Five Point Rating Scale for Concerning ASD Behavior
#5 I'm going to explode! Getting ready for a ‘meltdown’. I should… Ask for ‘HELP’.
#4 I'm getting angry. Really feeling ‘upset’. I should… Take deep breaths & count to 5
#3 I'm a little nervous. Starting to feel ‘anxious’. I should… Take a break.
#2 Feeling okay. Doing ‘okay’. I should… Keep up the good work.
#1 Calm & relaxed. Feeling ‘great’. I should… Enjoy myself.
This visual 5-Point- scale shows colored numeric scale, plus feelings/emotions. (This scale doesn't have the next step to cue the child / student as to what 'positive action' to take.)
Yau, A. (2012) advises us that our child is likely to be much more of a visual thinker than you are. That spoken words are transitory – they are gone as soon as they are spoken. But visual tools are concrete, whether it be a real object, a photo, a symbol or a written word. Visuals can be returned to over and over again, helping your child understand, and sometimes to accept, the information.
< My Thoughts > “Visuals can be returned to over and over again…”
Types of #VISUALS are – Visual Schedules, 5 point scales, Power Cards, Social Stories, & Comic Strips or Storyboards. Starting your child / student with the 5-Point-Scale has several advantages. For instance, in the doctor's office the often ask patients to rate their 'pain' from 1 to 5; 5 being the greatest pain. This universal communication can become a fundamental 'life skill'.
Yau, A. commiserates that we all have good and bad days – days when the sun seems to shine on us, and days when the whole world seems to be against us. And it doesn’t need to be some huge thing to make us feel bad, sometimes the cumulative effects of everyday hassles can be just as stressful as a single big trigger.
< My Thoughts > "...a single big trigger."
Start small... keep it simple and positive. When your child is acting 'engaged' and 'happy', bring out the 5-point-scale card. Say to him or her... "You seem like you are doing okay." "Is it a #1 okay... or a #2 okay?" Using natural experiences and comfortable settings are often the most successful ways to accomplish your teaching / learning goals.
Yau, A. (2012) advises us that our child is likely to be much more of a visual thinker than you are. That spoken words are transitory – they are gone as soon as they are spoken. But visual tools are concrete, whether it be a real object, a photo, a symbol or a written word. Visuals can be returned to over and over again, helping your child understand, and sometimes to accept, the information.
< My Thoughts > “Visuals can be returned to over and over again…”
Types of #VISUALS are – Visual Schedules, 5 point scales, Power Cards, Social Stories, & Comic Strips or Storyboards. Starting your child / student with the 5-Point-Scale has several advantages. For instance, in the doctor's office the often ask patients to rate their 'pain' from 1 to 5; 5 being the greatest pain. This universal communication can become a fundamental 'life skill'.
Yau, A. commiserates that we all have good and bad days – days when the sun seems to shine on us, and days when the whole world seems to be against us. And it doesn’t need to be some huge thing to make us feel bad, sometimes the cumulative effects of everyday hassles can be just as stressful as a single big trigger.
< My Thoughts > "...a single big trigger."
Start small... keep it simple and positive. When your child is acting 'engaged' and 'happy', bring out the 5-point-scale card. Say to him or her... "You seem like you are doing okay." "Is it a #1 okay... or a #2 okay?" Using natural experiences and comfortable settings are often the most successful ways to accomplish your teaching / learning goals.
This pennant-shape scale which addresses a feeling (I feel), with a possible solution (I should).
This card has a pennant-shaped scale with ‘I feel’ (Identifying feeling of escalation and/or loss of control.) and ‘I should’ (An appropriate action to take).
Much depends on the level of your child’s understanding going into the presentation. What experience or situation do they have to tie it to or hook it on to? The scale can be a visual rule poster/card. Never assume they already know necessary steps to the concept. Have them repeat what they ‘think’ it is you want them to do. Then allow time to ‘review’, ‘revise’, & reteach’ for a better understanding.
Know that any behavior change or startling new awareness could result in an ‘extinction burst’. This is a sign that they may NOT really want to accept the ‘change’ but they recognizing the need to do so. This is when patience and calm is required while your child ‘powers through’ the change.
This card has a pennant-shaped scale with ‘I feel’ (Identifying feeling of escalation and/or loss of control.) and ‘I should’ (An appropriate action to take).
Much depends on the level of your child’s understanding going into the presentation. What experience or situation do they have to tie it to or hook it on to? The scale can be a visual rule poster/card. Never assume they already know necessary steps to the concept. Have them repeat what they ‘think’ it is you want them to do. Then allow time to ‘review’, ‘revise’, & reteach’ for a better understanding.
Know that any behavior change or startling new awareness could result in an ‘extinction burst’. This is a sign that they may NOT really want to accept the ‘change’ but they recognizing the need to do so. This is when patience and calm is required while your child ‘powers through’ the change.
This shows premade card with use of video game theme for the older child and /or teen with video game interests.
< My Thoughts > "...video game interests."
Much depends on the level of your child’s understanding going into the presentation of a 5-point-card representation of a way to recognize and use 'self-regulation' skills. What experience or situation do they have to tie it to or hook it on to? The depiction should be engaging and age-appropriate. Never assume they already know necessary steps to the concept. Have them repeat what they ‘think’ it is you want them to do. Then allow time to for them to contribute to a session of ‘reviewing’, ‘revising’, and reteaching’ for a better understanding. And, build 'success' into the 'practice' times by predicting what and when the scale will work best.
Reference:
Yau, A. (2012). Autism – A Practical Guide for Parents; eBooks Edition
< My Thoughts > "...video game interests."
Much depends on the level of your child’s understanding going into the presentation of a 5-point-card representation of a way to recognize and use 'self-regulation' skills. What experience or situation do they have to tie it to or hook it on to? The depiction should be engaging and age-appropriate. Never assume they already know necessary steps to the concept. Have them repeat what they ‘think’ it is you want them to do. Then allow time to for them to contribute to a session of ‘reviewing’, ‘revising’, and reteaching’ for a better understanding. And, build 'success' into the 'practice' times by predicting what and when the scale will work best.
Reference:
Yau, A. (2012). Autism – A Practical Guide for Parents; eBooks Edition