Power Cards using the child's / student's favorite character or superhero for modifying 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.
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.
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
- Steps – SIMPLY explained in directive statements using 3 - 5 steps
- Show – VISUAL using actual picture, graphic, or emoji to SHOW each step
- Restate – REASONS & allow for ANSWERS to questions, and changes in steps
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.
Reference:
Mitchell, S. (2017). Autism Goes to School; eBook Edition.