KNOW AUTISM, KNOW YOUR CHILD with < My Thoughts > by Sara Luker

UNIT 3 What Is Most Concerning?
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UNIT #3C (Concerning & Challenging) Introduction; part of UNIT #3 What Is Most Concerning: Behavior Support ideas, during challenging times, with < My Thoughts > by Sara Luker

INTRODUCTION

Here are ideas for creating Behavioral Supports, during concerning and challenging times with your child.  Five Point Rating Scales ~ Power Cards ~  Social Stories ~ Visual Schedules ~
 
Five Point Rating Scale ~ 

Have you ever used the Incredible 5-Point Scale?  According to an article by Kari Dunn Buron, this is a very simple tool that can be used to teach behavior self-regulation. More about creating a 5-point-scale from – Autism Classroom Resources; Retrieved online from – https://autismclassroomresources.com/the-incredible-5-point-scale-review-and/

< My Thoughts >    “…5-Point Scale”
 
​For children with autism, behavior self-regulation can be accomplished by following Five Steps, which visually show the calming steps to take when using self-regulation to direct behavior.

Give your child the opportunity to begin following the 5-steps necessary to solving the problem. You will need to practice with your child, how to identify the way that they are feeling. Then, to find that corresponding feeling on the chart you create.

Use real pictures of your child or, an emoji. Whichever you think would work best.

​​#5 Visual Image: Getting ready for a ‘meltdown’.         I should…  Ask for ‘HELP’.

​#4 Visual Image: Really feeling ‘upset’.            I should…  Take deep breaths & count to 5.

​#3 Visual Image: Starting to feel ‘anxious’.       I should…  Take a break.​

#2 Visual Image: Doing ‘okay’.                         I should…  Keep up the good work.​ 

#1 Visual Image: Feeling ‘great’.                      I should…  Enjoy myself.

​​The Five Point scale should be age appropriate. Use Steps from 1 - 5 that your child will understand. Be creative and let them help make the scale and the ‘faces’ and/or emojis.
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Power Cards ~
 
Power Cards use a child’s favorite cartoon character, or favorite superhero to help motivate desired behavior, in certain social situations. They are effective to use as a reminder of expectations for activities or conditions.
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< My Thoughts >    “…favorite cartoon character…”

Our Sonny responds to all the characters from Toy Story; 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. Here are other cards 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.
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Power cards can be made and used to teach a variety of skills, preventing things which often trigger core autism symptoms in children; including:

  • Clarifying choices (Giving even two choices can empower your child, reducing frustration.)
  • Teaching cause and effect (Understanding why things happen, eliminating unexpected changes. Simple action/reaction Shake a jingle bell=action and it will ring=reaction.)
  • Teaching another's perspective (Knowing that others may not share your interests, like /dislikes; lack of Theory of Mind.
  • Aiding in generalization (Generalizing /transitioning from one thing or place to another is often a near impossibility; eating skills used with plates /utensils at home is the same as the eating skills you use when eating at grandma’s house.)
  • Teaching consequences for behavior (Because ‘behavior’ is often a communication expression, this is a tough one. Try using a ‘positive’ consequence for a desired behavior; when creating your child’s Visuals.

Step-by-step Power Cards can also be created as Visual support to show how to react when becoming overwhelmed by certain feelings and/or sensory sensations.

For instance, make a card which says – 

​When I feel 'anxious', I should ~
  • count to 10
  • close my eyes & breathe deeply
  • ask for a 'break'

Make a card which says – 

​When I am feeling scared or overwhelmed, I should ~
  • breathe slowly, or blow bubbles
  • do something I like (color or listen to music)
  • talk to someone nearby
  • take a walk

Be creative. Use words and images your child can relate to. Power cards are a visual strategy that uses a person's special interest to teach and reinforce behavioral, social, and academic skills. They are often used to help people with autism spectrum disorder (ASD) or other social and behavioral challenges. 
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More step-by-step Power Card creation suggestions, plus a starter worksheet to address the desired behavior goal, here: Power Cards; Sheffield Children’s NHS Foundation Trust. Retrieved online from – https://library.sheffieldchildrens.nhs.uk › 2023/02.

​Social Stories ~
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Crozier, S. & Tincani, M. (2006) tell us that the concept of Social Stories was created by Carol Gray in 1991 to use with both adults and children with autism. Examples of social stories as comic strips provide a boost in confidence through repetition, which makes these difficult experiences less scary, and more predictable.

You want the story to be brief, but maintain the child's attention. Let the child help you create this visual story. Social stories come in as many lengths, styles, and varieties as there are subjects. Depending on the age of the person reading, it may include photographs of the individual, or of actual locations or objects, for reference.

Use for guiding desired behaviors, such as –

  • Social situations at home, school, or community
  • Daily living skills
  • Unexpected events at home, school, or community
  • Transitions such as moving from one place to another; or, grade to another
 
< My Thoughts >    “…less scary, and more predictable.”

Often times, scary things and unpredictability triggers anxiety. Making a social story, comic strip, or storyboard can help. 

Bogdashina, O. (2003) says there are many things that people with autism have ‘sensory issues’. These are often mistaken for behavioral problems. Especially when children seek to avoid –

  • External control
  • Disorder
  • Chaos
  • Noise
  • Bright lights
  • Touch
  • Involuntary involvement

< My Thoughts >             “…mistaken for behavioral problems.”

One child with autism’s sensory seeking issue may deliberately crash into someone or something, just to feel the necessary impact. While another child with autism, even within the same family, may have a meltdown when being bumped or touched.
 
If your child’s sensory issues are ‘supersonic’ senses, air is likely to bother them. Yet, Sonny will sit in front of the air from a fan for hours, his hair blowing in the wind. But we can never get his highness out of the house on a windy day. Reduce frustration with a Social Story, storyboard, or other behavioral supports.

Ambersley, K. (2013) allows that we find ourselves helping each other in so many different ways. My son helps me to think outside the box for creative solutions to help him navigate the basic fundamentals of communication and social behavior, which I have taken for granted all my life.
 
He needs time to fix the pieces and connect the dots in his own way, so that it makes sense and enables him to build greater self-confidence.
 
We are not working for perfection; we are working on continuous improvement.
 
< My Thoughts >                 “…we are working on continuous improvement.”
 
Sometimes this approach will take families farther on the path towards fulfillment than focusing on one task or skill. One of those approaches could be devising step-by-step ways to guide behavior.
 
It dawned on me: Why worry about the things I cannot change? Just focus on changing the things I can. That was a big attitude adjustment for me as a parent of a child with autism.
 
My real goal has always been to find a solution which works best for Aaron. Believe me, there is no “secret formula” to autism. The solution to autism has to be as unique as the child.
 
< My Thoughts >                 “…unique as the child.”
 
Every child is unique, and every child’s autism is unique. Aaron was fortunate to have a father who approaches his son’s autism in such a positive way. There is much to be learned from both of them.
 
Use your creative license here. Children with autism or autism-like behavior take in a lot more than parents are aware. They often use peripheral vision to watch your every move, but you’ll never catch them looking at you. So, create these social stories within his or her view. Best of all scenarios would be to have them choose a picture or help you in some way, however small. Of course, the latest twist on Carol Gray’s Social Stories is the APP available so that you can create, present, and store your child’s stories on your iPad or iPhone. 

Rudy, L.J. (2014) reveals that most social stories (though by no means all of them) are written for young children to help them manage daily events, emotions, frustrations, and challenges. Some stories are written to prepare children for unusual events.
 
Note: There are many ideas, suggestions, apps, and templates for Social Stories online. For further information on ‘Social Stories’ go to MENU –  Know Autism, Know Your Child with < My Thoughts > by Sara Luker. Read under UNIT #3C – Concerning ASD Behaviors; Visual Support, Social Stories.

REFERENCES: UNIT #3C (Concerning & Challenging) Introduction; part of UNIT #3 What Is Most Concerning: Behavior Support.

Ambersley, K. (2013). Autism: Turning on the Light: A Father Shares His Son’s Inspirational Life’s Journey through Autism; eBook Edition.

Bogdashina, O. (2003). Sensory Perceptual Issues in Autism & Asperger Syndrome: Different Sensory Experiences – Different Perceptual World; Jessica Kingsley Publishers: London.
 
Crozier, S & Tincani, M. (2006). Effects of Social Stories on Prosocial Behavior of Preschool Children with Autism Spectrum Disorder; Journal of Autism Developmental Disorders; V37, p.1803 - 1814.

Rudy, L.J. (2024). Social Stories for Kids with Autism; Verywell Health. Retrieved online from – https://www.verywellhealth.com › social-stories/


Visual Schedules ~
 
Before changing a behavior or routine, know the child's basic understanding. A 'baseline' for learning a new skill must be established. Start where they 'are', instead of repeating what they have already learned. Visual schedules can be accompanied by auditory backup, or even a Smart Phone app.

Havlik, K. (2023) has found that Visual Schedules are an intervention that can help individuals with autism follow a routine, transition between activities, develop new skills, and reduce anxiety.

  • Identify skill or desired behavior
  • Break into timed steps
  • Break steps into additional steps for areas of struggle
  • Personalize, provide a way to check-off each completed step
  • Use follow-up steps to motivate and reinforce desired behavior

Sicile-Kira, C. (2010) states that often parents in the autism community often pray our children will behave while we are with others. We pray they will sit at the dinner table, we pray they won't hit the relative who tries to kiss them, and above all – we pray that we will have the strength to politely ignore the judgments passed upon us and our ‘misbehaving' children.

< My Thoughts >    “…our ‘misbehaving' children.”
 
Onlookers may think that the child is misbehaving, and may try to discipline the child, not realizing that the child really cannot help it. Prepare to support your child and perhaps even find a way to inform relatives and friends about the current status of your child’s autism. Status in the areas of anxiety, communication, meltdowns, social interaction, restricted interests, stimming, and sensory issues.
 
Parents, prepare yourself for your child's interwoven needs, during concerning, challenging, and confusing times. First and foremost, recognize the unique strengths and weaknesses of your autistic child. Individuality is the key to addressing concerning and challenging behaviors. Each child has an individual profile.

Behaviors are responses to your child’s perception of what is happening in his or her immediate environment. Behavior responses are very individual, depending on who your child is developmentally, at the moment; and your child’s personality, individuality, and mindset.
Here are some common Autism behavior traits which may need to be addressed:

  • Anxiety
  • Communication problems
  • Eye contact
  • Meltdowns
  • Need for routine
  • Restricted interest
  • Sensitivity to noise, textures, light
  • Social issues
  • Stimming

Sicile-Kira, C. (2014) suggests that children with Autism communicate in one of the few ways available to them – through temper tantrums, hyperactivity, and/or aggressive behaviors towards self and others. Through behavior modification plans and programs, parents and teachers strive to control the chaos in their lives.
 
She adds that for behavior intervention to be successful in older children, the treatment must be a collaborative effort between the family, home, teachers, therapists, and school personnel.
 
< My Thoughts >        “…behavior intervention…” 

Finding out who your child is, through assessments and diagnoses, is really just the beginning to behavior intervention. Discover who your child is ‘developmentally’. Who your child is as a ‘student’ and ‘learner’. Who your child is as a ‘thinker’, and ‘communicator’.
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Kimber, L., Verrier, D., et al. (2024) keep in mind that autism is a dynamic disability, meaning that an autistic person may be able to do one thing one day and not the next. The environment, including weather and the behavior of others, can play a significant role in an autistic student’s ability to perform academically and navigate non-autistic-centered spaces.
 
< My Thoughts >        “…ability to perform…”

You may wish to create Behavioral Supports to help guide your child’s behavior throughout the times, before a formal diagnosis has been made. Or, before the assignment of an intervention.

REFERENCES: UNIT #3C (Concerning & Challenging) Introduction; part of UNIT #3 What Is Most Concerning?: Behavior Support.

Havlik, K. (2023). Visual Schedules: A Practical Guide for Families; University of Utah. Retrieved online from – https://ed-psych.utah.edu › autism-training-grant
 
Kimber, L., Verrier, D., et al. (2024). Autistic people's experience of empathy and the autistic empathy deficit narrative. Autism in Adulthood, 6(3), 321-330.

Sicile-Kira, C. (2014). Autism Spectrum Disorder (revised): The Complete Guide to Understanding Autism; Penguin Random House Company; New York, N. Y. 


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