Child with Autistic Spectrum Disorder
Instructions should be as clear and literal as possible. In its simplest form, a visual timetable may just consist of two cards with words (or symbols) for “now” and “next”, with accompanying illustrations of what will happen. For example, now – milk, next – story. This would be suitable for a very young child and could gradually be increased as the child matures and becomes able to cope with longer sequences.
The planned sequence of activities will be reassuring for a child with ASD. This in turn may improve his or her willingness to cooperate on tasks which are important, but which he or she would otherwise be reluctant to undertake (for example, getting dressed). A timetable about getting ready for school in the morning might consist of:
Picture of the toilet/bathroom
Picture of hands washing
Picture of school clothes laid out on the child’s bed
Picture of the breakfast table
Picture of a toothbrush.
Such pictures might be reinforced further by simple captions or sign language cues, if this is helpful to the child.
Giving Autistic Children Choices and Control
In addition to building reassurance and cooperation, visual timetables can also help the child with ASD begin to make simple choices. For example, the adult might offer a guided “either/or” choice or allow the child to choose the order in which activities take place. Importantly, this will give the child a feeling of control over what is going to happen and may also help build confidence and a degree of autonomy.
Read more: http://developmentally-challenged-ed.suite101.com/article.cfm/visual_timetables_for_autistic_children#ixzz0SymgfDXX
Although children and young people with ASD are generally uncomfortable with unexpected events, there are times when they are unavoidable. For example, the fire brigade might be making a surprise visit to the school or the child may need to see a doctor. Such an event can be incorporated into a visual timetable by using a pre-prepared “surprise” card. It would be wise to allow opportunities to practise using this card so that the child becomes familiar with it and begins to understand that it symbolises something pleasant (and not something to be frightened of).
How to Make a Visual Timetable
"Makaton" is a signing resource which uses gestures and symbols to supplement spoken language. Symbols like these (or even just general clipart) are ideal for use with a visual timetable as they can be copied and pasted into simple grids to show planned activities. Such a timetable could then be laminated for adults to annotate or for the child to “tick off” as he or she proceeds through the day. These can subsequently be wiped clean, ready for use in the following session or the next day.
Alternatively, Velcro tabs can be stuck onto individually laminated pictures, symbols or digital photographs. These are excellent for busy practitioners as they are durable, re-usable and quick and easy to use. Furthermore, other children may also find them useful and informative.
Visual timetables provide a highly effective and versatile resource which can be adapted to suit a diverse range of activities and the needs of the individual child. They can also be used in conjunction with other strategies such as Social Stories, which help children with ASD to learn social skills and behaviour.
Read more: http://developmentally-challenged-ed.suite101.com/article.cfm/visual_timetables_for_autistic_children#ixzz0SymseeWe
What are Social Storiess
What is it?
Social stories are used to teach social skills to children with autism (1). A social story is a simple description of an everyday social situation, written from a child's perspective. Social stories can be used in different situations. For example, social stories can help a child prepare for upcoming changes in routine, or learn appropriate social interactions for situations that they encounter (2). The idea is that the child rehearses the story ahead of time, with an adult. When the situation actually happens, the child can then use the story to help guide his or her behavior (1).
Each social story uses several different types of sentences:
Descriptive sentences (De) give who, what, where, and why details about the situation so the child can recognize when that situation actually occurs.
Directive sentences (Di) tell the child the appropriate social responses in that situation.
Perspective sentences (P) describe one of the child's possible feelings or responses.
Affirmative sentences (A) give the child a sense of what others may be thinking or feeling in that situation. What does this mean?
Cooperative sentences (Co) describe how other people will help out in a given situation.
Control sentences (Cn) are created by the child, to help remember strategies that work for him or her. (1, 3).
For example, a social story using all six sentence types is:
When we go to the shoe store,
There will be many shoes to choose from. (De)
I might not know which shoes I like. (P)
That is okay with everyone. (A)
I can hold onto my string while I decide. (Cn)
When I decide about the shoes, I will tell the grown-up. (Di)
The grown-up will go get the shoes for me. (Co)
It has been suggested that social stories should use each of these types of sentences only in specific ratios or amounts. For example, some researchers suggest that directive sentences should not be used as much as descriptive sentences (1). However, social stories can still be effective without following these rules (3). Social stories are usually written by teachers, speech therapists, and parents, and are individualized for the child with autism (4).
What's it like?
Social stories are written in the first person, in the present tense, and from the child's point of view. The parent, teacher, therapist, or counselor should write the story to match the child's vocabulary and comprehension level. The story is written and put into booklet format. Once it is ready, an adult should read the story with the child at least twice, even if the child is capable of reading it. The adult then checks to make sure the child understands the important elements, either using a checklist or role-playing the situation ("Let's pretend we're at the shoe store. What happens next?") After that, the child reviews the story each day. For children who cannot read, audio tapes, videotapes, or picture books of the story can be made for the child to review each day. Finally, the effectiveness of each story should be monitored, with the story being faded out when the behavior has been learned. (1).
Social stories can be enlightening and enjoyable. One child responded "Now I'll know what to do!" after the first reading of a social story about lunchtime behavior at school. Later, after using the story for about six weeks, that child remarked, "I don't even read the story. Now I just remember it." (5).
What is the theory behind it?
Difficulty with reciprocal social interaction is one of the main characteristics of autism. This impairment might result from unusual activity or functioning of certain areas of the brain that are used for social skills (6).
Social stories were developed to help improve social interactions in children with autism by giving simple and clear descriptions of social cues and appropriate behaviors (1). However, it is not clear why social stories work for children with autism, when picking up social cues from the everyday environment does not. Some researchers believe that individuals with autism have trouble understanding what others believe, know, or don't know. This difficulty is sometimes called the theory of mind deficit in autism. (7).
There are several ways that social stories may help improve a child's theory of mind. One is that, by giving examples of specific social cues and behaviors, social stories may improve social problem-solving in general (1). Social stories may also help organize social ides and cues that were previously disorganized (5). Moreover, by using print, audio, video, or pictures to replace in-person teaching, social stories may take away some of the anxiety of social relationships (8). In this way, autistic children can concentrate on what is being said rather than their relationship with the person who is saying it.
Does it work?
Recent research studies show that social stories can help reduce problem behaviors, increase social awareness, and/or teach new skills. In some cases, the new behaviors were maintained and generalized to other situations, even after the story was faded out. Social stories are most useful for children who have basic language skills (2).
To date, research studies on social stories have only had very small numbers of children (one to five children per study). One review article found that social stories were shown to be significantly effective on average, but not in every case (3). Another recent review article found that the limited studies available showed generally positive results, and concluded that the approach is promising (4).
Although social stories in picture-book form are available for children with hearing impairments, there is no research to date on whether social stories have the same effectiveness if communicated with sign language.
More research is needed to understand what factors make social stories effective in some cases and not in others (4, 9, 10).
Is it harmful?
There are no known negative effects of social stories. However, among physicians, there is a belief that social stories may train children with autism to learn only one response to a given situation. As a result, some physicians recommend RDI, Relationship Development Intervention, which seeks to teach children how to have appropriate responses in any situation (11).
Social stories are used to teach social skills to children with autism (1). A social story is a simple description of an everyday social situation, written from a child's perspective. Social stories can be used in different situations. For example, social stories can help a child prepare for upcoming changes in routine, or learn appropriate social interactions for situations that they encounter (2). The idea is that the child rehearses the story ahead of time, with an adult. When the situation actually happens, the child can then use the story to help guide his or her behavior (1).
Each social story uses several different types of sentences:
Descriptive sentences (De) give who, what, where, and why details about the situation so the child can recognize when that situation actually occurs.
Directive sentences (Di) tell the child the appropriate social responses in that situation.
Perspective sentences (P) describe one of the child's possible feelings or responses.
Affirmative sentences (A) give the child a sense of what others may be thinking or feeling in that situation. What does this mean?
Cooperative sentences (Co) describe how other people will help out in a given situation.
Control sentences (Cn) are created by the child, to help remember strategies that work for him or her. (1, 3).
For example, a social story using all six sentence types is:
When we go to the shoe store,
There will be many shoes to choose from. (De)
I might not know which shoes I like. (P)
That is okay with everyone. (A)
I can hold onto my string while I decide. (Cn)
When I decide about the shoes, I will tell the grown-up. (Di)
The grown-up will go get the shoes for me. (Co)
It has been suggested that social stories should use each of these types of sentences only in specific ratios or amounts. For example, some researchers suggest that directive sentences should not be used as much as descriptive sentences (1). However, social stories can still be effective without following these rules (3). Social stories are usually written by teachers, speech therapists, and parents, and are individualized for the child with autism (4).
What's it like?
Social stories are written in the first person, in the present tense, and from the child's point of view. The parent, teacher, therapist, or counselor should write the story to match the child's vocabulary and comprehension level. The story is written and put into booklet format. Once it is ready, an adult should read the story with the child at least twice, even if the child is capable of reading it. The adult then checks to make sure the child understands the important elements, either using a checklist or role-playing the situation ("Let's pretend we're at the shoe store. What happens next?") After that, the child reviews the story each day. For children who cannot read, audio tapes, videotapes, or picture books of the story can be made for the child to review each day. Finally, the effectiveness of each story should be monitored, with the story being faded out when the behavior has been learned. (1).
Social stories can be enlightening and enjoyable. One child responded "Now I'll know what to do!" after the first reading of a social story about lunchtime behavior at school. Later, after using the story for about six weeks, that child remarked, "I don't even read the story. Now I just remember it." (5).
What is the theory behind it?
Difficulty with reciprocal social interaction is one of the main characteristics of autism. This impairment might result from unusual activity or functioning of certain areas of the brain that are used for social skills (6).
Social stories were developed to help improve social interactions in children with autism by giving simple and clear descriptions of social cues and appropriate behaviors (1). However, it is not clear why social stories work for children with autism, when picking up social cues from the everyday environment does not. Some researchers believe that individuals with autism have trouble understanding what others believe, know, or don't know. This difficulty is sometimes called the theory of mind deficit in autism. (7).
There are several ways that social stories may help improve a child's theory of mind. One is that, by giving examples of specific social cues and behaviors, social stories may improve social problem-solving in general (1). Social stories may also help organize social ides and cues that were previously disorganized (5). Moreover, by using print, audio, video, or pictures to replace in-person teaching, social stories may take away some of the anxiety of social relationships (8). In this way, autistic children can concentrate on what is being said rather than their relationship with the person who is saying it.
Does it work?
Recent research studies show that social stories can help reduce problem behaviors, increase social awareness, and/or teach new skills. In some cases, the new behaviors were maintained and generalized to other situations, even after the story was faded out. Social stories are most useful for children who have basic language skills (2).
To date, research studies on social stories have only had very small numbers of children (one to five children per study). One review article found that social stories were shown to be significantly effective on average, but not in every case (3). Another recent review article found that the limited studies available showed generally positive results, and concluded that the approach is promising (4).
Although social stories in picture-book form are available for children with hearing impairments, there is no research to date on whether social stories have the same effectiveness if communicated with sign language.
More research is needed to understand what factors make social stories effective in some cases and not in others (4, 9, 10).
Is it harmful?
There are no known negative effects of social stories. However, among physicians, there is a belief that social stories may train children with autism to learn only one response to a given situation. As a result, some physicians recommend RDI, Relationship Development Intervention, which seeks to teach children how to have appropriate responses in any situation (11).
When I Feel Angry
Sometimes I feel angry.
All people feel angry at one time or another.
When I get angry I will find my teacher, Mommy, Daddy or another adult.
When I find them I will try to use words to tell them that I am angry.
I can say "I'm angry!" or "That makes me mad!"
It is okay to use words when I feel angry.
They will talk to me about what happened and about how I feel.
This might help me to feel better.
Wherever I am I can try to find someone to talk to about how I feel
All people feel angry at one time or another.
When I get angry I will find my teacher, Mommy, Daddy or another adult.
When I find them I will try to use words to tell them that I am angry.
I can say "I'm angry!" or "That makes me mad!"
It is okay to use words when I feel angry.
They will talk to me about what happened and about how I feel.
This might help me to feel better.
Wherever I am I can try to find someone to talk to about how I feel
Saying Hi
People like it when I say "hi" to them.
There are many times during the day when I can say "hi" to people.
I can say "hi" to my family when I get up in the morning.
I can say "hi" to my bus driver.
I can say "hi" to my friends and teachers when I get to school.
I can even say "hi" to people I see in the hallway.
I can say "hi" to new people that I meet.
I makes people happy when you say "hi" to them.
I will try to say "hi" to the people I see during the day.
There are many times during the day when I can say "hi" to people.
I can say "hi" to my family when I get up in the morning.
I can say "hi" to my bus driver.
I can say "hi" to my friends and teachers when I get to school.
I can even say "hi" to people I see in the hallway.
I can say "hi" to new people that I meet.
I makes people happy when you say "hi" to them.
I will try to say "hi" to the people I see during the day.
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