Supports and Strategies for Our New Unpredictable World

Melissa Miller Author

04/06/2021 Added

2 Plays

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[00:00:01.830]Welcome to "Supports And Strategies
[00:00:03.257]"For Our Unpredictable World."
[00:00:07.570]Today's objectives, utilizing communication
[00:00:11.600]to express needs and wants,
[00:00:13.610]utilizing visuals to structure the environment,
[00:00:15.500]structure, schedules and activities.
[00:00:17.520]We wanna utilize visuals to maintain routines
[00:00:19.860]introduce new routines and utilize the visuals
[00:00:22.810]to express feelings, emotions
[00:00:24.180]and access tools for regulation.
[00:00:28.240]Today, we're gonna talk about how do you use those?
[00:00:32.300]How do you use those visuals in the home
[00:00:35.114]to better communication structure routines,
[00:00:37.780]and in certain times?
[00:00:39.230]So most of the strategies that I'm gonna share with you
[00:00:41.230]are ones that we learned along the way.
[00:00:43.530]Some things that we put in place
[00:00:45.262]right away when the pandemic hit.
[00:00:51.090]Just some strategies to just to better that at home.
[00:00:54.668]Most of the kids that I work with
[00:00:57.210]have IQ is of 60 and below.
[00:00:59.460]So a lot of the strategies
[00:01:00.810]are geared towards that end of the spectrum,
[00:01:03.590]but you can always adapt it to make it
[00:01:05.525]for some of those higher students as well.
[00:01:10.230]So about a year ago,
[00:01:12.510]a little over a year ago
[00:01:13.760]as you all know, the world stopped as we knew it,
[00:01:16.177]I always said, we're playing by like the bird box rules,
[00:01:21.030]but instantly we changed places.
[00:01:22.740]Instantly the parents became the parent and the teacher,
[00:01:26.159]the teacher went from a classroom full of students
[00:01:29.710]to a screen full of students.
[00:01:32.020]The new buzzword was Zoom,
[00:01:36.420]had to learn new routines
[00:01:37.670]had to learn to work from home,
[00:01:39.670]had to learn to learn from home
[00:01:43.330]new routines of getting up in the morning
[00:01:45.540]and what that looked like.
[00:01:48.750]And anxiety showed up
[00:01:49.780]for those that weren't familiar with it
[00:01:51.180]and those of us that were familiar with it
[00:01:53.280]quadrupled for us.
[00:01:55.890]It was a learning curve for everybody.
[00:01:57.600]So within that learning curve
[00:01:59.720]we had to learn some new ways to work
[00:02:02.150]had to learn new ways to work with our students.
[00:02:06.610]Most of the students that I work with
[00:02:08.140]don't utilize a computer
[00:02:10.150]or have the skills to utilize the computer.
[00:02:12.210]So that was a learning curve for us.
[00:02:17.290]And then I also have some ideas
[00:02:19.240]or have some things to share
[00:02:20.460]from the things that we learned
[00:02:22.640]and then some new strategies that we put in.
[00:02:26.130]So the very first thing
[00:02:28.325]I felt often during this pandemic was,
[00:02:32.140]what day is it?
[00:02:33.280]Where am I going?
[00:02:34.130]What am I doing?
[00:02:35.450]And I can't imagine that a lot of you
[00:02:37.830]didn't feel that way too.
[00:02:40.421]And it was really hard for some of them our kiddos
[00:02:41.880]that have that routine of I get up,
[00:02:43.630]I eat breakfast, I go to school
[00:02:45.060]and then I have a school routine.
[00:02:46.220]And then after school I have an after-school routine
[00:02:48.910]and then nightly routine.
[00:02:50.170]So some of those changed
[00:02:51.980]because you never left the house.
[00:02:54.100]So for one of our students we went ahead
[00:02:56.200]and made a calendar.
[00:02:59.920]With this student does use a calendar
[00:03:01.850]for months in the past, this wasn't new,
[00:03:05.230]but what we did to the calendar was new.
[00:03:06.664]So typically it would just say it was a school day
[00:03:09.700]or it was a home day.
[00:03:10.700]Or maybe if there was something
[00:03:11.630]exciting happening in the classroom,
[00:03:13.100]we'd put that on there.
[00:03:14.840]Or and those school day,
[00:03:17.120]you know, we'd hype that up too as well.
[00:03:20.220]So 'cause typically no school days
[00:03:21.590]meant you had to stay home and do what you wanted.
[00:03:23.380]You didn't have a whole lot of expectations
[00:03:26.040]within the house.
[00:03:27.490]So this year we had to change it up a little bit.
[00:03:29.740]So here's an example.
[00:03:32.450]First week of school, the student has been doing
[00:03:35.810]in person learning all year,
[00:03:38.200]get to February he does the first week in-person learning
[00:03:41.688]goes home on the weekends.
[00:03:44.080]So is that, you know, just at the house.
[00:03:46.000]And then he went to his grandparents.
[00:03:47.970]So we made that icon
[00:03:49.850]and then he came to school on Monday
[00:03:51.950]come to find out Monday that there was an exposure.
[00:03:54.820]So the student was gonna have to quarantine.
[00:03:57.490]So he had to go home for those three days
[00:03:59.790]and do remote learning with us.
[00:04:01.975]He had to get on the computer at home
[00:04:04.650]so that's kind of why we use that computer screen
[00:04:06.580]so that he would understand that your home
[00:04:09.910]but it's not a weekend, it's not just a no school day.
[00:04:13.110]It's it's a work day that you have to work from home.
[00:04:17.650]So that's where the computer came in
[00:04:19.360]'cause he knew that home he had to get on that computer
[00:04:21.180]and do those activities.
[00:04:22.780]And then this was a scheduled day off
[00:04:24.940]so we just left that as a home.
[00:04:27.440]This was a scheduled day off, left that as a home.
[00:04:30.400]And then he had not one more day for that remote learning.
[00:04:35.260]Came back to school for three days
[00:04:37.520]and then a weekend at home
[00:04:39.370]and then a scheduled remote learning weekend or a week.
[00:04:43.820]So just that calendar to show them what's going on,
[00:04:46.860]where, what's this gonna look like?
[00:04:49.730]Sometimes if we just use school and home
[00:04:51.213]or like we used to just use school at home, that was enough.
[00:04:55.590]But now that we're having to do some learning from home
[00:04:57.940]as well, we needed a new icon for that.
[00:05:02.950]Okay so once we knew where we were going
[00:05:06.570]and how we were learning,
[00:05:07.900]then we had to talk about communication
[00:05:11.320]and then it came up for a parent
[00:05:12.980]of where do I need to communicate at?
[00:05:15.060]So this child, I guess you know,
[00:05:21.040]they always have that home communication
[00:05:23.120]and I'll get to that here in just a minute,
[00:05:25.914]but where do I need to commute?
[00:05:27.050]I need to communicate with my grandparents
[00:05:29.775]when I'm at their house or when they're visiting us
[00:05:32.360]the student also would spend a lot of time outside.
[00:05:35.080]So the parents wanted some sort of type of communication
[00:05:38.670]for in the yard.
[00:05:39.503]So people would be walking by and say hi or how are you?
[00:05:43.890]And this child needed a way to express
[00:05:46.800]or to do all to express themselves,
[00:05:49.730]but to communicate back to that person.
[00:05:52.540]This family also wanted something for in the car,
[00:05:56.080]a general store.
[00:05:57.800]We didn't, I talk about target quite a bit
[00:06:00.470]but it could be any store that they went to
[00:06:02.850]And what basically what basics do they need to have
[00:06:07.050]to communicate at the store?
[00:06:08.390]And then if you go for a walk
[00:06:11.457]if you're the one initiating the greetings
[00:06:13.070]for hi and hello, how does that look?
[00:06:15.440]So take a second and write in the chat box.
[00:06:18.180]Some other places, this is just a planning sheet
[00:06:21.993]but a parent and I made for their child.
[00:06:24.020]Your child may be very different
[00:06:25.510]we have different ideas,
[00:06:26.440]so give me some of those other places in the chat box.
[00:06:35.530]All right, so now that I know where I'm gonna communicate
[00:06:38.910]now I need to know what I'm gonna communicate, right?
[00:06:41.660]So my want my needs, my likes, my dislikes
[00:06:45.381]any of those feelings
[00:06:47.670]those all need to be able to be communicated.
[00:06:51.720]And now it's, how will I communicate?
[00:06:55.110]So while I use a communication book
[00:06:57.060]do I use a voice output device,
[00:06:58.610]do I use pictures, do I use sign language?
[00:07:01.330]Do I use verbal?
[00:07:02.830]A lot of the students that we work with
[00:07:05.150]use a combination of these things.
[00:07:07.100]So they may use the voice output device at school
[00:07:11.050]but they don't use it at home.
[00:07:13.382]Or they might use pictures like a PEX exchange
[00:07:19.960]or maybe they've got some words are verbal with
[00:07:23.000]I have one student that is very quiet
[00:07:26.390]but he can tell me almost all the words,
[00:07:28.260]but I can't hear him and he doesn't use them with everybody.
[00:07:31.480]So he's got some verbal for me
[00:07:33.350]and uses that voice output for others.
[00:07:37.802]And the other thing I don't have on here
[00:07:39.280]and we're gonna talk a little bit about
[00:07:40.500]but is that family language,
[00:07:44.070]parents know from very early age, what their child wants.
[00:07:47.780]They understand the cries,
[00:07:49.060]they understand the cooing,
[00:07:55.628]they know what the F what the child wants.
[00:07:59.250]Oftentimes I will ask a parent
[00:08:01.630]if I can keep the child's voice output device
[00:08:05.700]and I'll be like, "Hey, can I just keep that
[00:08:07.427]"iPad so I can update Prolo
[00:08:09.387]"or I can add some new things
[00:08:10.220]"that we're gonna do this week."
[00:08:11.820]And the parent's like, "Yeah sure, fine.
[00:08:13.137]"We don't use it at home anyways."
[00:08:16.560]Because they have that family language and that's great.
[00:08:19.440]However, that family language doesn't always translate
[00:08:21.780]back out to others very well.
[00:08:26.290]And I'll give you an example of that here in a little bit.
[00:08:31.250]At school, we finished these things.
[00:08:32.560]We've pushed that communication buck.
[00:08:33.900]We've pushed that voice output
[00:08:35.170]we pushed for pictures, the sign.
[00:08:38.270]Obviously we would love it
[00:08:40.116]that they would use that verbal language
[00:08:42.030]but we push those things so that it can be more familiar
[00:08:48.710]for everybody, everybody understands.
[00:08:52.872]So for an example,
[00:08:54.620]I had a student that would come up to me
[00:08:58.030]and she'd say, hoho.
[00:09:00.080]And I'm like Oh God, I don't know what ho, ho is.
[00:09:02.400]And she's like, hoho.
[00:09:03.890]And somebody said, "Oh, it's Santa Claus."
[00:09:05.680]And I'm like, "Oh, well, that makes sense.
[00:09:06.717]"'Cause Santa does that."
[00:09:07.850]So I started talking to her about Santa Claus
[00:09:09.900]and we're talking about Santa Claus himself.
[00:09:12.450]We're talking about the sled, the reindeers.
[00:09:15.610]She seems to be frustrated
[00:09:16.890]so I go to a Christmas trees and wrapping presents.
[00:09:21.390]And what are you getting your brother for Christmas
[00:09:24.210]and all this Christmas stuff.
[00:09:26.050]And she's getting more and more frustrated with me,
[00:09:27.660]and I can't figure this out.
[00:09:29.840]So as we continue on, she ends up hitting me.
[00:09:33.000]Okay that is a whole different world there.
[00:09:35.830]So what are we doing?
[00:09:36.760]What's going on?
[00:09:37.820]So we have to go through all of our procedures
[00:09:40.500]for the aggression and what that looks like.
[00:09:42.830]And I'm like, okay so looking back,
[00:09:45.290]we were talking about Christmas,
[00:09:46.390]I don't know why she got so upset, but she hit me.
[00:09:49.250]So I thought, well maybe ho-ho isn't really Christmas.
[00:09:51.520]Maybe it's something else.
[00:09:53.460]So it took some time trying to figure it out
[00:09:56.220]pulled up on my computer screen a visual of
[00:10:00.260]hohos the snack cake type things.
[00:10:03.000]And I'm like, look how hohos
[00:10:04.530]and she's like no and hits me again.
[00:10:09.170]I don't know, I give up
[00:10:11.330]I have no idea what she's talking about.
[00:10:13.240]So later in the day I call home
[00:10:15.900]and I talk to grandma and I said,
[00:10:17.917]"Okay, she's telling me hoho I don't know what that it is.
[00:10:20.897]"It's not Christmas because she hits me."
[00:10:22.560]And grandma says, no, ho, ho, ho is Christmas, like okay,
[00:10:28.420]so what's hoho?
[00:10:30.057]Hoho is the cat,
[00:10:32.735]so then I said, "Oh, the name of the cat is hoho
[00:10:35.790]and she goes, "No," I can't remember the name of the cat was
[00:10:39.669]but the actual, the hoho, whereas a black Brown
[00:10:43.840]and so that's how she coordinated all that.
[00:10:45.810]So she couldn't say black and brown but she could say hoho.
[00:10:50.213]And so hoho meant the cat,
[00:10:51.630]ho, ho, ho, meant Santa Claus.
[00:10:53.850]And she used that aggression to tell me I was wrong.
[00:10:59.705]So if we would take that out to the community.
[00:11:01.480]And she went in to tell somebody
[00:11:02.980]that she meant about our cat and she says hoho
[00:11:06.050]and nobody's there to tell them
[00:11:08.120]she's talking about a cat.
[00:11:10.290]She could get aggressive in that community
[00:11:11.780]and she could hurt someone.
[00:11:14.887]Which is why we push for those communication books
[00:11:17.550]and devices and all that so that it, we can explain.
[00:11:21.910]We have more words, we have more vocab
[00:11:24.040]that we can do some of that.
[00:11:25.890]So that family language is great
[00:11:28.597]but to better that communication
[00:11:32.190]we wanna talk about how we can use those communication books
[00:11:34.900]voice, output, devices, fixtures, those types of things.
[00:11:41.600]Okay, so I'm not saying get rid of that family language.
[00:11:44.000]I would never tell you to do that
[00:11:45.950]but I am telling you to set up some times
[00:11:47.640]to utilize the communication device
[00:11:50.350]in order to better that communication,
[00:11:51.910]it's gonna take some planning.
[00:11:53.470]I know I also have parents tell me
[00:11:55.407]all the time it's just easier, I just know what they want.
[00:11:57.560]It's just easier at home
[00:11:58.470]if we use our family language, I get it.
[00:12:01.190]But give me one time during the day
[00:12:03.370]that you could set up and use a device
[00:12:05.410]or use a communication book
[00:12:08.450]to start moving forward with some of that.
[00:12:10.950]So it would be a learning experience,
[00:12:13.070]it would be a planned event,
[00:12:14.830]it wouldn't be something maybe necessarily on the fly
[00:12:16.477]and you don't have to do it all day,
[00:12:18.870]but just one activity
[00:12:20.667]communication should be available at all times
[00:12:24.270]and that motivation is key.
[00:12:25.650]Motivation is key for all of our students.
[00:12:28.222]So they're gonna wanna use that device,
[00:12:32.260]if we're doing a fun activity
[00:12:33.720]if we're out somewhere fun,
[00:12:36.560]you know, they're going to want to communicate
[00:12:38.520]some of those things.
[00:12:40.874]A lot of times we start with things
[00:12:45.510]that they're motivated for.
[00:12:46.530]So like a favorite toy, a fidget or a specific song.
[00:12:51.490]If there's a song that they like
[00:12:53.900]maybe they like if they like a Taylor Swift song
[00:12:55.830]so maybe they have to have that.
[00:12:57.330]They have an icon for that.
[00:12:58.940]Whether it's a visual they just hand you
[00:13:00.630]or it's something on the device.
[00:13:04.500]We also use it for reading,
[00:13:08.740]if we're gonna read a book that would be one activity
[00:13:11.700]playing a game, whatever that may look like.
[00:13:15.933]So we've thought about all those things,
[00:13:18.510]now it's time to plan those things out.
[00:13:20.340]So this is what our planning sheet looked like,
[00:13:23.210]when this mother and I were done talking.
[00:13:24.600]So at home, he's gonna use the device
[00:13:27.070]to request a snack, to play go fish,
[00:13:30.080]requesting items to set the table.
[00:13:31.810]So that student or that child's job
[00:13:33.740]was to set the table but he had to ask mom for the spoons,
[00:13:36.910]he had to ask mom for the forks,
[00:13:40.630]had asked mom for the plates, those types of things.
[00:13:45.600]And then to play the play items
[00:13:47.840]the toys and things like that.
[00:13:49.070]They're just using that family language
[00:13:51.080]and then a communication board
[00:13:52.280]they were using for reading a book or a magazine.
[00:13:56.410]So then you can see at the grandparents' house
[00:13:58.490]the device was used to request food.
[00:14:01.870]The family language, those stayed the same
[00:14:04.715]for that high and by.
[00:14:09.890]In the yard, so in the yard
[00:14:11.250]they needed to say be able to say hi and bye
[00:14:13.010]to somebody, maybe nice to see you or have a nice day.
[00:14:16.180]So we just made a communication board for that
[00:14:17.627]that they could have available outside.
[00:14:21.860]And then on the playground or that the playground
[00:14:26.370]but (indistinct) that he would use the sign language
[00:14:29.740]for push, please, more, help, stop.
[00:14:33.170]And the car, they had a communication board
[00:14:34.890]that was just for the car,
[00:14:36.970]window up or down radio on or off change the station.
[00:14:40.340]I often make a communication board for our buses.
[00:14:45.540]So for our bus drivers, to understand
[00:14:46.950]when they are talking with one of our students
[00:14:50.650]and that student can communicate with that visual,
[00:14:53.090]it's pretty basic.
[00:14:54.530]I'll show you an example of that here in a little bit.
[00:14:57.110]And then for a walk,
[00:14:59.120]they talked about doing a carrier phrase of I see
[00:15:03.860]and then they'd have different icons for dog and birds
[00:15:07.540]or a friend, or I see a car
[00:15:09.407]and then there's another eye spy
[00:15:12.100]I think is what she came up with.
[00:15:15.160]Okay so now I put that plan into action.
[00:15:17.010]Here's what we're gonna communicate
[00:15:18.180]where we're gonna communicate it,
[00:15:19.250]now let's put it to action.
[00:15:21.940]So here's where we're gonna starting out
[00:15:23.560]there and saying there is.
[00:15:25.120]And this communication board
[00:15:27.230]that we made was just pretty simple,
[00:15:28.390]it had shapes and it had colors.
[00:15:30.650]So when they're reading the book,
[00:15:31.760]the mother could say, what color is the chair?
[00:15:33.540]And the student could put to blue,
[00:15:36.000]what color his sister's pants?
[00:15:37.520]And she could point to pink,
[00:15:40.312]and then she could do the same thing with shapes.
[00:15:42.990]For our older students,
[00:15:45.610]you can do the same exact same board
[00:15:47.450]only we're using people magazine here.
[00:15:49.899]So we can talk about the colors of their outfits
[00:15:56.160]if there's some shapes in there, that type of thing.
[00:16:00.560]And that was the other thing,
[00:16:02.030]the boards don't have to be fancy.
[00:16:03.440]We use Boardmaker a lot and so a lot of those,
[00:16:07.960]when parents would call me,
[00:16:08.930]I'd put those boards together and send them home.
[00:16:11.910]But this is one that someone made
[00:16:13.690]that they just took the colors right out of the box
[00:16:16.627]and just made here's the board,
[00:16:18.190]we're just talking about colors here it is.
[00:16:25.070]Here is an example from school
[00:16:27.140]of the student doesn't set the table well,
[00:16:32.090]she sets her set, her place setting.
[00:16:33.730]So she puts a tray down, she puts her fork and spoon there,
[00:16:37.700]but she doesn't get any of those, she has to ask for them.
[00:16:39.960]So in whatever order,
[00:16:42.560]this is how her communication devices set up.
[00:16:44.690]There's nothing else on this page
[00:16:45.930]because these are the things that we're working on.
[00:16:47.420]We're not working on anything else,
[00:16:49.080]but we did put a visual out there
[00:16:50.420]and you could do that as well at home.
[00:16:52.280]Take a picture of what
[00:16:53.636]you want the place setting to look like
[00:16:56.800]and show that to the student
[00:16:58.220]and then they can request what they need.
[00:17:02.710]Here's the example of these carrier phrases.
[00:17:07.400]So I want, and they can put a picture in there.
[00:17:09.260]I see this is the one the parent used for the walking.
[00:17:12.600]And I hear there's a whole bunch of them.
[00:17:20.630]And then we had like a out of the box with one well,
[00:17:23.350]here's another picture of a communication board,
[00:17:25.951]this I took off of Pinterest, I believe.
[00:17:28.510]And it's a communication board
[00:17:29.790]that they zip tied to their basket for a day at the Lake.
[00:17:33.580]So you can see that they talk about the beach ball
[00:17:35.500]and the sand, if they're hungry, there's a food icon there.
[00:17:43.350]And you can see that picture of I want
[00:17:45.960]so this is one way that somebody geniusly
[00:17:48.670]took to the lake with them.
[00:17:52.580]And then thinking outside of the box,
[00:17:54.150]this is how one of our students
[00:17:56.770]got some communication going on this was all him.
[00:17:59.720]We didn't help at all, but he's a speller.
[00:18:03.720]And so he figured out that if he could get into the Netflix
[00:18:07.054]and get into the search that he could type in hungry.
[00:18:12.120]So what the student did was he typed it in,
[00:18:14.180]he went and found mom, family language,
[00:18:17.070]brought mom into the room, this TV was in
[00:18:21.090]and pointed it to her
[00:18:22.520]and that's how she figured out he was hungry.
[00:18:25.470]This was during pandemic,
[00:18:26.670]so routines were a little different
[00:18:30.290]lunch wasn't at 11:45 every day, it was on home time.
[00:18:35.189]So this is how he was able to communicate,
[00:18:37.150]He knew what he wanted,
[00:18:37.983]but he couldn't get it across to mom,
[00:18:39.280]so this is how I figured out.
[00:18:42.680]Okay communications on the go,
[00:18:45.200]I love my pictures that I carry with me everywhere.
[00:18:48.550]They have been beaten and abused
[00:18:51.160]and I also have some that are on my name badge
[00:18:53.960]with our five point system zones mask on,
[00:18:58.830]take a break there's a few on there.
[00:19:00.600]Love these, okay.
[00:19:03.130]But I don't do well taking them outside of my school day.
[00:19:07.200]I don't have them in my purse when I'm out and about.
[00:19:09.440]I don't have them,
[00:19:10.900]I don't wear them all day every day, obviously,
[00:19:13.030]but I just, I typically wear them at school.
[00:19:15.760]So as I was thinking about how I could get this to parents
[00:19:19.300]and get parents to understand to use that,
[00:19:22.150]I'm thinking probably not one more thing to carry.
[00:19:28.000]They're already stressed,
[00:19:29.838]but how can I get these visuals for them, for that student?
[00:19:33.790]Because that student needs it to transition
[00:19:36.020]from one or two day to the next,
[00:19:37.880]or you know, from going outside to coming in for dinner,
[00:19:42.890]whatever it may be, so what can I use?
[00:19:44.012]What do I have with me all the time?
[00:19:47.200]I always have my iPhone, I always have my phone.
[00:19:50.836]Doesn't matter where I'm going,
[00:19:53.370]if I'm at school, I have my work phone.
[00:19:55.010]If I'm out and about in the community
[00:19:57.310]I have my personal phone.
[00:19:58.390]So how can I use that?
[00:20:01.320]So basically what I did was I just set up albums.
[00:20:05.530]So I created an album,
[00:20:08.416]an album just called visuals,
[00:20:09.410]I created one called zones and I created one called fidgets.
[00:20:13.090]So what I can do when I open up that visuals
[00:20:16.625]I took pictures of all the things that were on the cards.
[00:20:19.880]And so in this album I can just go and click on it.
[00:20:25.030]So if I go click on it and I click on stop
[00:20:27.560]I can hold that up then and show my student
[00:20:31.300]that I need them or my child,
[00:20:33.596]that I need them to stop doing whatever it is they're doing
[00:20:34.490]or they need a quiet mouth.
[00:20:36.720]So it works just like the pictures
[00:20:38.100]but I just made that album on my phone.
[00:20:41.570]Here's the example of the fidgets.
[00:20:44.520]I think a lot about this for like car rides
[00:20:46.810]and bus rides what,
[00:20:49.190]how can that student communicate that to me?
[00:20:52.200]Here's some things that maybe I keep in the car
[00:20:55.580]or we have it in that child's backpack.
[00:21:00.460]And then the zones, the zones are especially important.
[00:21:03.004]A lot of times we forget that feeling
[00:21:06.170]and the emotion piece of it.
[00:21:09.987]So this is one way that I can ask that student where are you
[00:21:12.920]or that my child, where are you?
[00:21:14.440]Are you frustrated?
[00:21:16.030]Are you silly?
[00:21:16.863]Are you okay?
[00:21:18.372]And they can click on the picture
[00:21:20.260]and tell me which one they are.
[00:21:26.160]Here's an example of the zones one,
[00:21:28.260]we use zones of regulation at our school.
[00:21:30.280]So I just carried that over
[00:21:31.480]'cause most of our parents understand that
[00:21:33.650]for so in that yellow zone,
[00:21:35.720]they might be silly or frustrated
[00:21:37.970]they would be able to point and tell me which one they are.
[00:21:40.600]And then on the bottom, I have a couple of activities
[00:21:43.250]that I know work for that student.
[00:21:44.440]So taking deep breaths or fidgets
[00:21:46.441]and then they could touch that
[00:21:48.280]and communicate that that's what they need to me.
[00:21:50.574]This is very hard to do without those visuals.
[00:21:53.505]And it's a lot of visuals to carry around
[00:21:56.550]which is why I think these albums
[00:21:57.920]in your iPhone or in your phones altogether
[00:22:00.740]make great resources.
[00:22:06.040]Another strategy that we used for a student was,
[00:22:10.220]well we actually use this quite a bit.
[00:22:11.920]We've used this more than I think we do at school
[00:22:14.710]but we have a green card and a red card
[00:22:16.470]green card shows it's available,
[00:22:18.640]that you can have access to it.
[00:22:20.040]The red card says it's not available
[00:22:21.487]and you can't have access to it.
[00:22:25.460]Nothing more than that,
[00:22:26.623]but I do think as, and we'll talk about it more
[00:22:30.090]that this may be a very easy visual
[00:22:32.640]to put in place for parents.
[00:22:35.360]Here's one way we use it at school
[00:22:38.100]the green is the iPad's available.
[00:22:40.950]You can have that the red says
[00:22:43.490]iPad's currently not available,
[00:22:44.560]whether that's for just too much screen time
[00:22:48.230]it's dead for our students.
[00:22:51.410]Understanding that the battery died, that's a hard concept.
[00:22:56.077]So it's just, it's not available
[00:22:59.470]or maybe due to behavior or something else
[00:23:01.110]it's just not available right now.
[00:23:04.290]Another way we use it is we just use it
[00:23:06.240]on like a choice for type of things.
[00:23:09.180]So for this student car rides are super motivating.
[00:23:15.840]Car rides are not always available,
[00:23:18.080]so that's on the red board when he's at school,
[00:23:20.530]can't go for a car ride,
[00:23:21.710]we don't have so many at school either,
[00:23:23.220]that's unavailable, we'll often ask for that.
[00:23:26.450]iPad, TV, you can use those at home.
[00:23:30.700]What would be available as a walk outside
[00:23:32.870]maybe your fidgets, maybe your toys,
[00:23:35.558]maybe in some cases the toys and the fidgets
[00:23:39.780]or the toys and the walk would go to the unavailable
[00:23:44.300]because we have a Zoom meeting with your teacher.
[00:23:48.510]So the only thing that's available is your fidgets.
[00:23:53.090]So like, they can look several different ways
[00:23:55.420]in different homes.
[00:23:58.450]Okay, in the chat box, write down one activity
[00:24:01.330]you can add visuals to in order to better community,
[00:24:04.460]to better the communication.
[00:24:06.410]Even if it's just that planning sheet
[00:24:08.090]of taking a minute to do some planning
[00:24:14.500]what that can look like sometimes it's,
[00:24:17.090]we gotta go, we gotta rush.
[00:24:20.440]So maybe that planning sheet would be helpful.
[00:24:22.040]Just take a minute and write something down in there.
[00:24:27.960]Okay we're gonna move on to routines,
[00:24:32.040]routines that need to stay consistent.
[00:24:34.290]Even in this crazy world,
[00:24:37.450]morning routines need to stay the same,
[00:24:39.870]bedtime routines need to stay the same
[00:24:44.459]bed routines is another one to keep consistent
[00:24:49.920]our individuals with ASD cope better
[00:24:52.100]when there are minimal changes to their daily routine
[00:24:55.000]and this pandemic rock to their world
[00:24:57.260]with changes to their routine.
[00:24:58.790]So making sure that you keep that morning routine the same.
[00:25:01.070]So if it's getting up brushing teeth,
[00:25:02.880]washing face, like this one's brushing hair
[00:25:06.160]and then getting dressed,
[00:25:11.000]those routines are important to keep though
[00:25:14.010]and then it's got waiting for the bus.
[00:25:15.410]So keeping those the same,
[00:25:18.210]now I will tell you that maybe your child sleeps
[00:25:21.800]till 7:00 a.m., gets up and does this routine.
[00:25:26.870]And during pandemic or maybe on the weekends
[00:25:30.020]we sleep till nine,
[00:25:32.130]but still doing this routine of when I wake up,
[00:25:34.860]this is what I do to get my day going.
[00:25:36.690]Because how long did it take you to get those?
[00:25:38.800]Especially those bedtime routines
[00:25:40.610]How long did it take you to get that student to go
[00:25:42.770]or that child to go to bed at the right time
[00:25:46.110]at bedtime and make sure the teeth are brushed,
[00:25:49.650]so we didn't need seven drinks of water
[00:25:51.160]and we didn't need another book read.
[00:25:53.570]How long does that take to get that routine, right?
[00:25:56.090]So we wanna make sure that we've keep those consistent
[00:25:58.110]because if they break, if we break them
[00:26:01.040]and we don't do those routines anymore
[00:26:02.540]we've got to reestablish them later.
[00:26:04.660]So making sure we just keep those consistent
[00:26:06.650]you can see the difference between this one.
[00:26:10.350]So instead of getting dressed and then waiting for the bus
[00:26:12.530]now we're getting dressed or we're eating breakfast
[00:26:14.150]and that's a whole new routine in itself.
[00:26:17.150]So just making sure that you're keeping those consistent.
[00:26:25.600]The next one for routines is social stories.
[00:26:33.060]The story explains the new routine
[00:26:35.350]and defines those expectations.
[00:26:37.160]So this is one I had a mother call me.
[00:26:40.490]They wanted to go visit,
[00:26:41.600]they felt safe enough to go visit from the car
[00:26:45.532]but the student wanted to get out,
[00:26:47.500]he wanted to give the hugs, he wanted to say hello.
[00:26:49.670]He wanted to play those types of things.
[00:26:51.580]So we had to write out this visiting people,
[00:26:56.010]social stories.
[00:26:56.843]So we're gonna go visit aunt Connie
[00:27:02.270]we'll get our mask and get in the car.
[00:27:06.060]We'll drive to aunt Connie's house,
[00:27:08.270]I will put on my mask and roll down the window,
[00:27:10.930]Aunt Connie will come out near the car,
[00:27:14.670]she will stay six feet away, I will be wearing.
[00:27:18.430]She will be wearing a mask too,
[00:27:20.490]I will get to talk and laugh with aunt Connie,
[00:27:22.740]mama let us know when it's time to go,
[00:27:25.300]I will tell aunt Connie goodbye
[00:27:26.780]and then we will see our soon.
[00:27:28.260]So we left them blank because we then sent this out
[00:27:31.810]to all the parents
[00:27:32.643]because we figured everybody could probably use that.
[00:27:35.230]So you could fill it in with whatever
[00:27:37.130]whoever's name that is.
[00:27:38.340]But for this student, it was like,
[00:27:40.557]"Okay, we're gonna drive there, but we're not getting out.
[00:27:42.817]"We're just rolling down the window,
[00:27:43.967]"that was an important piece for him."
[00:27:46.480]We're still staying away,
[00:27:47.580]she's not coming up to the window to talk to me.
[00:27:49.270]She's gonna stand on the sidewalk
[00:27:51.309]and then we're just gonna say goodbye
[00:27:52.770]and then we'll come back again.
[00:27:57.829]Okay so another thing that we ran into with routines
[00:28:01.450]was now that we're home
[00:28:02.970]and doing all this learning from home and work from home.
[00:28:07.960]Why is sister in the bedroom on the computer
[00:28:12.910]and not out here playing with me
[00:28:14.010]was the question that was brought up.
[00:28:15.190]So we talked about where people are and what they're doing.
[00:28:19.400]Mom might be at work,
[00:28:21.320]but work is out of the dining room table,
[00:28:23.310]not outside the home.
[00:28:25.070]So that would signal to the student
[00:28:26.820]that mom is working, she can't be disturbed right now.
[00:28:33.300]Whereas dad, maybe dad's out mowing
[00:28:37.240]and maybe sister's sleeping or maybe brothers sleeping.
[00:28:39.470]And just so the student knows where people are,
[00:28:43.870]everyone's in the house, they're doing different things
[00:28:46.180]that look typical, but they're not typical.
[00:28:50.240]So this is helpful for a family,
[00:28:52.590]just so that they knew what everybody was doing.
[00:28:56.040]And again, they could use those available,
[00:28:57.870]not available signs.
[00:28:58.980]So mom might be working on the computer
[00:29:01.440]and there might be a red sign on the door
[00:29:05.260]that says mom's unavailable right now
[00:29:07.020]or on the dining room table or wherever that was.
[00:29:13.915]Schedules, when we talk about schedules,
[00:29:16.608]we wanna remember that schedules can be object, picture
[00:29:22.070]they can be written but they do need to go top to bottom
[00:29:25.250]or left to right?
[00:29:26.540]I find top to bottom to be more easier to learn maybe.
[00:29:36.182]Once it's gone, it's gone.
[00:29:38.140]And then you just have to remember
[00:29:39.160]that it needs to have some way to show it's done.
[00:29:41.849]So if it's a picture schedule,
[00:29:43.800]they pull off and they put it in a done box
[00:29:46.670]or done envelope.
[00:29:48.086]If they cross it off,
[00:29:50.190]if it's a written one they can cross it off.
[00:29:52.240]If they have a check mark, they can check it off.
[00:29:54.590]There needs to be some way to show that it's done.
[00:29:59.710]Can't just be left on there all the time.
[00:30:02.490]So here's some examples from school that we use.
[00:30:08.410]This one is they have a picture
[00:30:10.560]and then they just push it over.
[00:30:12.430]They pull it off and put it in finished.
[00:30:15.050]The student had these three things
[00:30:16.840]but she had a bucket over here that said, "All done."
[00:30:21.600]This one teacher created
[00:30:24.190]and the student was able to just to cross off
[00:30:26.470]every time he got something done
[00:30:28.940]and you kinda get that timeframe there,
[00:30:30.640]so this is from nine to 10 o'clock,
[00:30:32.280]these are the things that we're gonna work on,
[00:30:34.330]10 to 11 those types of things.
[00:30:36.930]This one had dual purpose,
[00:30:41.230]they could pull it off, but it's a done
[00:30:43.330]or they could just check it
[00:30:45.180]depending on what the schedule is looking like that day.
[00:30:48.640]Here's another one that you could use at home.
[00:30:51.649]This is just a whiteboard
[00:30:55.160]and we just wrote out what the student needed to do.
[00:30:57.530]So first it was breakfast, white table,
[00:30:59.410]brush teeth, brush hair and do books.
[00:31:02.000]So they can cross it out or they could just simply erase it
[00:31:05.467]because the next routine would go up on it the next time
[00:31:08.840]or when they were finished with this one I guess.
[00:31:12.440]Another schedule, when I think about schedules and home
[00:31:18.870]what does that look like?
[00:31:20.433]Color coordinating is super easy,
[00:31:23.360]so for this schedule we gave each hour a color coordination.
[00:31:31.120]So for the student, we started their day at eight o'clock
[00:31:35.150]and we ran their day through two o'clock.
[00:31:39.900]We also made a clock so they could kind of see
[00:31:42.620]they didn't have a real great grasp of time
[00:31:44.740]but they could see that when this hand was in
[00:31:47.280]I think this is the red,
[00:31:50.110]that they could get those red folders
[00:31:51.690]that I'll show you here in just a minute.
[00:31:55.290]Okay so for this kiddo we made
[00:31:58.805]we just use file folders,
[00:32:01.430]file folder, fire oh my goodness.
[00:32:03.970]File folders that actually matched the schedule.
[00:32:08.120]So going back to that schedule,
[00:32:10.530]you can see that eight o'clock was orange
[00:32:13.340]it's colored in on the clock
[00:32:14.810]and then here's the folder right here.
[00:32:17.830]We added pictures of SpongeBob
[00:32:19.900]that's a favorite for this kiddos,
[00:32:22.100]so just give him some motivation
[00:32:25.767]the special interest areas is we just taped them on there.
[00:32:31.210]There's no lamination,
[00:32:32.090]there's no fancy anything, it's just taped on there.
[00:32:36.040]Okay so here's the schedule for this kiddo in the orange.
[00:32:39.090]So it's that eight o'clock time.
[00:32:40.820]Here's the schedule, here's what we're gonna do.
[00:32:42.420]We're gonna have breakfast,
[00:32:44.090]we're gonna wipe down the table,
[00:32:45.020]brush our teeth, comb or brush your hair,
[00:32:48.000]and then maybe we're gonna have some books
[00:32:49.460]so we're gonna have some downtime
[00:32:51.585]before we get into the rest of what we're doing.
[00:32:56.800]So the next sheet, so when that sheet's done
[00:32:58.890]the parents would take it and put it in there.
[00:33:02.470]They had like a file folder box
[00:33:05.396]and they'd put it in there, it's done.
[00:33:07.780]Then the student had to pick two chores
[00:33:10.130]whether it was vacuuming, feeding the dog,
[00:33:12.640]matching socks, taking the garbage out,
[00:33:15.049]emptying the dishwasher or sorting clothes.
[00:33:18.060]Student got to pick those two items.
[00:33:20.840]This was huge because we're at home learning now
[00:33:26.904]or we're learning more of those functional home skills maybe
[00:33:30.618]but they got some choice in that,
[00:33:33.300]you don't have to do all of them,
[00:33:34.310]you just, you get to pick the two that you're gonna do.
[00:33:37.850]and then free choice,
[00:33:39.200]so once those two things were done
[00:33:40.620]that would get moved to done
[00:33:42.300]or maybe back into the folder
[00:33:43.590]and then they would have the free choice
[00:33:45.250]of, "Okay what's next for you?"
[00:33:50.100]Here's a way that we could adapt it
[00:33:52.010]if we, depending on the day
[00:33:54.070]and how things were going
[00:33:56.408]maybe we don't have the schedule in there,
[00:33:58.290]maybe that's just something
[00:33:59.290]that's part of our morning routines,
[00:34:00.620]so we didn't need that piece in there,
[00:34:02.860]we just picked a choice and we have a free choice.
[00:34:07.520]And maybe it's a student that just has, this is it.
[00:34:09.530]This is all that they need to do for that hour.
[00:34:11.960]That's all it's gonna take them that entire hour
[00:34:14.150]to get this done, so they just have that to do list.
[00:34:19.860]Okay so visuals inside the store
[00:34:23.750]we're talking about talking about to-do list
[00:34:29.340]but what about going shopping?
[00:34:32.090]We have a shopping list, right?
[00:34:34.410]So I always have a list 'cause I can't remember anything.
[00:34:37.300]So I have my shopping list
[00:34:41.465]and what that tells the kid is,
[00:34:43.680]okay it's kind of like that to do my schedule list.
[00:34:46.560]And so once we have these things we're done,
[00:34:48.840]we're not, we're done anybody have that child, okay
[00:34:52.930]we can give the shopping list too
[00:34:54.200]but once that shopping list is complete, we're done.
[00:34:56.690]We're going home, otherwise we have that big meltdown.
[00:35:00.820]So this visual, when I talked to this family
[00:35:05.120]we did it more of as a category.
[00:35:07.790]So yes, we want to buy a new shirt
[00:35:11.088]but we're gonna look at them.
[00:35:13.228]So we're gonna go to the clothes section
[00:35:18.481]and that way, you know you're getting a new shirt
[00:35:20.897]but we're gonna just be enclosed for awhile.
[00:35:26.560]Personal care,
[00:35:28.310]so maybe you need some toothpaste or deodorant.
[00:35:31.290]And instead of having a list that says that
[00:35:32.990]and then you're done
[00:35:34.000]this gives you the opportunity
[00:35:35.230]to then browse and look at multiples.
[00:35:40.640]And so for this kiddo,
[00:35:41.840]they just wrote out we're gonna the clothes section
[00:35:43.640]we're gonna personal care section,
[00:35:45.610]health section then we're gonna toys.
[00:35:48.458]Then we're checking out and then we're gonna the car.
[00:35:58.046]So it kind of gives some structure
[00:35:59.332]to that shopping experience.
[00:36:01.277]'Cause the student knows then
[00:36:02.990]where you're gonna go look,
[00:36:06.220]it leaves it a little bit open, so there's not a timeframe.
[00:36:09.430]I think eventually this family did put some timers
[00:36:12.650]on their phones for how long,
[00:36:14.590]they were gonna be in the clothes section.
[00:36:16.771]So then everybody kind of knew what timeframe they had.
[00:36:20.960]So that's one way to structure up
[00:36:22.870]some visuals for the store.
[00:36:25.400]And then in the car,
[00:36:29.870]I think this is more common than I know,
[00:36:33.285]but we have to structure a per student
[00:36:36.340]that when it got in the car
[00:36:39.830]it didn't always mean we're gonna school like it used to,
[00:36:42.560]it didn't always mean that we're just going to one place
[00:36:48.590]or we're just going from point a to point B.
[00:36:50.820]And this is especially helpful
[00:36:52.640]we have a student at school that if her ride doesn't show up
[00:36:57.360]she rides in their cab to school every day.
[00:36:59.450]If her ride doesn't show up for one reason or another
[00:37:01.630]and mom has to bring her,
[00:37:03.543]she thinks they're gonna do fun activities,
[00:37:06.310]she doesn't think mom's bringing her to school
[00:37:08.080]and when we get to school we have this massive fit
[00:37:10.130]because we don't wanna be here,
[00:37:11.750]we don't understand where in mom's car,
[00:37:13.110]we're not in the cab.
[00:37:14.330]So for this student, we had to add some different visuals.
[00:37:18.100]So we get in the car and maybe we're gonna the carwash.
[00:37:21.120]We're gonna target and we're coming home, it's that simple.
[00:37:26.460]It could be we're going to, maybe you have speech therapy
[00:37:29.544]then we're gonna McDonald's and we're going to swim lessons,
[00:37:32.600]and then we're going home.
[00:37:35.370]These could be for like afterschool pickups.
[00:37:37.500]You know, we pick up
[00:37:40.600]we pick up their student at 2:00, their speech therapy
[00:37:43.893]but we're not gonna go home and eat today,
[00:37:46.160]we're not McDonald's,
[00:37:47.290]sometimes it might be we're gonna go home
[00:37:48.830]and then we'd have to leave again
[00:37:49.830]and go to swimming lessons, whatever that may look like.
[00:37:56.690]Okay, in the community
[00:38:00.160]I had a mom that told me,
[00:38:01.863]like I can't carry all this stuff,
[00:38:03.590]I can't keep all this stuff.
[00:38:05.330]And one of my big pushes is independence,
[00:38:07.840]and I'm like, "That student has a backpack.
[00:38:09.237]"They bring it to school every day."
[00:38:10.950]Take the notebook out that we're not using anymore.
[00:38:13.190]Let's put in the things that we do need.
[00:38:14.730]So this mom came up with a backpack that is kind of like
[00:38:19.190]they take this backpack everywhere with them.
[00:38:21.360]So some items they have in there,
[00:38:23.125]are communication device or the boards
[00:38:25.100]that they would need, some fidgets, some snacks,
[00:38:27.940]a water bottle, extra clothes
[00:38:31.460]and you might even have to add some weight to it.
[00:38:33.440]I had a student when I was working Blair
[00:38:35.550]that brought everything,
[00:38:38.970]brought everything to school in that backpack.
[00:38:42.010]Rode the back to the school,
[00:38:43.710]everything was in there, it's heavier.
[00:38:45.120]It's I didn't wanna carry it so heavy
[00:38:47.320]but they were looking for that weight,
[00:38:49.290]that sensory input, she needed that weight.
[00:38:51.160]And she figured that if she put everything in the backpack
[00:38:53.467]that was the right amount of weight for her
[00:38:55.340]and she felt better about riding her bike.
[00:38:57.130]I have a student at school now
[00:39:00.047]that brings coloring pages consistently.
[00:39:04.307]And so we had to put a different different bag
[00:39:09.070]her coloring pages
[00:39:10.100]and then items for her backpack.
[00:39:11.990]And we found out again
[00:39:13.746]she was looking for that heavy weight.
[00:39:16.990]She was looking for those heavy things to carry
[00:39:18.500]and make her body feel better.
[00:39:19.580]So you may want to add some weight to the backpack.
[00:39:24.131]Other thing with the backpack is when it's on
[00:39:27.270]you might need those Dclips to clip it in the front,
[00:39:32.380]so it's not easily to take off, depending on the student
[00:39:36.020]but those are things that you could carry
[00:39:37.840]that they could carry around when they go to the store.
[00:39:40.890]When you're in the car, when you go to the park,
[00:39:44.090]those types of things,
[00:39:45.120]what are those items that they would need, they could carry.
[00:39:50.380]Okay structure that physical environment.
[00:39:53.470]We're gonna talk about
[00:39:54.303]how you can organize the environment
[00:39:55.370]to minimize distractions and define boundaries.
[00:39:59.460]So for this student, making pudding have the rug down here.
[00:40:04.862]So the student knew where to stand.
[00:40:07.890]All the items they needed were right here,
[00:40:10.060]the pudding, the measuring cups,
[00:40:11.970]the milk, the whiskers there,
[00:40:14.760]the bowl they're gonna mix it in
[00:40:16.620]is on a colored cutting board
[00:40:20.140]one of those flexible cutting boards.
[00:40:21.760]So this is a space where we're working at
[00:40:23.880]and this bucket over here was just a done.
[00:40:25.930]So when they opened the jello, the trash bin in here
[00:40:30.920]when they poured the milk,
[00:40:32.961]the I think there's two measuring cups out there
[00:40:35.570]that both when they poured them, then those went in there.
[00:40:38.826]The one the whisk done, that went in there
[00:40:41.570]when the milk went done it also went in there
[00:40:43.866]that was just easier for this family
[00:40:45.630]to just have in one place instead of gonna the garbage can
[00:40:50.500]and coming back and that transition didn't work.
[00:40:52.680]So they just added that piece right there
[00:40:54.220]so that they would take care of it later.
[00:40:56.070]They also have a schedule up here
[00:40:57.330]of what that's gonna look like or a left or right?
[00:41:02.880]Yeah schedule left to right
[00:41:04.806]or what steps or what the steps are to making the pudding.
[00:41:09.756]A lot of times on the sides of boxes
[00:41:13.570]you will see that they already have visuals for you.
[00:41:17.614]So students can, some of our students can follow this.
[00:41:20.740]They know to boil the water,
[00:41:24.072]put in the macaroni set the timer,
[00:41:26.770]drain it and add the rest of the ingredients.
[00:41:29.790]So sometimes just keeping those on the side of the
[00:41:34.010]keeping those from the side of the boxes
[00:41:36.050]to use over and over as a schedule
[00:41:37.460]would be another great way in the home.
[00:41:41.330]Here's that available, not available.
[00:41:44.220]So here are the snacks that are available.
[00:41:46.660]I think a lot of parents saw this on Pinterest
[00:41:49.300]and other areas of social media during pandemic times.
[00:41:53.640]But that way they weren't being eaten at a house at home.
[00:41:56.456]These are the snacks that are available,
[00:41:58.880]this might be the cupboard where the snacks are kept
[00:42:00.720]and it's not available.
[00:42:04.690]This is a picture from a while ago,
[00:42:07.594]this is one of my good friends from high school.
[00:42:10.660]This is her son, when he is born,
[00:42:14.900]he was born with some medical needs.
[00:42:16.440]And we spend a lot of time
[00:42:20.010]talking about how she could structure things
[00:42:21.610]in the home for him.
[00:42:24.040]She has two other kids, one older, one younger
[00:42:27.364]and this little guy kept her on her toes.
[00:42:30.010]So we talked about how can we structure that?
[00:42:32.350]So we talked about the sensory needs that he needed
[00:42:35.400]and things that he could do at home,
[00:42:36.760]so she made these bins, rice, beans, whatever.
[00:42:40.810]And then she had made the decision
[00:42:44.340]to go ahead and purchase Boardmaker
[00:42:45.290]so that she could make these fixtures.
[00:42:48.280]She was also, she went to school to be a teacher.
[00:42:51.760]And so she knew that there had to be some sort of structure.
[00:42:56.300]So those are the items that are in there
[00:42:58.380]they're on top of the lids
[00:42:59.715]and he's just dumping beans everywhere.
[00:43:00.870]And she was having a hard time that contained.
[00:43:03.360]So how she kept them contained was
[00:43:05.470]she bought a swimming pool into her kitchen.
[00:43:08.600]So she's making dinner for the rest of the family.
[00:43:12.520]He needed to do something, he loved the beans,
[00:43:15.300]he loves the rice, those types of things
[00:43:17.200]but they would go everywhere,
[00:43:18.420]so this is how she contained it.
[00:43:21.859]Here's a game for, or here's some structure for playing UNO.
[00:43:25.910]We have UNO communication board.
[00:43:28.440]The cards were dealt, we just use the plate,
[00:43:31.730]and that's where the discard or the numbers went.
[00:43:34.720]And then here's drop pile,
[00:43:36.690]we put it on a napkin and found that
[00:43:38.120]it was really easy to slide it from one person to the next
[00:43:40.690]so you didn't have to just hand them a card,
[00:43:43.839]they could independently do that.
[00:43:49.110]Here's an example that we see all the time, I think,
[00:43:52.420]but Mr. Potato head, like I see
[00:43:54.300]he doesn't have his Mr. anymore.
[00:43:55.620]Potato Head and using him independently.
[00:43:59.490]So we took it, we made it, we took a picture of it
[00:44:00.947]and here's the items they can go ahead and create that.
[00:44:04.760]Here's when using the communication board.
[00:44:07.330]So I would hold all of these items
[00:44:09.630]and the student would have to ask me for those things.
[00:44:11.840]I want the glasses, I want the blue shoes.
[00:44:14.863]And so then they would have to request using that board.
[00:44:19.980]Here's an activity set up at home,
[00:44:23.980]so again, left to right,
[00:44:25.720]all the things that they were supposed to do
[00:44:28.060]or in this task box.
[00:44:30.620]And when they're they go into the done on the floor
[00:44:33.070]so you can see they've done a puzzle,
[00:44:35.020]a book put, in pudding activity,
[00:44:37.350]the shape sorter, they just finished the hedgehog
[00:44:40.650]and now they've got some play-doh circles to make.
[00:44:45.250]So again, left to right,
[00:44:47.280]this is what to do and this is done.
[00:44:51.890]Another that we had asked quite often
[00:44:56.909]was or got told quite often,
[00:44:59.110]I guess from parents was
[00:45:00.950]they want the TV, they want the TV all the time,
[00:45:03.410]but I don't want them, they're just watching random shows.
[00:45:05.380]I don't want to watch in those shows.
[00:45:06.610]So this is another way that we got
[00:45:08.770]some communication for a student
[00:45:11.170]and the parents could control some of that again.
[00:45:14.809]So that available, not available thing.
[00:45:16.530]So this is a board where this student,
[00:45:20.419]when she got a free choice and she maybe TV was on there
[00:45:24.720]she then would choose a step further
[00:45:26.880]as to what she wanted to watch.
[00:45:28.640]So she really liked watching the good doctor with mom.
[00:45:31.690]Maybe mom had to work
[00:45:32.750]so maybe that choice wouldn't have been on there
[00:45:34.957]but she could watch dancing with the stars
[00:45:37.960]or wheel of fortune, those types of things.
[00:45:43.270]Another way, this was just a picture taken on a phone
[00:45:45.963]a student that liked movies a lot of our kiddos like movies.
[00:45:49.610]And they like to watch them over and over and over.
[00:45:51.704]And that was driving this mother crazy.
[00:45:54.800]So for this, this is a teenage girl
[00:45:58.210]she, these are your choices, you can watch "Pitch Perfect,"
[00:46:00.780]or you can watch "The Devil Wears Prada."
[00:46:03.090]And mom kept those on her phone
[00:46:05.600]in another album that way she could
[00:46:08.540]when they were at the store
[00:46:09.390]where they're out and about then when they got home,
[00:46:11.610]then knew they were gonna watch a movie
[00:46:13.551]and that decision could be made on the fly.
[00:46:17.690]On a walk, this one was set up for a child
[00:46:23.010]that the mother wanted them to go walking
[00:46:26.840]and be out out and about more
[00:46:32.250]but they didn't talk about anything,
[00:46:33.880]they just walked and she felt
[00:46:35.350]like they could be doing some communicating.
[00:46:37.810]So we talked about kind of playing the game of I spy.
[00:46:40.130]So these are things that they would see
[00:46:43.120]almost daily when they went for a walk.
[00:46:45.720]So we just put it in into a board
[00:46:47.440]and they would take it
[00:46:48.924]and the kid would just cross it off with a marker.
[00:46:50.541]As they're walking, she also used it as just the board
[00:46:55.130]and she would tap the top and say,
[00:46:59.170]"I spy" and then tap the car
[00:47:01.240]and then her child would do the same
[00:47:04.230]when they saw something.
[00:47:07.734]Okay in the chat box,
[00:47:08.910]write down an idea you plan to use next week
[00:47:11.060]or that has inspired a different idea.
[00:47:21.880]Okay, talking about feelings and emotions
[00:47:25.840]and how do we use those?
[00:47:28.870]Again I always have my phone with me,
[00:47:30.460]so I gonna use my iPhone.
[00:47:33.600]So just being able to look at pictures and people
[00:47:36.010]and say, "Okay, my grandson he's very grumpy right here,
[00:47:39.660]"not happy, but now we've got the balloon
[00:47:42.397]"and we're really happy, look at this smile.
[00:47:45.687]"Our granddaughter is being pretty silly here at Christmas
[00:47:48.257]"with all the lights.
[00:47:50.150]And here she's rubbing her eyes
[00:47:51.400]at the end of the night where she's tired.
[00:47:52.950]So just talking about that.
[00:47:54.320]Teenagers, this is my niece was very happy
[00:47:56.870]with her Snapchat that just came
[00:47:58.120]in until she realized I was taking her picture
[00:48:00.500]and she's not so happy anymore,
[00:48:02.750]she's very annoyed with me.
[00:48:05.520]But using those, using those pictures
[00:48:07.600]to talk about emotions and say, "Hey, see this one,
[00:48:11.197]"Lucy, when you were happy and silly
[00:48:12.987]"cause you had all those lights on."
[00:48:15.130]And then she's able to look at the next picture
[00:48:16.950]and go, "I'm sleepy."
[00:48:18.810]Yes, you are sleepy.
[00:48:19.870]So being able to identify some of those,
[00:48:21.780]just using pictures
[00:48:23.418]that you've already have taken on your phone.
[00:48:26.560]Here's a board that we've made that says I feel
[00:48:29.410]so I feel, and I can give you the emotion
[00:48:31.600]and what do I need?
[00:48:33.470]Do I need to take a breath?
[00:48:34.560]Do I need some medicine?
[00:48:36.610]Do I just need a break from what we're doing?
[00:48:40.000]It's important to teach those emotions
[00:48:41.390]and how to deal with them.
[00:48:42.850]A lot of times we teach, "Oh yeah, this is happy."
[00:48:47.080]Okay so what do we do with happy?
[00:48:48.920]We wanna stay there, do we, you know we can just be happy.
[00:48:52.430]We can make, we're just okay.
[00:48:54.068]We're just, we're all right.
[00:48:55.930]We're not real happy but we're okay.
[00:48:58.130]My principal often asks me, how are we doing today?
[00:49:01.180]And I'm like I'm here.
[00:49:02.810]Be happy with the fact that I'm here.
[00:49:04.940]And she knows that, you know we need some time
[00:49:07.250]to get into that routine and those types of things.
[00:49:10.740]A lot of times when our kids are sick
[00:49:12.610]they'll tell us they feel sick
[00:49:13.770]and we'll ask them what they need.
[00:49:15.360]It's not always medicine, sometimes it's like,
[00:49:17.577]"I just need to sleep.
[00:49:18.410]"I just need some 20 minutes of sleep" or whatever that is.
[00:49:21.160]But it's important to teach both of those.
[00:49:27.330]There's a lot more emotions going on with our kiddos
[00:49:30.669]on the spectrum,
[00:49:31.810]especially with not seeing maybe peers as often,
[00:49:35.550]not seeing teachers, seeing more of siblings,
[00:49:40.320]seeing more of mom and dad.
[00:49:41.960]Those emotions can change,
[00:49:43.010]so it's really important to give them some structure
[00:49:45.240]and to let them vocalize where they're feeling.
[00:49:49.210]This is a board I made for this presentation.
[00:49:53.050]Kind of thinking about being out in the car,
[00:49:56.610]being out in the community
[00:49:58.485]and how are they gonna express that need again.
[00:50:01.920]The backpack works, if you have the backpack that's great.
[00:50:04.675]You can put that in there,
[00:50:07.210]otherwise there are some other,
[00:50:08.980]this one could be folded up,
[00:50:10.200]maybe it's just kept in the car on the front.
[00:50:12.930]It says which zone they are, what the emotions are.
[00:50:18.214]And then on the back of it could say,
[00:50:23.205]what they could do.
[00:50:25.040]So if they wanted to jump
[00:50:26.470]or if they wanted to listen to music, those types of things.
[00:50:31.270]All right, so in that chat box,
[00:50:33.669]write down one thing that you will be able to take back
[00:50:36.333]implement right away on Monday morning.
[00:50:38.247]What, what's something that you could start
[00:50:40.570]or maybe starting on maybe Saturday
[00:50:44.590]what's something that you could implement.
[00:50:55.860]Okay, so I wanted to talk about the materials for a minute.
[00:50:59.631]All the materials you saw today with the exception
[00:51:03.340]of the Boardmaker pictures were items
[00:51:06.530]that I had found at the Dollar Tree at Walmart
[00:51:09.330]or that I had at home already.
[00:51:11.512]I tried not to use anything
[00:51:16.160]that wasn't accessible easily to parents
[00:51:18.050]when I was creating things.
[00:51:20.456]The Boardmaker pictures I made for parents
[00:51:22.210]or the stories, all of that I did make with Boardmaker
[00:51:29.260]and you guys will have access to all of that.
[00:51:31.010]I will give you a link to all my Boardmaker pictures
[00:51:34.898]or the Boardmaker visuals that you saw today
[00:51:37.490]as I've given those out to parents earlier.
[00:51:42.830]Okay in the check chat box ask me your questions.
[00:51:47.596]What do you think?
[00:51:50.130]Is there something in there that you can use?
[00:51:53.060]Are there things that you want to explore
[00:52:01.290]kinda brainstorming some at different activities.
[00:52:04.940]Any of those questions,
[00:52:05.773]go ahead for those in the chat box for me
[00:52:08.730]if there are questions that are a little bit more complex
[00:52:14.020]or more individualized, here's my email.
[00:52:17.650]You can email me anytime
[00:52:18.960]and we can problem solve some of those things together.
[00:52:22.874]Thank you for your time.

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Supports and Strategies for Our New Unpredictable World

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