Power Cards using the child's / student's favorite character or superhero for modifying Concerning ASD Behavior.
KNOW AUTISM, KNOW YOUR CHILD with < My Thoughts > by Sara Luker
UNIT 3C POWER CARDS for Concerning ASD Behavior
Power Cards are another VISUAL way by which to introduce change, new ideas, and/or desirable behaviors.
The Child Mind Institute's coping cards are evidence-based tools that help children and families deal with mental health challenges. The cards can help children feel safe and connected in the present moment.
What are the coping cards used for?
Who can use the coping cards?
Retrieved online from – https://training.childmind.org/
< My Thoughts > “…coping cards…”
Whether you call them ‘coping cards’ or ‘power cards’, is whichever you believe than your child can relate to. The ‘power’ theme gives you the chance to use your child’s favorite character, such as a ‘Power Ranger’. Or, a character with ‘superpowers’ which your child can emulate.
Our Sonny responds to all the characters from Toy Story. In his mind, they all seem to have ‘superpowers’, especially Buzz Lightyear (I have a laser, and I will use it!). We choose different characters for regulating different desired behaviors. Each character is represented on a separate homemade Power Card.
For instance, in one episode, Barbie drives a pink convertible car… so we use that character for ‘car’ behavior. Barbie likes to mess with Ken’s clothes… so, Ken is used for choosing and wearing certain appropriate clothes.
Here are some of the homemade 3 x 5 index ‘power cards’ we have available for directing Sonny’s desirable actions and behaviors. Sometimes, Sonny will bring us a power card to indicate what he wants or needs.
We have created:
Woody – Friend behavior
Card shows Woody giving a ‘high-five’ to a friend.
Stinky Pete – Bathing behavior
Card shows Stinky Pete in the bathtub.
Forky – Eating behavior
Card shows Forky using utensils to eat.
Combat Carl (soldier)
Card shows with Combat Carl picking up toys.
Mr. Spell (push-button talker)
Card shows use of Sonny’s ‘Cheap Talk’ pad.
POWER CARDS can be limited to 5 for one process, task, or change.
3. Steps – SIMPLY explained in directive statements using 3 - 5 steps Example: Steps – a. Ask for ‘help’ b. Ask before I get upset c. Make sure I am safe while I’m waiting for help.
4. Show – VISUAL using actual picture, graphic, or emoji to SHOW each step Example: Use pictures of your special character to ‘show’ each step.
5. Restate – REASONS & allow for ANSWERS to questions, and changes in steps Example: Now I know what to do when I need help.
POWER CARDS designed to do the following –
1. Action or Desired Behavior (List Steps)
2. Use pictures (Personalize with favorite characters)
3. Positive/reward/Consequences (Now I know what to do!)
4. Next Step / Plan (For tomorrow or next session)
5. Review & Role Play (Revise if necessary)
< My Thoughts > “…to do the following…”
1. Action (What’s happening to me?)
Learning to ‘wait’ for something or someone.
2. Use pictures (What would my favorite Power Ranger do?)
Showing ‘w’ wait sign.
3. Positive/reward (What’s in it for me?)
I will still go to the playground today, but not until the clock says 2pm.
4. Next Step / Plan (What happens now?)
What to do while I’m waiting? Watch TV, look at a book, or do a puzzle.
5. Review & Role Play (Rehearse or roleplay with me?)
Repeat what the Power Cards say so I know what is going to happen.
KNOW AUTISM, KNOW YOUR CHILD with < My Thoughts > by Sara Luker
UNIT 3C POWER CARDS for Concerning ASD Behavior
Power Cards are another VISUAL way by which to introduce change, new ideas, and/or desirable behaviors.
The Child Mind Institute's coping cards are evidence-based tools that help children and families deal with mental health challenges. The cards can help children feel safe and connected in the present moment.
What are the coping cards used for?
- Help children understand that it's normal to have strong feelings after experiencing trauma
- Help children stay connected to the present moment
- Help children feel safe
Who can use the coping cards?
- Children and families can use the coping cards at home
- School professionals can use the coping cards in the classroom
- Parents can use the coping cards at home to practice strategies with their children
Retrieved online from – https://training.childmind.org/
< My Thoughts > “…coping cards…”
Whether you call them ‘coping cards’ or ‘power cards’, is whichever you believe than your child can relate to. The ‘power’ theme gives you the chance to use your child’s favorite character, such as a ‘Power Ranger’. Or, a character with ‘superpowers’ which your child can emulate.
Our Sonny responds to all the characters from Toy Story. In his mind, they all seem to have ‘superpowers’, especially Buzz Lightyear (I have a laser, and I will use it!). We choose different characters for regulating different desired behaviors. Each character is represented on a separate homemade Power Card.
For instance, in one episode, Barbie drives a pink convertible car… so we use that character for ‘car’ behavior. Barbie likes to mess with Ken’s clothes… so, Ken is used for choosing and wearing certain appropriate clothes.
Here are some of the homemade 3 x 5 index ‘power cards’ we have available for directing Sonny’s desirable actions and behaviors. Sometimes, Sonny will bring us a power card to indicate what he wants or needs.
We have created:
Woody – Friend behavior
Card shows Woody giving a ‘high-five’ to a friend.
Stinky Pete – Bathing behavior
Card shows Stinky Pete in the bathtub.
Forky – Eating behavior
Card shows Forky using utensils to eat.
Combat Carl (soldier)
Card shows with Combat Carl picking up toys.
Mr. Spell (push-button talker)
Card shows use of Sonny’s ‘Cheap Talk’ pad.
POWER CARDS can be limited to 5 for one process, task, or change.
- List – REASONs & NEED for process, task, or change (Examples for the task of asking for ‘HELP’ ) Example: Sometimes I need help.
- State – PROCESS in understandable age-appropriate terms
3. Steps – SIMPLY explained in directive statements using 3 - 5 steps Example: Steps – a. Ask for ‘help’ b. Ask before I get upset c. Make sure I am safe while I’m waiting for help.
4. Show – VISUAL using actual picture, graphic, or emoji to SHOW each step Example: Use pictures of your special character to ‘show’ each step.
5. Restate – REASONS & allow for ANSWERS to questions, and changes in steps Example: Now I know what to do when I need help.
POWER CARDS designed to do the following –
1. Action or Desired Behavior (List Steps)
2. Use pictures (Personalize with favorite characters)
3. Positive/reward/Consequences (Now I know what to do!)
4. Next Step / Plan (For tomorrow or next session)
5. Review & Role Play (Revise if necessary)
< My Thoughts > “…to do the following…”
1. Action (What’s happening to me?)
Learning to ‘wait’ for something or someone.
2. Use pictures (What would my favorite Power Ranger do?)
Showing ‘w’ wait sign.
3. Positive/reward (What’s in it for me?)
I will still go to the playground today, but not until the clock says 2pm.
4. Next Step / Plan (What happens now?)
What to do while I’m waiting? Watch TV, look at a book, or do a puzzle.
5. Review & Role Play (Rehearse or roleplay with me?)
Repeat what the Power Cards say so I know what is going to happen.
For the child whose special interest is dolphins, this might be an example of a ‘power card’ to make when having a friend over to visit.
< My Thoughts > "...having a friend over..."
Power cards can be as simple as showing an image of something the child is fond of. For example, here, a dolphin. The image gets the child’s attention. Next, 'the dolphin wants you' (using the child’s name may be more effective) to ‘share your toys’. Then, the ‘action’, or behavioral expectation when having a friend over is to ‘share your toys’. The ‘positive reward’, or cause / effect consequences of the ‘sharing’ behavior is being a ‘friend’. Sharing is what ‘friends’ do. ‘Friends share’.
< My Thoughts > "...having a friend over..."
Power cards can be as simple as showing an image of something the child is fond of. For example, here, a dolphin. The image gets the child’s attention. Next, 'the dolphin wants you' (using the child’s name may be more effective) to ‘share your toys’. Then, the ‘action’, or behavioral expectation when having a friend over is to ‘share your toys’. The ‘positive reward’, or cause / effect consequences of the ‘sharing’ behavior is being a ‘friend’. Sharing is what ‘friends’ do. ‘Friends share’.
In the classroom, teachers may use a student's favorite character to help remember a 'learned skill'. The skill is 'classroom' behavior of 1. Keeping hands down. 2. Using quiet voice. 3. Keep working hard. This 'power card' may be put on the student's desk as a reminder of how to complete a task.
Mitchell, S. (2017) portrays an example of how a teacher helped a parent (Ben) successfully guide his son (Kyle) though the process of dressing by using ‘power cards’.
The next morning, Ben showed Kyle power card pictures of socks, underwear, pants, and shirts, explaining to Kyle that this was how he was to get dressed. Ben removed each picture as that job was completed. When Kyle was dressed, Ben announced, “Good job, Kyle.”
Encouraged, they moved on to the bathroom. Again, it worked, with only a minimum of coaching, Kyle looked at the cards to see what was next. When Kyle became unfocused, Ben tapped the appropriate card to draw his son’s attention back to the task at hand. Eventually, Kyle took the card himself, putting it back in the envelope.”
Ben saw Kyle’s face needed a little more washing before finishing. He grabbed the washcloth to get one more spot on his face. Kyle protested. Ben got it; according to the power cards, Kyle had already washed his face. Ben reached in the envelope for the appropriate card. Kyle smiled to let Ben know that he needed to show the appropriate card first to draw his son’s attention back to the task at hand. It worked! No more nagging. Next challenge – Kyle would rather play with his cereal than eat it. Guess we’ll have to make power cards for that.
< My Thoughts > "...make power cards..."
Hopefully, when Ben is thinking, “Guess we’ll have to make power cards for that…”, he will let Kyle lead the way in making ‘power cards’ for ‘eating cereal’. They could use an empty cereal box to make the cards. Unless empty cereal boxes are upsetting, as they are to Sonny. We always have a back-up box in the cupboard, because ‘empty’ seems to mean that there will ‘never’ be any more cereal; ever. We can’t let that happen in our Sonny’s world.
How to use Power Cards:
- Choose a behavior or skill to teach or strengthen through use of a power card. Power cards can support behavioral, social, academic, daily living, and classroom skills.
- Use a student’s special interest to choose characters or items to include in a social narrative and on a power card.
- Write and illustrate a brief social narrative to model how a character would use the behavior or skill in a situation similar to when it is needed in the student’s daily life.
- Create the power card. Make a card that shows a picture or illustration of the student’s special interest and a few simple statements that recall the social narrative. The power card acts as a “reminder” about how or when to use the skill shown in the social narrative.
- Review the power card with the student just before the skill or behavior may be needed.
- Give the student feedback about how well they used the skill or behavior.
Example of how the above Power Card format might look for the task of asking for ‘HELP’ –
- List – REASONS & NEED Sometimes I need help –
- State – PROCESS When I don’t know how to do something… I should ask for ‘help’.
- Steps – a. Ask for ‘help’ b. Ask before I get upset c. Make sure I am safe while I’m waiting for help
- Show – VISUAL Use pictures
- Restate – REASONS Now I know what to do when I need help
Once your child has a way of asking for help, give them lots of opportunities in different situations so that they learn to generalize the skill, using their Power Cards. Remember generalizing does NOT come naturally for many children with autism.
You may want to make sets of cards to ‘transition’, if necessary, taking the child from ‘simple’ to ‘complex’ Actions/Behaviors. Or, other ways to approach stages of desired ‘change’.
Let your child know that they are called POWER CARDS because they give you the ‘power’ to change. The ‘power’ to learn new skills which will help you have the ‘power’ of choices every day.
< My Thoughts > "...power to change..."
Before anyone is able to change a behavior, routine, or schedule, you need to know where they are in their basic understanding. A ‘baseline’ for learning that new skill needs to be established. And, when you know what they already have learned about the situation. That way, you can give them something to ‘attach’ their new information to.
Mix and match 'levels' to suit your child's purpose and personality. Power Cards can segue into Social Stories. See Social Stories next.
REFERENCE: UNIT 3C POWER CARDS
Mitchell, S. (2017). Autism Goes to School; eBook Edition.