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Prancer's 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.
< 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 talk technology) Card shows use of Sonny’s ‘Cheap Talk’ pad.
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 –
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.
< 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 talk technology) Card shows use of Sonny’s ‘Cheap Talk’ pad.
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.
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.
Dear Readers,
Once again, thank you so much for all the 'shares' & 'mentions'. Your ‘Comments’ are welcomed. My goal is to reach as many people in the autism community as possible. Kindly share my website, globally and use my Free ASD Book, Know Autism, Know Your Child as a supplemental text for academics and clinicians. My hope is to help reach all parents, caregivers, clinicians, therapists, educators, students, and persons with autism on their journey to become more aware and more informed.
Happy Holidays.
Regards,
Sara Luker
More on Holiday Visual Supports 202412/13/2024
0 Comments
4 EASY WAYS TO GUIDE HOLIDAY BEHAVIOR
4 easy ways to guide autistic Holiday behavior ~
Bloom, L. P. (2020) said that this ‘small-scale study, conducted in Stockholm, Sweden, concluded that preschool professionals needed to provide sufficient skills for children to adjust and adapt in a learning environment.
A model based on the understanding that each child is different. With different strengths and limitations. This ‘difference’ requires support that is varied, unique, and flexible to the child’s needs and accomplishments. Also required is an implementation of tools which are effective, simple, and useful to the child’s ‘identifiable’ requirements.
< My Thoughts > “…each child is different.”
Each child’s differences are often difficult to discern. Teachers may decide on one model of support, which has possibly worked for a child with ‘like’ strengths and/or limitations. But the chances that this child will also respond positively, is never guaranteed. So many things can vary or be unique to this particular child, thus changing the course of intervention or instruction. Know this, let us explore the following Visual Supports; beginning with a 5-Point Rating Scale –
Yau, A. (2012) advises us that our child is likely to be much more of a visual thinker than we are. Spoken words are transitory – they are gone as soon as they are verbalized. But visual tools are concrete, whether it be a real object, a photo, a symbol, or a written word. Visuals can be returned to use, over and over again, helping your child understand, and sometimes to accept, the new information.
< My Thoughts > “Visuals can be returned to use, over and over again…”
Types of VISUALS are – Visual Schedules, 5 point scales, Power Cards, Social Stories, & Comic Strips or Storyboards. Sometimes, children do not respond to ‘visuals’ the first time around. But if you leave them out, in an easily available area, your child may begin to show interest. We say about Sonny, that ‘he must make the idea’ of doing an activity or behavior, first; if we want it to be successful.
References:
Bloom, L. P. (2020). Professional Development for Enhancing Autism Spectrum Disorder Awareness in Preschool Professionals. Journal of Autism & Developmental Disorders; V51, pgs. 950-960.
Yau, A. (2012). Autism – A Practical Guide for Parents; eBooks Edition
Let's start with –
Frosty's 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 only a partial Frosty face, instead of emoji. Or, use real pictures of your child. 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’.
Unclear Expectations: When expectations are not clear, it can create confusion and anxiety. Socialization can be exhausting, leading to stress and anxiety.
< My Thoughts > “ …. can create confusion and anxiety.”
If others are anxious, then your child may feel anxious too. Your child may not be sure of what is happening, at any given moment. Interruption of their daily routine may make the traditional expectations of the holidays seem confusing and chaotic to him or her. Especially when leaving one’s safehouse and going out into the community; or, to grandma’s house.
Providing ‘choices’ can also help. Make certain those ‘choices’ are both appropriate and acceptable to you. Rehearsing these ‘choices’ and use of Visual supports beforehand, can help too.
Create a “busy bag” of items that are highly desired by your child that can keep them occupied. If your child is a very picky eater, remember to bring backup food items with you. This may include his own plate, utensils, and a quiet place to eat. A ‘break’ may mean going out to sit in the family car, until your child feels ready to give the activity another go.
Davide-Rivera (2013) discloses – When smells overwhelmed me, I had a sensitive stomach. When I only ate a few select items, I was a picky eater.
< My Thoughts > “…picky eater...”
Picky eating may not be a problem unless the child’s growth is affected, or unless allergies are suspected. Many children go through periods of not wanting foods with certain tastes, textures, or temperatures. With some children this could well be a ‘sensory’ issue.
Bogdashina, O. & Casanova, (2016) tell us that the sense of smell, ‘olfaction’, has in its olfactory system 10 million smell receptors of 20 different types, in the nose. To these people, the smell or taste of food can be intolerable, no matter how hungry they are. For that reason, they will only eat certain foods.
Schneider, J. (2012) tells everyone who will listen what he thinks about food, in his children’s book. He loves recounting his childhood refusal to eat disgusting, smelly, repulsive, lumpy, or slimy foods.
Note: See UNIT 4, Chapter 3, PART 2 Sensory Integration for more about Sensory Profile.
References:
Bogdashina, O., & Casanova, M. (2016). Sensory Perceptual Issues in Autism & Asperger Syndrome: 2nd Edition; eBook Edition.
Davide-Rivera, J. (2013). Twirling Naked in the Streets and No One Noticed: Growing Up with Autism; eBook Edition.
Schneider, J. (2012). Tales for Very Picky Eaters; eBook Edition.
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.
Dear Readers,
Once again, thank you so much for all the 'shares' & 'mentions'. Your ‘Comments’ are welcomed. My goal is to reach as many people in the autism community as possible. Kindly share my website, globally and use my Free ASD Book, Know Autism, Know Your Child as a supplemental text for academics and clinicians. My hope is to help reach all parents, caregivers, clinicians, therapists, educators, students, and persons with autism on their journey to become more aware and more informed.
Happy Holidays.
Regards,
Sara Luker
More on Holiday Visual Supports 202412/13/2024
0 Comments
4 EASY WAYS TO GUIDE HOLIDAY BEHAVIOR
4 easy ways to guide autistic Holiday behavior ~
- Frosty’s 5-point-scale
- Prancer’s Power Cards
- Santa’s Social Stories
- Vixen’s Visual Schedule.
Bloom, L. P. (2020) said that this ‘small-scale study, conducted in Stockholm, Sweden, concluded that preschool professionals needed to provide sufficient skills for children to adjust and adapt in a learning environment.
A model based on the understanding that each child is different. With different strengths and limitations. This ‘difference’ requires support that is varied, unique, and flexible to the child’s needs and accomplishments. Also required is an implementation of tools which are effective, simple, and useful to the child’s ‘identifiable’ requirements.
< My Thoughts > “…each child is different.”
Each child’s differences are often difficult to discern. Teachers may decide on one model of support, which has possibly worked for a child with ‘like’ strengths and/or limitations. But the chances that this child will also respond positively, is never guaranteed. So many things can vary or be unique to this particular child, thus changing the course of intervention or instruction. Know this, let us explore the following Visual Supports; beginning with a 5-Point Rating Scale –
Yau, A. (2012) advises us that our child is likely to be much more of a visual thinker than we are. Spoken words are transitory – they are gone as soon as they are verbalized. But visual tools are concrete, whether it be a real object, a photo, a symbol, or a written word. Visuals can be returned to use, over and over again, helping your child understand, and sometimes to accept, the new information.
< My Thoughts > “Visuals can be returned to use, over and over again…”
Types of VISUALS are – Visual Schedules, 5 point scales, Power Cards, Social Stories, & Comic Strips or Storyboards. Sometimes, children do not respond to ‘visuals’ the first time around. But if you leave them out, in an easily available area, your child may begin to show interest. We say about Sonny, that ‘he must make the idea’ of doing an activity or behavior, first; if we want it to be successful.
References:
Bloom, L. P. (2020). Professional Development for Enhancing Autism Spectrum Disorder Awareness in Preschool Professionals. Journal of Autism & Developmental Disorders; V51, pgs. 950-960.
Yau, A. (2012). Autism – A Practical Guide for Parents; eBooks Edition
Let's start with –
Frosty's 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 only a partial Frosty face, instead of emoji. Or, use real pictures of your child. 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’.
Unclear Expectations: When expectations are not clear, it can create confusion and anxiety. Socialization can be exhausting, leading to stress and anxiety.
< My Thoughts > “ …. can create confusion and anxiety.”
If others are anxious, then your child may feel anxious too. Your child may not be sure of what is happening, at any given moment. Interruption of their daily routine may make the traditional expectations of the holidays seem confusing and chaotic to him or her. Especially when leaving one’s safehouse and going out into the community; or, to grandma’s house.
Providing ‘choices’ can also help. Make certain those ‘choices’ are both appropriate and acceptable to you. Rehearsing these ‘choices’ and use of Visual supports beforehand, can help too.
Create a “busy bag” of items that are highly desired by your child that can keep them occupied. If your child is a very picky eater, remember to bring backup food items with you. This may include his own plate, utensils, and a quiet place to eat. A ‘break’ may mean going out to sit in the family car, until your child feels ready to give the activity another go.
Davide-Rivera (2013) discloses – When smells overwhelmed me, I had a sensitive stomach. When I only ate a few select items, I was a picky eater.
< My Thoughts > “…picky eater...”
Picky eating may not be a problem unless the child’s growth is affected, or unless allergies are suspected. Many children go through periods of not wanting foods with certain tastes, textures, or temperatures. With some children this could well be a ‘sensory’ issue.
Bogdashina, O. & Casanova, (2016) tell us that the sense of smell, ‘olfaction’, has in its olfactory system 10 million smell receptors of 20 different types, in the nose. To these people, the smell or taste of food can be intolerable, no matter how hungry they are. For that reason, they will only eat certain foods.
Schneider, J. (2012) tells everyone who will listen what he thinks about food, in his children’s book. He loves recounting his childhood refusal to eat disgusting, smelly, repulsive, lumpy, or slimy foods.
Note: See UNIT 4, Chapter 3, PART 2 Sensory Integration for more about Sensory Profile.
References:
Bogdashina, O., & Casanova, M. (2016). Sensory Perceptual Issues in Autism & Asperger Syndrome: 2nd Edition; eBook Edition.
Davide-Rivera, J. (2013). Twirling Naked in the Streets and No One Noticed: Growing Up with Autism; eBook Edition.
Schneider, J. (2012). Tales for Very Picky Eaters; eBook Edition.
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