Getting Ready for A New Student with Autism

Teri McGill, Marci Haight, Nicole Heller, Jen Johnson, Beth Klootwyk Author

08/16/2021 Added

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Getting ready for a new student with autism.

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[00:00:00.130]Teri McGill, and I am the Metro Region ASD Coordinator.
[00:00:03.540]So I serve school districts in ESUs 2, 3,
[00:00:07.400]and then also Omaha Public, which is their own ESU.
[00:00:11.350]And so I have a really small little area
[00:00:14.350]here in Eastern Nebraska, but pretty dense,
[00:00:16.520]lots and lots of kids and lots of staff that I work with.
[00:00:21.540]So, so excited that Jamie is doing these Training Tuesdays.
[00:00:25.420]I did one, I don't know, a month or six weeks ago or so,
[00:00:30.190]which was so fun on joint attention for the little ones.
[00:00:33.480]And so today we're gonna talk about preparing
[00:00:35.520]for your new student with autism,
[00:00:37.720]and it is tough this time of year.
[00:00:41.310]I know that because everyone's asking about stuff
[00:00:43.520]for next year and like you guys, it's a little rough
[00:00:46.940]because you're still trying to finish up this year,
[00:00:49.290]but it's just sort of, kind of the beast of our jobs, right?
[00:00:53.940]I mean, even though we're still working on this year,
[00:00:56.440]we gotta be thinking about next year.
[00:00:58.000]So this is a tough training to do in an hour
[00:01:02.660]because honestly, I could spend an hour
[00:01:04.510]just talking about the characteristics of autism.
[00:01:06.480]So I had to kind of figure out a way
[00:01:09.330]that I can give you guys a lot of information
[00:01:11.580]to prepare yourselves for your new student,
[00:01:15.280]but also do it in an hour, okay?
[00:01:18.050]So it's kinda going to be quick and fast and furious.
[00:01:21.210]But one of the things that I did do in this PowerPoint
[00:01:24.360]is I gave a lot of resources.
[00:01:26.410]So hopefully you'll have a lot of resources
[00:01:30.660]that even this summer, maybe as you're lounging
[00:01:32.720]around the pool or sitting out on a lawn chair,
[00:01:35.100]you might pull up a webinar and take a look at it
[00:01:37.864]or email a past teacher and get some information,
[00:01:41.040]whatever it happens to be.
[00:01:42.880]So the first step, when you prepare for a new student
[00:01:45.810]with autism is to ask yourself whether or not
[00:01:49.470]you really understand what autism is.
[00:01:52.120]So have you had kind of an intro to autism training,
[00:01:59.680]Autism 101 training, any of those kinds of trainings
[00:02:02.770]that really do help you understand
[00:02:04.510]the characteristics of autism?
[00:02:06.670]So when we have administrators that contact
[00:02:08.990]the ASD coordinators, and they say, you know,
[00:02:11.900]we're getting this new student with autism,
[00:02:13.996]you know, this team has not had a student with autism,
[00:02:17.660]so what should we do?
[00:02:19.060]And the very first thing that we always say is,
[00:02:21.510]they need to learn about the characteristics of autism.
[00:02:25.507]And if you don't understand kind of
[00:02:27.600]what those underlying characteristics are,
[00:02:30.188]it's gonna be very hard for you to understand
[00:02:31.900]how the child learns and also very difficult to understand,
[00:02:35.462]you know, behaviors and interactions
[00:02:38.180]and all of those kinds of things with your kiddos.
[00:02:41.426]So this is not an intro to autism.
[00:02:43.700]I'm gonna fly through some of the examples
[00:02:46.810]of characteristics, but we're gonna get onto some
[00:02:48.750]of the other pieces, too.
[00:02:49.960]So we always do want, you know,
[00:02:52.340]to have that definition of autism.
[00:02:54.740]It's a complex developmental disability,
[00:02:57.220]typically evident within the first three years of life,
[00:03:00.160]and it is a behaviorally-defined syndrome.
[00:03:02.380]And it's recognized by difficulties in three specific areas.
[00:03:05.520]Those are communication, social interaction,
[00:03:08.480]and then restricted interests
[00:03:10.090]and those patterns of behavior.
[00:03:14.470]So autism is a spectrum disorder.
[00:03:16.520]So if you haven't worked with a lot of kids with autism,
[00:03:19.410]this might be new to you, I'm sure many of you
[00:03:21.880]have worked with many individuals with autism,
[00:03:24.600]but it is a spectrum disorder.
[00:03:26.450]And we talk about it as a spectrum
[00:03:28.130]because of the variance in characteristics
[00:03:30.250]and levels of functioning.
[00:03:31.950]So we have kids with autism who may present
[00:03:34.270]with more classic autism.
[00:03:36.110]Those are the kids you're not generally going to miss.
[00:03:38.530]Those are the kids with low verbal ability,
[00:03:42.890]or they might possibly be non-verbal.
[00:03:45.030]They may also have more of those stereotypic
[00:03:47.610]or repetitive kinds of behaviors.
[00:03:49.990]And then we have individuals who are,
[00:03:53.836]who have average to above average cognition,
[00:03:57.110]above average, to above average verbal abilities,
[00:04:00.880]and they, so they present very different
[00:04:03.620]than our individuals with classic autism.
[00:04:06.080]Now, generally, we have talked about those individuals
[00:04:09.180]with higher, with those higher cognitive abilities
[00:04:12.210]and higher verbal abilities as high functioning autism.
[00:04:15.416]And so, those, one thing we just wanna caution you
[00:04:20.190]is that sometimes, we use the terminology,
[00:04:22.430]high functioning autism,
[00:04:24.685]there is a tendency for people, then,
[00:04:26.960]to think the other end is low functioning.
[00:04:29.440]And we have to be really careful of that
[00:04:31.020]because we have some individuals with autism
[00:04:33.060]who are non-verbal, who are very bright.
[00:04:35.300]And then, on the other hand, it also can, for some people,
[00:04:39.967]signify because they're high functioning,
[00:04:42.040]maybe they don't need a lot of support,
[00:04:44.740]and we also know that isn't true.
[00:04:46.410]So although what I will tell you is we don't really have
[00:04:49.260]a better term to use at this point,
[00:04:51.870]but there is some controversy in the world of autism
[00:04:54.390]about that terminology, high-functioning autism
[00:04:57.770]and Asperger's syndrome was a medical term
[00:05:00.140]that is no longer in the DSM.
[00:05:02.200]But again, sometimes you'll hear that term out there.
[00:05:05.190]As far as autism goes, individuals can fall
[00:05:08.450]anywhere on this spectrum.
[00:05:09.810]So they may not fall on one end or the other.
[00:05:12.400]They may fall in the middle of the spectrum. Okay?
[00:05:16.760]So variance in characteristics and a variance
[00:05:20.460]in their levels, their developmental levels
[00:05:23.150]in a variety of areas.
[00:05:24.950]So this kinda just shows you that we talk
[00:05:27.040]about the spectrum and we talk about those areas
[00:05:29.800]as like social, communication, restricted interests,
[00:05:34.920]and those repetitive types of behaviors our kids might have
[00:05:38.650]and then some of those sensory pieces,
[00:05:41.160]each one of those is almost a spectrum of itself, okay?
[00:05:44.570]And our kids can fall anywhere along the spectrum
[00:05:47.140]in any of these areas, and all of our kids
[00:05:50.140]will most likely fall in different places.
[00:05:52.790]So this is sort of where we say,
[00:05:54.910]if you've met one child with autism,
[00:05:56.970]you've only met one child with autism, right?
[00:05:59.400]So I know a lot of you have probably had multiple students
[00:06:02.370]with autism that you've worked with and my guess is
[00:06:05.600]they've all been very different
[00:06:07.120]and that's really what we're trying to get at here,
[00:06:09.290]and that's why we're calling,
[00:06:10.460]that's why we call autism a spectrum.
[00:06:15.050]Okay.
[00:06:15.883]So remember I said, the most important thing you can do
[00:06:18.070]is understand those characteristics.
[00:06:20.390]So social, communication, restricted interests
[00:06:23.290]and patterns of behavior.
[00:06:25.010]So those are the three areas that we are talking about.
[00:06:28.632]That's so funny, I didn't even touch the screen,
[00:06:31.540]and that went, that's so interesting.
[00:06:33.660]Hopefully it's not on a timer.
[00:06:34.930]That wouldn't be good.
[00:06:36.380]And so, when we talk about social, lots of you know this.
[00:06:39.160]Significant difficulties or differences, or both,
[00:06:42.270]in interacting with or understanding people and events.
[00:06:46.440]Communication can be significant difficulties
[00:06:49.700]or differences, which extend beyond speech and language
[00:06:52.720]to other aspects of social communication,
[00:06:54.840]both receptively and expressively.
[00:06:56.930]It's where that pragmatic piece falls in.
[00:06:59.840]And then, those repetitive activities
[00:07:01.810]and restricted interests, a lot of our individuals
[00:07:04.670]will seek consistency in environmental events
[00:07:08.120]to the point of exhibiting significant rigidity in routines
[00:07:11.610]and display marked distress over change.
[00:07:14.740]Okay?
[00:07:15.630]And also has significantly persistent preoccupation with,
[00:07:19.890]or attachment to object or topic.
[00:07:21.910]So those are those restricted interests.
[00:07:24.380]Again, I know this is review for many of you.
[00:07:27.030]So I just want you to take a look
[00:07:28.530]at the different characteristics here.
[00:07:32.580]If you have an example of a characteristic in either,
[00:07:35.310]in any of these areas and wanna put that in the chat box,
[00:07:39.650]that would be awesome.
[00:07:41.290]Okay, so I'm gonna touch on some of these,
[00:07:43.920]but feel free to add anything
[00:07:45.710]because this is by no means an exhaustive list.
[00:07:49.720]The three in red are the three areas on our rule 51
[00:07:52.620]that we need to look at for identifying
[00:07:56.440]a student with autism in the school district.
[00:07:58.320]And that sensory is underneath restricted interests
[00:08:01.100]and repetitive behaviors, 'cause quite often,
[00:08:03.640]many of those things are gonna fall into that category,
[00:08:06.370]many of the things you see in the sensory category.
[00:08:09.500]So for communication, we've talked about things
[00:08:12.670]like delay of, or absence of spoken language.
[00:08:16.460]Some of our kids have that repetitive
[00:08:18.370]or nonfunctional use of language.
[00:08:20.670]Some of our higher kids, difficulty initiating
[00:08:23.660]or sustaining conversation,
[00:08:25.670]understanding those conversation rules and body language.
[00:08:28.880]So does anyone have other examples of characteristics
[00:08:32.360]in the communication area?
[00:08:36.140]The chat box is very quiet.
[00:08:42.260]If you think of any, put them in the chat box.
[00:08:44.200]So for social, difficulty understanding
[00:08:46.250]social rules and relationships, especially friendships,
[00:08:50.140]lack of social reciprocity, unconventional and awkward,
[00:08:54.060]inappropriate methods of interaction.
[00:08:56.300]This one's pretty important if you're working
[00:08:58.080]with specially, some of our kids, upper elementary,
[00:09:00.350]middle and high school, social maturity can be one third
[00:09:03.590]to two thirds of their chronological age.
[00:09:06.400]So they may be acting way younger
[00:09:08.740]than they actually are because of that,
[00:09:11.160]their deficits in the area of social.
[00:09:13.510]And then, for some of our younger kids, lack of varied,
[00:09:16.440]and/or spontaneous play skills.
[00:09:20.020]Restricted interests, so lots of things can fit under here,
[00:09:24.910]but especially that need for sameness and routine,
[00:09:27.780]the narrow areas of interest,
[00:09:29.920]some of the repetitive motor behaviors you might see
[00:09:34.310]with some of our kids, some of the repetitive rituals
[00:09:36.690]you might see with some of our kids
[00:09:38.190]fits into that area also.
[00:09:40.130]And then, with some of our kids, you will see
[00:09:43.625]some sensory differences or difficulties.
[00:09:47.390]So experience information to the senses in different ways,
[00:09:51.050]may seek or avoid activities that provide input.
[00:09:54.810]Sometimes, you may see a fight or flight response
[00:09:57.180]with some of our kids when it comes to being,
[00:09:59.890]you know, too overloaded when it comes
[00:10:01.820]to some of the sensory pieces.
[00:10:03.810]Like I said, not an exhaustive list,
[00:10:05.940]but just to get you thinking about those characteristics.
[00:10:10.140]So if you are working with a team member
[00:10:13.010]or you yourself have not had a,
[00:10:16.079]kind of an introduction training to autism,
[00:10:18.780]we highly recommend you do that
[00:10:20.330]before your new student comes.
[00:10:21.690]So here are a variety of options,
[00:10:24.060]including Autism Spectrum Disorders and Females,
[00:10:26.710]who do present very differently than males.
[00:10:28.990]There is also, so there is one that's kind of
[00:10:32.520]just a general one.
[00:10:34.050]There is one that is tailored to those individuals
[00:10:37.170]with average cognition, and verbal skills.
[00:10:40.830]There is one specific for administrators, and then also,
[00:10:44.110]we have Including students with ASD in Specialist Classes.
[00:10:47.190]And so if you, we just don't wanna forget about the fact
[00:10:49.760]that our kids are going to those other adults
[00:10:52.300]in your building, and they need some supports
[00:10:55.180]and help in some of those classes.
[00:10:56.790]And lots of times our specialist teachers
[00:10:58.350]don't have that information.
[00:10:59.840]So these are all live links.
[00:11:02.350]So if you pull up the PowerPoint as a PDF,
[00:11:04.760]you should be able to click on any of those
[00:11:06.310]to go to the webinars.
[00:11:08.650]Another thing that you should really spend
[00:11:11.280]a little time visiting with the current team members
[00:11:13.970]to become familiar with characteristics of autism
[00:11:16.950]and especially the specific ones that affect your,
[00:11:20.610]or impact your student and one of the good ways to do that
[00:11:24.340]is observe them in their current environment,
[00:11:27.530]discuss those characteristics with their current teachers,
[00:11:30.100]their parents, or their guardians.
[00:11:31.560]And if you're not familiar
[00:11:33.080]with the underlying characteristic checklist,
[00:11:36.000]especially if you have a student
[00:11:37.910]who's coming to you brand-new, meaning,
[00:11:41.210]maybe outside the district,
[00:11:43.480]nobody's had experience with this student,
[00:11:45.600]you might consider in the first few weeks
[00:11:47.890]doing the UCC with, the team might consider doing this
[00:11:51.740]on that student.
[00:11:54.080]There is many options
[00:11:55.390]for the underlying characteristics checklist,
[00:11:57.410]one for early intervention, high functioning, classic,
[00:12:00.250]adolescent self-report and adult self-report,
[00:12:03.530]and regional coordinators can get you these,
[00:12:05.960]and you can do these as a team
[00:12:08.060]or as you know, as a SPED teacher,
[00:12:11.770]if you just wanna go through and see
[00:12:13.080]which characteristics your student is showing,
[00:12:16.510]this can really help you to get to know your student.
[00:12:18.870]And then it also can really, really help
[00:12:20.700]as far as understanding what supports your child needs.
[00:12:24.010]So it's an option that is out there.
[00:12:28.630]Then, if you want some more information about sensory,
[00:12:31.350]we also have a lot of fabulous webinars on sensory.
[00:12:35.592]And so the Sensory Processing Overview and Strategies
[00:12:39.080]is actually done by Jamie Lewis,
[00:12:40.760]hosting our Training Tuesday today.
[00:12:43.870]And then we have some from just YouTube .
[00:12:46.877]"Through My Eyes" is a young lady on the spectrum
[00:12:49.960]who wanted to do a video to show what the world's like
[00:12:53.170]for her because of her sensory differences and difficulties.
[00:12:56.780]And then Brain Works has some really,
[00:12:59.100]really great videos for teachers,
[00:13:00.640]especially our gen ed teachers,
[00:13:02.580]to understand some of the difficulties
[00:13:04.990]kids with vestibular issues can have in a classroom
[00:13:08.320]and those proprioceptive issues.
[00:13:10.460]Those last two videos are short
[00:13:12.840]and they're just really, really good.
[00:13:16.310]They really help you understand why your kids are rocking
[00:13:19.260]in their chair or why they're standing up
[00:13:21.180]or why they can't sit still,
[00:13:22.500]or why they're leaning on the wall
[00:13:23.860]when they walk down the hall,
[00:13:25.320]all of those kinds of things that quite honestly,
[00:13:27.320]as teachers, kind of upset us, but if we maybe understand
[00:13:31.460]where it's coming from, it can make a really big difference
[00:13:33.780]and they're short and right to the point.
[00:13:38.610]Okay.
[00:13:42.160]And then, also I think it's really important
[00:13:44.450]that you find out what kinds of sensory needs
[00:13:46.760]your new student might have.
[00:13:48.330]So in a lot of these sections, it is gonna talk
[00:13:50.590]about observing your student in their current environment.
[00:13:53.200]So I hope in the next few weeks,
[00:13:54.750]you might have time to set that up.
[00:13:56.470]If this is a student who's in your district right now,
[00:14:00.390]spend time meeting with the current team
[00:14:02.810]in order to learn the unique sensory needs of that student,
[00:14:06.160]ask the current team members, and don't forget
[00:14:08.330]about the occupational therapist.
[00:14:10.290]What supports or tools help that new student
[00:14:12.930]regulate throughout the school day?
[00:14:14.810]Specifically, what are they using?
[00:14:16.670]Does that student use, drink ice water during the day?
[00:14:19.880]Do they sit on a exercise ball?
[00:14:23.670]Do they take breaks, walking breaks?
[00:14:27.230]Whatever it happens to be.
[00:14:29.800]Lots of times we see those kids, if they're in our building,
[00:14:32.631]or we hear that they've got some sensory needs,
[00:14:35.280]but we don't specifically ask,
[00:14:37.450]and it's really, really important that you do that
[00:14:39.420]so you're ready on day one for the kinds of things
[00:14:41.940]your student might need.
[00:14:43.430]And then what, are their activities or times of day
[00:14:46.440]that are harder for your student and what helps?
[00:14:50.570]Okay, what works best for that student
[00:14:52.730]during some of those times?
[00:14:53.980]So specifically asking team members, you know,
[00:14:57.220]if it's an older student, it might be passing periods.
[00:14:59.540]You know, if it's a younger student,
[00:15:00.820]it might be cleanup time, whatever it happens to be,
[00:15:03.620]but knowing that ahead of time means
[00:15:05.790]that you can put a support in place to help that,
[00:15:09.040]and you could avoid having some of those behaviors,
[00:15:12.210]difficulties, those kinds of things.
[00:15:16.080]Okay, and don't forget that our kids with autism
[00:15:18.207]and our young adults with autism
[00:15:19.750]have some amazing strengths.
[00:15:21.200]Strong visual performance skills for many of them.
[00:15:24.310]They do a fabulous job learning and following routines.
[00:15:27.810]So we can use that to our advantage,
[00:15:29.690]if we can teach them a cool-down routine.
[00:15:33.000]So we teach it when things are good,
[00:15:34.940]and then when they're starting to get frustrated or upset,
[00:15:37.630]they can use that routine to not only help calm them,
[00:15:41.410]but would at oftentimes, just the whole fact
[00:15:43.800]that it's a routine that they're familiar with
[00:15:46.408]will really, really help to deescalate quicker.
[00:15:50.140]Great focused attention when related to special interests.
[00:15:52.830]So we know our kids can attend.
[00:15:55.150]We may have to figure out how we can get them attend
[00:15:57.660]to what we want them to attend to in order to earn
[00:16:00.220]what it is that they are really, really interested in.
[00:16:03.890]Strong rote memory for many of our kids,
[00:16:06.300]and oftentimes very, very honest, right?
[00:16:08.870]These are the kids that are gonna tell you
[00:16:10.180]if they don't like your hair
[00:16:11.550]or if they don't like your shoes,
[00:16:13.441]or if they think that's an ugly shirt.
[00:16:15.840]Please, please, please do not take that personally.
[00:16:19.730]Okay?
[00:16:20.563]It's important that our kids do learn that those things
[00:16:23.940]are not okay to say, okay, because they can hurt
[00:16:27.030]people's feelings and if they hurt people's feelings,
[00:16:29.350]they may not want to be around you, okay,
[00:16:32.120]but you can't take it personally, okay?
[00:16:34.620]Because in many, many adults on the spectrum
[00:16:37.920]who have presented, will say, it's just a fact.
[00:16:42.050]In my brain, it's just a fact, that's all it is.
[00:16:44.700]So if you have staff members that don't understand that,
[00:16:48.280]you need to be sure that they do,
[00:16:49.770]because otherwise it can be a rocky road, okay,
[00:16:53.290]getting started with kids that possibly can be too honest.
[00:16:57.190]And then it offends teachers and teachers get upset,
[00:17:00.300]so, or staff members get upset.
[00:17:03.770]Okay, so let's talk about a checklist of some things
[00:17:08.060]that you can be thinking about putting in place
[00:17:12.410]for your kids with autism as you get started.
[00:17:14.810]So the very first thing you should be thinking about
[00:17:16.950]for your new student is reinforcement.
[00:17:19.564]So important because what we know about reinforcement
[00:17:23.210]is 90% of the effectiveness of a program
[00:17:25.830]for our kids with autism is reinforcement.
[00:17:28.990]They are not reinforced the way
[00:17:31.770]our neurotypical kids are reinforced.
[00:17:34.170]So they are not doing things often to please you,
[00:17:37.440]they are often not doing things to please Mom and Dad.
[00:17:40.610]They are often not motivated, okay,
[00:17:43.800]by high fives or good jobs or a pound.
[00:17:50.100]Now when some of our kids get to know you,
[00:17:52.347]okay, and you start to pair with them,
[00:17:54.730]then many of those things do become more reinforcing,
[00:17:57.730]but oftentimes, not reinforcing enough to do the hard work.
[00:18:01.580]Okay?
[00:18:02.664]So I always say to folks, whatever reinforcer's in place
[00:18:06.210]has gotta be strong enough for our kids to do the work.
[00:18:08.740]And for some of our kids, doing the work is tough.
[00:18:12.770]Okay?
[00:18:13.603]It's difficult for them to do.
[00:18:15.720]And for some of them, they don't really understand
[00:18:17.670]why they have to do it because maybe it's not
[00:18:19.690]a special interest of theirs.
[00:18:21.300]So we need to make sure that we have
[00:18:22.970]that reinforcement in place.
[00:18:25.090]Reinforcement is what makes the behavior
[00:18:27.540]more likely to occur in the future.
[00:18:29.910]And it should immediately follow the behavior
[00:18:32.180]you want to strengthen.
[00:18:33.610]Reinforcement should be consistent, okay,
[00:18:37.130]and I'm gonna show you some examples
[00:18:39.110]of how we can make our reinforcement visual for our kids
[00:18:43.360]so they understand when they can access reinforcement.
[00:18:47.210]But if you have a skill you want to happen again,
[00:18:51.310]you need to reinforce it.
[00:18:53.220]Okay, this is a principle of behavior.
[00:18:56.092]So be careful because no matter what you reinforce,
[00:19:00.290]it's going to happen again.
[00:19:01.270]So we can accidentally reinforce inappropriate behavior
[00:19:04.680]and then have that happen again.
[00:19:07.050]So we wanna be careful to reinforce only the things
[00:19:10.350]that we want to happen again.
[00:19:11.860]It's easier said than done. I absolutely know that.
[00:19:15.000]So, but keep that in mind.
[00:19:18.670]So a couple of things that I think are really important,
[00:19:21.150]especially when you're working with staff
[00:19:22.790]and your team and even paraeducators,
[00:19:24.820]these little statements can be super powerful.
[00:19:27.770]You don't get the behavior you want,
[00:19:30.390]you get the behavior you reinforce.
[00:19:33.560]Okay? So keep that in mind.
[00:19:35.670]And it's for most of our kids, it's not, they're just gonna,
[00:19:38.010]they're just gonna change because you want them to.
[00:19:40.260]Okay, that's probably not gonna happen.
[00:19:41.980]What they're gonna do is they are going to use
[00:19:46.140]that behavior that we're reinforcing.
[00:19:49.090]Okay, and then also your reaction determines
[00:19:51.870]whether a behavior happens again or not.
[00:19:54.970]To change a student behavior,
[00:19:56.950]we have to change our own behavior.
[00:19:59.320]Really, really important,
[00:20:00.800]especially with a lot of our kids.
[00:20:03.280]So to learn more about reinforcement, and I wanna recommend
[00:20:08.010]that, especially if you have paraeducators that are new
[00:20:10.330]to working with some of your kids,
[00:20:12.870]that you guys take just a few minutes and take a look
[00:20:16.380]at our really short reinforcement virtual strategy.
[00:20:20.570]Jamie, I'm gonna try to go to this,
[00:20:22.380]but I'm not really sure if it will show.
[00:20:24.660]You'll have to let me know.
[00:20:26.270]Can you see it on my screen?
[00:20:32.600]How about- Anybody?
[00:20:37.202]Hello?
[00:20:38.730]No, do you have a link for it, Teri?
[00:20:40.020]I'd be happy to put it in the chat.
[00:20:43.460]Well, there's a live link on their PowerPoint.
[00:20:45.900]Oh, okay, super.
[00:20:46.733]So a problem at all. So hang on.
[00:20:51.660]Now I gotta reshare, sorry.
[00:20:53.830]Hold on one second. Possibly.
[00:20:56.810]Okay.
[00:21:00.180]Oh, the wonderful world of technology.
[00:21:05.390]Okay.
[00:21:11.180]So there's a live link on your PowerPoint for this.
[00:21:15.290]It's really short.
[00:21:16.450]It's what our virtual strategies are,
[00:21:18.780]is just a little bit of information,
[00:21:20.420]and then a video example,
[00:21:22.010]a little video description and example.
[00:21:24.080]So you can sit down and just do the quick little video
[00:21:27.110]with your team and then you can talk
[00:21:30.100]about your specific student
[00:21:31.640]and what you're gonna use for reinforcement.
[00:21:33.974]So that's a really, really important piece.
[00:21:37.100]Now this, there probably isn't many things
[00:21:40.410]more important than this, okay?
[00:21:43.850]That if you spend a little time before the student comes
[00:21:47.520]and find out what their preferences are
[00:21:49.800]and what things they love and have those things ready,
[00:21:53.220]day one, things are gonna go a lot smoother.
[00:21:55.890]Okay, so before the school year starts,
[00:21:58.060]interview parents or send home a preference assessment.
[00:22:01.790]And you're gonna have access to a folder of these,
[00:22:04.700]talk to past teachers, current team members,
[00:22:07.870]anyone who's spent time with that student
[00:22:09.770]and find out what they love, okay?
[00:22:12.540]And it could be things like items, toys, topics of interest,
[00:22:18.520]different activities that they love,
[00:22:20.130]even things that they like to eat,
[00:22:21.580]things they like to drink.
[00:22:23.410]Okay? And this is important.
[00:22:25.460]It doesn't matter how old your student is.
[00:22:27.100]I mean, we have high schoolers that are working
[00:22:28.790]for those Fire Doritos or they're working
[00:22:32.030]to buy a Mountain Dew, okay?
[00:22:33.420]So it doesn't matter how old they are.
[00:22:36.810]Any of these things, we need to find out all these things
[00:22:39.580]about whatever, you know, any age of our kiddos.
[00:22:42.310]So, and you could use one of the preference assessments
[00:22:45.840]you find in this link.
[00:22:47.130]Again, live link, a folder of a variety
[00:22:49.840]of preference assessments.
[00:22:51.280]And there's some specific to middle and high school.
[00:22:53.880]There's some, there's a lot, there's quite a few
[00:22:55.890]that are specific to younger kids.
[00:22:58.000]There's one very simple one that just has the categories
[00:23:02.320]and just a box for parents to fill out.
[00:23:05.400]Things they like to play with, things they like to eat,
[00:23:08.040]things they like to drink, movies they like to watch.
[00:23:10.931]But having all that information ahead of time
[00:23:13.840]is going to be a lifesaver for you.
[00:23:16.070]So, and then for day one, you wanna gather some items,
[00:23:19.850]and remember, we're just, you're not sure
[00:23:21.460]which ones will be the highest preferred,
[00:23:23.800]but have a variety of things that is,
[00:23:26.270]the parents and others have said that they've liked.
[00:23:29.090]You can even throw in a few things you just wanna try,
[00:23:31.660]to see if maybe they'll like.
[00:23:33.750]Give the student time to try those activities
[00:23:36.300]at the beginning of, sometime during day one, okay?
[00:23:39.570]Set those things out, see which ones they pick.
[00:23:42.010]Older kids, you can have pictures of things.
[00:23:43.890]Hey, what do you wanna work with, work for?
[00:23:45.730]We're gonna set up a system and you're gonna get
[00:23:48.290]to work for something.
[00:23:49.260]And so, for those kids, it could maybe
[00:23:50.720]even just be pictures of things.
[00:23:53.770]Determine which of these things are highest preferred
[00:23:56.780]so you know what it is that your student
[00:23:58.810]can work for during the day.
[00:24:01.040]And I'm gonna show you some visual systems
[00:24:03.860]that you can put in place with these preferences.
[00:24:08.900]Okay?
[00:24:10.270]Now part of reinforcement is pairing ourselves
[00:24:16.830]with our student, and this is so important
[00:24:20.290]at the beginning of the year.
[00:24:21.710]I can't, again, overstate it.
[00:24:23.370]It goes along with reinforcement.
[00:24:24.880]You have to have this stuff in place.
[00:24:27.420]You need to pair yourself and all the new adults
[00:24:29.850]and even some of our peers, oftentimes,
[00:24:31.880]have to pair with our kids.
[00:24:33.500]So starting slow, who's initially, so maybe they're,
[00:24:36.917]and I'll talk to you about, over summer,
[00:24:39.080]some things that we've done,
[00:24:40.130]but having the adults who are in that child's,
[00:24:44.720]so maybe the special ed teacher, the gen ed teacher,
[00:24:47.020]the SLP, beginning of the year, we're gonna make sure
[00:24:49.650]those people are spending some time with that student
[00:24:52.850]and with their highly preferred items, toys, topics,
[00:24:57.236]snacks, whatever it is.
[00:24:59.350]Okay?
[00:25:00.183]You're gonna set up some specific times to do that.
[00:25:02.710]You're gonna spend time talking
[00:25:04.190]about their special interests.
[00:25:05.660]The whole idea is we're pairing you with their reinforcers
[00:25:08.310]so you become as awesome as those reinforcers.
[00:25:11.060]So now they want to be around you.
[00:25:13.240]We always say the surefire way to know
[00:25:16.460]if you're paired or not, does the student come to you
[00:25:19.380]or does the student run away from you
[00:25:21.350]or turn away from you or avoid you?
[00:25:24.230]If they are avoiding you, you are not paired with them,
[00:25:27.770]and you can't often pair with our kids
[00:25:29.710]the way we do with neurotypical kids.
[00:25:32.000]We stand in front of a class and we talk
[00:25:34.110]about the game Friday night,
[00:25:35.530]or we do these, which is fabulous.
[00:25:37.070]Our kids love, our neurotypical kids love that.
[00:25:39.900]That's not how you can pair
[00:25:40.870]with some of our kids with autism.
[00:25:42.270]It's gotta be about their special interests
[00:25:44.450]and their reinforcers.
[00:25:46.330]Okay?
[00:25:47.670]Now you can start the school year,
[00:25:49.080]and even like over the summer, we have kids
[00:25:51.150]that will go visit the classroom,
[00:25:52.380]and I'll say to the teacher,
[00:25:53.740]I really need you to get some Spiderman stuff in your room.
[00:25:56.620]Okay?
[00:25:57.453]I need you to get that picture up on the wall,
[00:25:59.350]behind your desk.
[00:26:00.630]I need you to have that comic book on your desk.
[00:26:04.128]Whatever it is, okay?
[00:26:05.810]We have kids that have liked car magazines.
[00:26:08.140]We have kids that like trains.
[00:26:09.660]We have kids that like Power Rangers.
[00:26:11.930]We wanna have that preferred stuff in our space
[00:26:15.360]so that when they visit, they're like, man,
[00:26:17.720]this person's the cool person.
[00:26:19.310]I wanna be around this person
[00:26:20.640]'cause she's got the good stuff.
[00:26:22.930]Okay?
[00:26:23.763]And so that's a really easy way, even during visits,
[00:26:26.380]when you're starting in May
[00:26:27.690]to kind of get to know that student.
[00:26:30.210]The other thing that we've done is FaceTime or Zoom
[00:26:33.610]or whatever it is over the summer.
[00:26:35.040]This is probably way easier this summer,
[00:26:37.280]'cause everybody's used to Zoom
[00:26:39.796]and all the different, you know, platforms we're using.
[00:26:44.210]And so, you know, get ahold of that parent over the summer,
[00:26:49.500]get your face in front of that student
[00:26:51.520]so that they see you and talk about the things they love
[00:26:54.720]or have those items there or say to Mom,
[00:26:57.410]I'm gonna drop off a couple things, but can you wait
[00:27:00.500]to open it until we're on Zoom together?
[00:27:03.870]So then you can open that stuff, and you know,
[00:27:06.340]you can say, oh, you know, Mrs. Smith brought this over,
[00:27:09.720]and I can say, yeah, open the bag.
[00:27:11.420]Let's see what's in it.
[00:27:12.480]And now, they're opening it up.
[00:27:14.280]Surefire wire to pair.
[00:27:16.070]So now that student, when they come to school,
[00:27:17.840]wants to be with you.
[00:27:18.980]So those are some ideas and ways to do that over the summer.
[00:27:24.060]You do have a handout that is some tips for pairing.
[00:27:26.560]So if you wanna take a look at that, and then also,
[00:27:28.920]when you start the school year with other staff,
[00:27:31.850]such as paraeducators, those, our specialist teachers,
[00:27:36.770]all of those folks.
[00:27:37.710]So sometimes at the beginning of the year,
[00:27:40.340]or if the child is new to the building
[00:27:43.420]and has not had those specialist teachers,
[00:27:45.950]they might go down, and we might have them delivering things
[00:27:49.280]to that that specialist so they can get to know them.
[00:27:52.870]When they deliver it, the specialist teacher might hand
[00:27:55.980]that kiddo a snack bag with a couple,
[00:27:57.960]two or three Skittles in it, here you go.
[00:28:00.380]Now we're starting to pair that PE teacher
[00:28:03.200]or that music teacher, whatever it is with that student.
[00:28:06.930]So and you can do that by having quick, fast interactions
[00:28:11.610]that also include reinforcement.
[00:28:15.600]Okay? So individualizing reinforcement visuals.
[00:28:19.069]So these are generally for those younger kids,
[00:28:22.150]even some of our elementary kids will use some of these.
[00:28:24.890]They always generally show what they're working for,
[00:28:27.620]and so throughout the day or throughout a work session,
[00:28:30.630]they are working on using these kinds of visuals.
[00:28:35.350]So we will try the videos and see if they work here
[00:28:38.150]as a token system in action.
[00:28:39.990]Jamie, let me know.
[00:28:41.110]You do have three tokens.
[00:28:42.970]Two more for Goldfish.
[00:28:44.600]Keep working!
[00:28:49.230]Thanks for getting started right away.
[00:29:03.440]Wow! You are working so quickly and quietly.
[00:29:05.740]Nice work, Paige!
[00:29:07.090]Look it, you've earned a Goldfish.
[00:29:09.970]Now what Mom's gonna do is pull those off.
[00:29:12.060]We did these for parents during COVID, but-
[00:29:15.654]You'll earn Goldfish again.
[00:29:16.810]She'll start putting it back on quickly.
[00:29:19.040]Now know that because it's a younger kiddo,
[00:29:22.351]we initially start doing it really quickly,
[00:29:25.380]and then it might be that a teacher just walks by
[00:29:28.070]and puts one on or some of our kids actually have
[00:29:32.190]things like these chart moves,
[00:29:33.470]and this teacher just says to them, you know,
[00:29:36.200]John move your bear to number 4.
[00:29:39.740]I love how you are doing work or oh, you're sitting quietly.
[00:29:42.880]Move to number 5.
[00:29:44.410]Okay, and so that is one, some of those can be done
[00:29:47.670]without adults right next to the student.
[00:29:49.720]There does not have to be an adult
[00:29:51.040]next to a student all the time.
[00:29:52.720]Again, some of the videos were done to help parents
[00:29:55.120]during COVID, but it's the same process we use
[00:29:58.240]in our schools with our kids.
[00:30:02.840]Here's one for, it was actually a high school kiddo.
[00:30:05.780]And some people are, 'cause of the pictures,
[00:30:08.180]wonder about that.
[00:30:09.167]But for some of our kids who are very bright,
[00:30:11.240]they oftentimes, when they're upset or struggling
[00:30:14.240]need the pictures too.
[00:30:15.390]So it's important to remember that.
[00:30:17.170]So this kiddo had two paths they could take.
[00:30:19.540]Both paths were absolutely fine,
[00:30:21.687]but there is two different ones.
[00:30:23.900]They can bring their materials, follow a class agenda,
[00:30:26.140]complete their work, go to the Health,
[00:30:28.160]go get some coupons for snacks in the cafeteria
[00:30:30.560]or the Health office, or they get some time for MINDCRAFT.
[00:30:33.860]Okay, so there's some reinforcement built in
[00:30:36.300]for doing those things.
[00:30:37.700]Another path they can take is pick up pass in the office,
[00:30:42.100]go to the class, but guess what?
[00:30:44.370]This isn't working, so I need to go,
[00:30:46.390]show the pass to the teacher.
[00:30:48.340]Now they go to either the office or room 154,
[00:30:50.820]which was a resource room.
[00:30:52.700]Okay? And they complete their work there.
[00:30:55.470]Okay, now there was some reinforcement built in
[00:30:58.300]if they completed work in those rooms,
[00:31:00.160]but it was not the same reinforcement that they earned
[00:31:02.720]if they were able to hold it together and stay in class.
[00:31:05.720]We want to reinforce the fact that a child
[00:31:07.870]successfully understands I can't do this
[00:31:11.450]and I need to go someplace else.
[00:31:13.400]And so there was absolutely reinforcement built in
[00:31:16.320]at either their office spot or in room 154.
[00:31:19.490]If they got there and they were able to do some work there,
[00:31:21.640]reinforcement was built in because we want to
[00:31:24.550]absolutely reinforce that self-regulation
[00:31:27.020]of being able to manage that,
[00:31:28.890]especially with our older kids, for sure.
[00:31:31.230]This is one we did for a high schooler and this kiddo
[00:31:35.000]wanted to earn some, a couple, a few different things
[00:31:37.920]they wanted to earn, and we simply asked him,
[00:31:39.420]what do you wanna work for?
[00:31:40.940]He likes to draw. He wanted just time to think.
[00:31:43.820]So he just wanted to hang out
[00:31:44.670]and do some thinking, which was awesome,
[00:31:46.790]and he also liked doing comics.
[00:31:48.700]So we got a site called Make Believe Comic ready for him.
[00:31:52.470]And he earned minutes in his classes for specific things.
[00:31:58.583]Okay, so at the end of class, the teacher would come over.
[00:32:01.080]They would work together to fill this out
[00:32:02.870]or the teacher would come over while the child was working
[00:32:05.980]or when they completed the assignment
[00:32:07.510]or when they turned it in and add those minutes to there.
[00:32:11.700]And this guy earned time, I think around lunchtime,
[00:32:15.780]he had a break and then the end of the day
[00:32:17.530]and the break time depended on the minutes he earned.
[00:32:23.020]Okay, any questions so far?
[00:32:29.070]Some people are nodding, thank you.
[00:32:30.700]I can get that verbal...
[00:32:36.800]All right.
[00:32:38.770]Let me see, is there anything in that chat box?
[00:32:42.700]I think Jamie would let me know.
[00:32:44.040]Nope, I don't think so.
[00:32:46.170]Okay.
[00:32:49.040]All right, sorry, I don't know how I keep bumping ahead.
[00:32:51.440]So now we're gonna talk about structuring the environment,
[00:32:53.600]another really important piece.
[00:32:55.640]And this is important at every level, again for our kids,
[00:32:59.340]but how much structure they need
[00:33:01.200]is gonna be individualized for the student.
[00:33:04.020]But having some structure during the day
[00:33:05.930]for the kids will help to reduce stress, provide comfort,
[00:33:09.570]help to increase independence.
[00:33:11.580]Again, help with individualization
[00:33:14.341]helps with our kids' visual strengths
[00:33:16.440]because when they look at things,
[00:33:17.470]they kinda know what they have to do.
[00:33:18.850]And then also with organization.
[00:33:21.470]For many, many, if not all of our kids on the spectrum,
[00:33:24.930]oftentimes need information on four specific questions
[00:33:28.860]in order to understand and know what's expected of them.
[00:33:32.820]And so, that is what work do I have to do?
[00:33:35.130]How much do I have to do?
[00:33:37.130]When do I know I'm done and what do I do
[00:33:39.860]or what do I get when I'm done?
[00:33:41.220]That last one can generally be reinforcement
[00:33:43.500]or they maybe get a break, which could also
[00:33:45.430]be considered reinforcement for many of our kids.
[00:33:48.060]And so, these questions are really important.
[00:33:50.240]And I am gonna show you how you can do this,
[00:33:53.202]even in like curriculum work.
[00:33:55.800]Provide them with this information as they're doing things
[00:33:59.080]like worksheets and those kinds of things.
[00:34:01.640]But first, some of the structured environment pieces.
[00:34:04.600]Some our kids need some visuals
[00:34:06.650]to understand their boundaries.
[00:34:08.270]So they can move their chair around,
[00:34:10.420]but it needs to stay in that box, okay?
[00:34:12.400]They got a little extra room on their table,
[00:34:14.150]but stuff needs to stay within that taped area.
[00:34:18.130]For a little one, there is a little partitioned area
[00:34:21.292]for this one to go to when things are getting too chaotic
[00:34:24.880]in the classroom and they need a place that they can go.
[00:34:28.120]And for this guy, doing some of the structured tasks
[00:34:31.550]was actually quite calming for him.
[00:34:33.360]So this was a really nice area to be able to go to.
[00:34:36.690]Some of our kids have work systems set up.
[00:34:39.080]So these are two different examples of those.
[00:34:41.240]They might go to a work area and take the 1 off the table
[00:34:46.020]and move it to the organization,
[00:34:49.330]the organizer shelves that are there.
[00:34:52.010]I'm not sure what those are called,
[00:34:53.528]I should probably have a name of those,
[00:34:54.480]and put the 1 on there, open that box,
[00:34:56.370]take out what they need to do,
[00:34:58.710]finish it and put it in the blue tub for complete.
[00:35:01.200]So today, when they come over to the table,
[00:35:02.690]there's gonna be two things for them to do
[00:35:04.340]because the 1 and the 2 is out.
[00:35:06.370]So some of our kids are gonna do some work system
[00:35:08.660]kinds of things, and that could be curriculum work,
[00:35:11.910]extra curriculum work they didn't get done,
[00:35:14.530]or it could be work on other areas.
[00:35:16.210]So fine motor kinds of things, grooming kinds of things.
[00:35:20.100]So life skill kinds of things, repetition.
[00:35:23.450]So they can practice and not lose some of their skills,
[00:35:25.940]all of those kinds of things.
[00:35:28.040]These areas are often very calming for a lot of our kids.
[00:35:31.620]They like to go to areas where things make sense.
[00:35:34.250]And for here, it makes sense, 'cause I know
[00:35:35.730]what I have to do, I gotta do number 1 and number 2.
[00:35:38.750]I know when I'm done, because number 1
[00:35:40.230]and number 2 are gone.
[00:35:41.970]They're already matched.
[00:35:43.370]What do I get when I'm done?
[00:35:45.190]Hopefully, there is a visual schedule
[00:35:46.710]or something right by this kiddo so that they know
[00:35:48.840]what to do or what they get when they are done
[00:35:50.870]doing those first two, those two tasks that they have to do.
[00:35:56.670]Home Base is a place that's similar,
[00:35:59.810]as far as providing a place for our kids to go to
[00:36:03.200]that can help them refocus, can help them calm,
[00:36:07.580]can help them regulate.
[00:36:09.432]It is not a punishment and it is not a timeout. Okay?
[00:36:13.260]It is a place that they can go to in order to, again,
[00:36:16.820]kind of refocus or calm down.
[00:36:19.150]They just sort of need a break
[00:36:21.540]because there's a lot going on in a school, right?
[00:36:23.710]There are, there's a lot of movement.
[00:36:25.600]There's a lot of noise.
[00:36:27.260]There are all different kinds of lights
[00:36:29.450]and different things going on.
[00:36:31.570]So a lot of times, our kids just need a place
[00:36:33.510]that they can go that maybe you turn off
[00:36:35.850]the fluorescent lights and maybe it's quiet
[00:36:38.900]and they can just go and sit, relax, read,
[00:36:43.020]whatever it is that that calms them.
[00:36:46.230]Home Base visits can be scheduled
[00:36:48.240]or they can occur on an as-needed basis and may be used
[00:36:52.220]to work or they could just use it to calm down.
[00:36:54.900]And I'll just show you a quick example
[00:36:56.760]of what that might look like.
[00:36:58.600]Okay. so here's just one setup in a classroom
[00:37:01.030]for a kiddo to go to, and again, we wanna be really,
[00:37:05.870]really careful that we're not making kids earn time
[00:37:09.180]in Home Base, because this is something
[00:37:11.930]they might need in order to even be successful
[00:37:14.120]doing their work, and so it's more about our kids
[00:37:17.380]recognizing their body signals and us supporting
[00:37:21.390]and helping them to be able to do that
[00:37:23.350]so that we can tell when they need to go to Home Base,
[00:37:27.990]we can put parameters around it.
[00:37:29.700]There can be timers that we use for that.
[00:37:32.320]Okay, and/or it could be that you can go, you know,
[00:37:37.340]however, however you wanna do it.
[00:37:38.810]I don't wanna say, you know, so many times a day
[00:37:40.470]or things like that because it's gonna be
[00:37:41.840]very individualized for your student.
[00:37:44.530]I think what we've found, and I think others have probably,
[00:37:47.350]that have used these know, kids don't generally abuse it.
[00:37:50.500]They actually use it when they need it.
[00:37:52.430]And then we have some kids that need it,
[00:37:54.180]but really we struggle to get them to use it.
[00:37:56.200]And so for those kids, we might schedule it
[00:37:58.840]so we make sure that they do take the opportunity
[00:38:01.780]to go down and sort of regroup and those kinds of things
[00:38:14.660]Oh, plastic reinforcer cards, thanks Jamie,
[00:38:16.560]for answering that, yes, and I will tell you
[00:38:19.611]that I never used any of the fancy,
[00:38:21.960]I didn't have any of the fancy plastic reinforcer cards.
[00:38:24.750]So we generally did Oak tag and then laminated it
[00:38:28.080]and then laminated the, you know,
[00:38:29.670]we would just literally use stickers that we cut out
[00:38:33.030]on Oak tag and laminate those for the tokens.
[00:38:35.920]So if you don't have the fancy plastic,
[00:38:38.340]although they are nice, especially if kids are, you know,
[00:38:41.010]destructive with things, but if you don't have those,
[00:38:44.661]then you can, you can use other things, so.
[00:38:49.130]Okay, visual supports is the next area to be thinking about.
[00:38:52.160]So for kids with autism, and this means all of our kids,
[00:38:55.320]whether they are very bright and very verbal or non-verbal,
[00:38:59.340]we need to be very, very careful to not overdo the verbal.
[00:39:04.050]So we say to a lot of our teams,
[00:39:05.870]we need you to stop with all the verbal and use the visuals
[00:39:09.750]because what happens with a lot of our kids with autism
[00:39:13.030]is they get very dependent on the verbal prompts
[00:39:16.230]and then they are not independent
[00:39:20.020]because in order to get through a task,
[00:39:21.540]they need us to verbally step them through it,
[00:39:24.120]which means they can't do it on their own.
[00:39:26.410]So what I always say to my teams
[00:39:28.810]is verbal prompts do not lead to independence.
[00:39:31.850]So anything you are verbally prompting a child to do
[00:39:34.540]on a daily basis, you need to figure out a way
[00:39:37.150]to make it visual, okay, so that we,
[00:39:40.310]because they can do it by themselves with a visual.
[00:39:42.710]Okay, they don't need you there if they have a visual.
[00:39:44.770]And that's what we wanna strive for, that independence.
[00:39:48.030]So for some of our kids, visual schedules,
[00:39:50.690]I think a lot of you probably know that.
[00:39:52.190]We do such a good job in our state with visual schedules.
[00:39:55.285]They can be very simple, show a picture and the kiddo goes,
[00:39:58.890]they could match a picture.
[00:40:00.020]It could be a first, next kind of thing.
[00:40:02.489]It could be something that shows the first part of the day.
[00:40:06.103]If you have kids, please be careful, the one thing
[00:40:09.290]I will say here is that Boardmaker pictures
[00:40:12.670]are oftentimes used for kids that are not at the level
[00:40:17.990]to use those pictures.
[00:40:19.660]So because Boardmaker is easy
[00:40:21.690]and lots of our districts have it,
[00:40:23.680]I find that all the visuals are made
[00:40:25.740]with Boardmaker pictures.
[00:40:26.880]And we got a whole bunch of kids,
[00:40:28.640]whether they're real little or in high school
[00:40:31.200]that are not at a representational level
[00:40:33.630]to do those line drawings from Boardmaker.
[00:40:37.123]So really, really be careful about that.
[00:40:41.040]We have early learners of every age, okay,
[00:40:43.510]so an early learner could be a high schooler,
[00:40:45.470]but who is at that lower cognitive level.
[00:40:49.020]Boardmaker pictures are high for those kids.
[00:40:52.560]So you need to be sure that they are at
[00:40:54.950]a high enough representation level for that.
[00:40:57.660]And I say to my teams, actually, real pictures
[00:40:59.940]are more age appropriate for even high school now,
[00:41:01.760]because high school kids, everyone,
[00:41:03.010]they got pictures of everything.
[00:41:04.730]High school kids are all about photos.
[00:41:06.960]So it's almost even better to use photos
[00:41:10.170]because those Boardmaker pics are actually,
[00:41:13.900]actually seem younger, okay?
[00:41:16.219]'Cause sometimes we use those because we think
[00:41:17.430]they're better because the kids are older.
[00:41:19.920]Just be careful with that or at least think about that.
[00:41:23.401]For some of our kids who are readers,
[00:41:25.610]so they're verbal and oftentimes, or maybe not,
[00:41:28.550]they could be non-verbal and be a reader,
[00:41:30.500]but written schedules are fine for kids who are pretty good
[00:41:36.980]have pretty good reading ability.
[00:41:38.420]Okay?
[00:41:39.253]We wanna be sure that they can read the word
[00:41:41.140]and they know what that means
[00:41:42.230]if you're not using a picture at all.
[00:41:44.560]We like this schedule on the left a lot.
[00:41:46.700]It was one that was done at the beginning of the year
[00:41:48.610]for a student in middle school.
[00:41:50.700]So it is a written schedule.
[00:41:52.290]It's just typed out, but it actually has pictures
[00:41:54.460]of all of the teachers, and so they used this initially.
[00:41:58.670]And then once they got to know the teachers,
[00:42:00.280]we took those pictures off.
[00:42:02.061]And then the other thing we did is we added sticky notes
[00:42:04.810]to the schedule when things changed.
[00:42:07.100]Okay, so if there was gonna be a sub
[00:42:08.980]or if there was an assembly or any of those kinds of things,
[00:42:12.010]we had to have a place to put that on the schedule.
[00:42:15.077]So remember to keep in mind
[00:42:16.780]when you're making your schedule for your new student,
[00:42:20.350]how am I gonna let them know if something changes?
[00:42:23.350]What's gonna alert them to that. Okay?
[00:42:26.210]Is it something highlighted?
[00:42:27.480]Is it a sticky note? Is it a change card?
[00:42:30.230]Whatever it might be.
[00:42:32.420]Some of our kids, especially elementary aged kids,
[00:42:35.030]might need some mini-schedules and supports for recess.
[00:42:39.610]So these are just a couple examples of those.
[00:42:44.210]And you do not need to be fancy
[00:42:46.560]with mini-schedules, especially.
[00:42:48.720]So a lot of our high school kids,
[00:42:51.600]and even some of our elementary kids who are readers,
[00:42:57.620]we don't have to get fancy.
[00:42:58.970]We can use a simple sticky note
[00:43:00.470]and write the three things they need to do on it
[00:43:02.510]with either checkoff boxes or teach them to cross off.
[00:43:05.870]And sticky notes are well accepted.
[00:43:08.800]So when we get to our kids in middle and high school,
[00:43:11.050]they do not want anything fancy.
[00:43:12.780]Okay, so they don't want any of those picture things.
[00:43:15.110]Okay, but a sticky note works really, really well.
[00:43:18.260]And some of our kids can verbally tell you
[00:43:20.730]the three steps or four steps they have to do,
[00:43:22.660]but they still will sit there and not get started.
[00:43:25.090]If you teach them to do a checkoff, I promise you,
[00:43:28.090]it will help because they get the first one done,
[00:43:30.870]they check it off, they know where they go next.
[00:43:33.230]It's right there.
[00:43:34.540]Just because they can verbally tell you
[00:43:35.940]does not mean they know where to start.
[00:43:38.413]And that's a real issue with a lot of our kids
[00:43:42.680]and it's maddening for our teachers, right?
[00:43:46.104]Because tell me what you have to do,
[00:43:46.937]and they repeat all the steps they have to do,
[00:43:48.860]but then they don't do it, because actually when,
[00:43:52.140]I've read about individuals with autism,
[00:43:54.110]I've heard them present.
[00:43:54.980]They're like, yeah, I can tell you what I have to do,
[00:43:56.240]but I don't know where to start.
[00:43:58.250]Okay, and that's where these little notes come in handy.
[00:44:01.040]Super fast and easy, too.
[00:44:02.850]On the right is something was used in an elementary
[00:44:05.950]and then even a middle school classroom.
[00:44:08.070]And it was just so kids could say,
[00:44:10.190]and all the kids in the class had it, okay?
[00:44:12.750]So it was for them to say, I know what to do.
[00:44:15.770]I understand, but I have a few questions,
[00:44:17.760]I need help, and I don't know what to do.
[00:44:20.130]Now, a modification for that,
[00:44:22.270]for even some of our middle and high school kids
[00:44:24.320]is just to have a colored sticky note in their binder.
[00:44:27.140]If they need help from you, all they do
[00:44:29.270]is take a blank sticky note out
[00:44:30.720]and put on their desk or on top of their binder
[00:44:33.860]or on top of their iPad, whatever it happens to be,
[00:44:36.890]and that signals to the teacher, they need help.
[00:44:39.450]Now, why do we do that?
[00:44:41.300]Because at least now they are initiating
[00:44:44.900]that they need help.
[00:44:46.852]If you come over to them and say, why aren't you working?
[00:44:50.660]And they say, I need help, and then you say,
[00:44:52.490]well, you need to ask, and they say, I need some help.
[00:44:55.160]Okay, all that's great, right?
[00:44:56.910]I mean, we know they need help now
[00:44:58.410]and so we're gonna help them,
[00:44:59.530]but we want our kids to initiate that.
[00:45:01.310]So just by taking a sticky note out,
[00:45:03.130]even though they're not verbally initiating it
[00:45:05.320]or doing anything rhetorically like raising their hand,
[00:45:08.790]they're at least putting a sticky note out
[00:45:10.780]and initiating that they need help.
[00:45:15.660]Visual supports for regulation.
[00:45:18.183]So break cards really can be helpful,
[00:45:21.400]and some of our kids that have Home Base spots
[00:45:23.180]have break cards in their binders.
[00:45:25.390]So they just pull it out and give it to the teacher,
[00:45:27.310]and the teachers all know because we have communicated
[00:45:29.640]with the whole team what that process is.
[00:45:33.150]And then I was talking about a calming routine.
[00:45:36.730]So here's one here,
[00:45:37.890]You take deep breaths, you ask for help,
[00:45:41.260]you tell the teacher what you want.
[00:45:42.960]Okay?
[00:45:43.793]For some of our kids, they do things like deep breaths.
[00:45:45.810]They do isometric pushes. Okay?
[00:45:49.160]They might do more deep breaths,
[00:45:50.700]and then maybe they have like a,
[00:45:52.310]some kind of Koosh ball or something
[00:45:53.770]they squish five times.
[00:45:55.580]And we've taught them that when things are good
[00:45:58.240]and as they've practiced it, we've reinforced it.
[00:46:01.360]And now when the child's getting upset
[00:46:03.430]or nervous or frustrated, okay, we can now go over to them
[00:46:09.060]and give them the picture to do their calm down break.
[00:46:13.000]Okay, or we can use a signal.
[00:46:16.640]Okay, so they know to go and do their break.
[00:46:19.620]Some kids will do those breaks right where they're sitting
[00:46:22.050]and then others will have another place
[00:46:25.540]that they'll go for those breaks.
[00:46:29.900]Sorry, guys. Okay.
[00:46:31.140]And some other visual supports,
[00:46:32.980]these are for ending activities.
[00:46:34.360]Again, these are for, could be used at all ages.
[00:46:37.070]For the younger kids, we'll use a countdown, 5, 4, 3, 2, 1.
[00:46:41.020]Older kids, we do a similar countdown,
[00:46:42.780]but it can just be on a sticky note.
[00:46:44.910]Generally, those are used for highly preferred activities
[00:46:47.400]that our kids don't wanna stop, okay?
[00:46:49.870]For some of our kids that we feel need
[00:46:51.700]a little bit more control of the situation,
[00:46:54.660]we can use a one more minute card.
[00:46:57.150]So I'm gonna show you a few, just a quick little video
[00:47:01.730]of how these work.
[00:47:03.890]Again, these were made at home, but they are,
[00:47:06.730]this is the exact process we use with kids in schools.
[00:47:10.430]Paige, I'm taking five off,
[00:47:13.210]4, 3, 2, 1, then we'll be all done.
[00:47:18.450]Now we say the same thing every time,
[00:47:21.590]and that's because it's now a routine.
[00:47:24.430]Paige, I'm taking four off.
[00:47:27.000]3, 2, 1, then all done.
[00:47:29.690]It then becomes a routine for our kids,
[00:47:31.850]and remember routines are a strength.
[00:47:35.382]And so, generally by the time you get to two-
[00:47:38.238]Paige, I'm taking three off.
[00:47:41.140]2, 1, then we'll be all done.
[00:47:51.180]Paige, I'm taking 2 off.
[00:47:52.380]One more, then we will be all done coloring.
[00:47:55.890]I'm just gonna you what happens
[00:47:57.400]after we get done with one.
[00:47:58.520]'Cause I don't want you to forget this step.
[00:48:02.035]I'm taking one off.
[00:48:03.850]That means we are all done.
[00:48:05.720]Pick up your, shut your book and put your lid on.
[00:48:10.030]Nice job cleaning up, Paige. Good for you.
[00:48:12.520]She followed directions, so there's reinforcement,
[00:48:15.490]okay, because we want her to do that the next time
[00:48:17.830]we want to, we need to clean up.
[00:48:19.830]This is the one more minute card.
[00:48:27.912](alarm ringing)
[00:48:28.880]Paige, the bell rang. We're all done with Play-Doh.
[00:48:31.410]I don't want to.
[00:48:32.710]Do you have a one more minute card.
[00:48:35.480]Oh great!
[00:48:36.313]I'll set the timer for one more minute.
[00:48:47.865](alarm ringing)
[00:48:48.912]Oh, one more minute is done.
[00:48:51.430]It's time to clean up.
[00:48:53.560]But I don't want to.
[00:48:54.820]Well, do you have a one more minute card?
[00:48:57.110]No? Okay.
[00:48:58.270]Well then what do you have to do?
[00:49:01.070]What do you have to give me?
[00:49:03.250]I don't want to, but I will.
[00:49:04.470]Great job, let's pick that-
[00:49:05.920]Right, I don't want to, but I will.
[00:49:07.530]One of my favorite things,
[00:49:08.995]because I think that's a life lesson, right?
[00:49:10.650]There's some things we have to do in life
[00:49:12.240]that we don't wanna do.
[00:49:13.670]So that is a really, really great strategy for kids
[00:49:18.520]who kinda need that little bit of control.
[00:49:21.590]You can even use it with a countdown.
[00:49:23.230]So you count down, you get down to one,
[00:49:25.070]you pull it off, they want one more minute.
[00:49:27.430]They can give you a one more minute card,
[00:49:29.470]and at that point, sometimes we just set a timer.
[00:49:31.900]So we do the countdown, they ask for one more minute,
[00:49:33.960]we set the timer, then they're done.
[00:49:35.530]So it can be a really, really great strategy to use,
[00:49:40.460]and we found them to be really successful.
[00:49:43.280]I even have high school kids that are doing that countdown.
[00:49:46.410]One guy who likes to look at car part magazines,
[00:49:51.840]and so what they do is they just have a piece of paper there
[00:49:56.590]with the 5, 4, 3, 2, 1, and as they do minutes,
[00:49:59.690]but as the minute goes over, they do remind him,
[00:50:02.290]one minute's done, you know, 5, and taking 5 off.
[00:50:05.650]Okay, you have four more minutes left, but they,
[00:50:07.500]even with a timer, they still have to visually remind him
[00:50:10.530]so they can get him to stop looking at the magazine, so.
[00:50:15.810]Now there's also a lot of resources available.
[00:50:18.370]I showed you a picture of some work systems.
[00:50:20.290]So there is virtual, I should say virtual strategy.
[00:50:23.810]I'm sorry, not a virtual schedule,
[00:50:25.380]but there is a work system virtual strategy,
[00:50:28.560]just like the reinforcement one.
[00:50:30.290]There's one of those on social stories.
[00:50:31.910]What are other visuals we use a lot with our kids?
[00:50:34.060]Are social narratives.
[00:50:35.870]Also, there's a virtual strategy for visual schedule.
[00:50:38.440]So remember those are quick, fast.
[00:50:40.650]And so it won't take you long to look at those
[00:50:43.380]and kind of see if those are things
[00:50:45.480]that are gonna be helpful for your student.
[00:50:47.640]There's also one for conversation starters.
[00:50:49.700]So for some of those kids that wanna work
[00:50:51.600]on some of the social stuff, there's also,
[00:50:54.780]and usually those conversations starters are visual, okay?
[00:51:00.310]Okay, so when we're talking about what visual supports
[00:51:02.500]does your new student need,
[00:51:04.530]work with the current team members and you know,
[00:51:07.075]and/or observe the student to see
[00:51:08.700]what visual supports are currently in place.
[00:51:10.137]You've gotta see what's happening currently in place.
[00:51:13.110]If the team is not sending those to you,
[00:51:15.660]you need to get pictures of them.
[00:51:17.980]Okay? So, so important.
[00:51:20.330]Because we wanna start the year
[00:51:21.470]with something that's familiar for the student.
[00:51:23.490]Now the only exception to that might be
[00:51:26.200]some of those kids moving from elementary to middle school
[00:51:28.680]and then middle to high,
[00:51:30.440]they might want you to make it look different.
[00:51:32.290]'Cause they might think it's babyish from elementary school,
[00:51:35.600]but you need to at least see what they had,
[00:51:37.660]what components were on that schedule
[00:51:39.470]or what pieces were on that schedule.
[00:51:41.832]Do they have break cards?
[00:51:43.690]Okay, do they have a visual reinforcement system?
[00:51:47.060]You need to see.
[00:51:47.893]So be sure that you're doing that.
[00:51:49.330]Be sure that you observe the student
[00:51:50.930]when the school year starts.
[00:51:52.740]So what tasks and routines during the day
[00:51:55.100]are they needing a lot of prompting?
[00:51:56.450]Remember I said, if you are verbally prompting,
[00:51:58.750]you need to make a visual for that.
[00:52:01.640]And also any verbal reminders that people are giving.
[00:52:05.660]So don't forget to hang your bag up.
[00:52:07.270]Don't forget to hang your coat up.
[00:52:08.780]Don't forget to pull your lunch stick, whatever those are.
[00:52:11.590]You might make a visual for those so we're not being,
[00:52:16.140]having to be with them to get them through those activities.
[00:52:18.840]Remember the whole idea is to help them be independent.
[00:52:23.320]Okay, and then understanding how your student learns.
[00:52:26.030]So I know we're gonna be running out of time,
[00:52:27.540]but structuring up some curriculum work.
[00:52:29.700]We're okay. We got six minutes.
[00:52:31.880]So this is just simple ways to structure up some worksheets.
[00:52:35.160]Okay, so number one, using that,
[00:52:37.330]and this is if you have a reader, okay?
[00:52:39.430]So do the yellow highlighted shapes first.
[00:52:42.100]If it's not a reader,
[00:52:42.933]you might just have a yellow box there, okay?
[00:52:45.150]And it's like, look yellow first, okay?
[00:52:47.400]So they have to do the yellow ones first.
[00:52:48.650]Look, then they get a break in there,
[00:52:50.880]quick little, one minute break.
[00:52:53.290]Okay, then you do the orange and then another quick break.
[00:52:56.070]And that's all they're gonna do on this sheet.
[00:52:58.000]Even though the rest of the kids are doing all of it.
[00:53:01.090]On the right side is an I read you read.
[00:53:03.710]And so when the kiddo opens the book,
[00:53:06.170]they can see that they don't have to do
[00:53:08.070]all of the reading themselves.
[00:53:10.380]They do the yellow reading, the adult does the pink reading.
[00:53:15.060]Okay, so now we've sort of lowered, okay, the stress.
[00:53:20.100]I don't have to do it all.
[00:53:21.080]I just have to read a little and then the adults can also.
[00:53:23.340]You can also use that same system
[00:53:25.010]for I write, you write.
[00:53:29.490]And then here is structure
[00:53:32.150]for a little bit of a work for Paige.
[00:53:35.420]Paige, it's time for us to practice writing your name.
[00:53:38.066]No!
[00:53:38.899]I know, it's kinda hard to do writing,
[00:53:40.380]but look, first, we're gonna write your name,
[00:53:43.427]and then, what do you get?
[00:53:44.930]Marshmallow! Marshmallow,
[00:53:46.430]your favorite, okay.
[00:53:47.840]So let me tell you what we're gonna do.
[00:53:49.700]So now I'm making a visual.
[00:53:51.280]Your name.
[00:53:52.113]One time, two times, three.
[00:53:58.194]Do you think you can go four times? I think you can.
[00:54:00.600]You're that good at doing it, four times.
[00:54:02.930]So which color would you like?
[00:54:04.410]Adding choices.
[00:54:05.846](Paige humming)
[00:54:09.010]Purple. All right.
[00:54:10.040]Write your name four times.
[00:54:11.580]First, your name, then marshmallows.
[00:54:14.550]So she writes her name
[00:54:15.710]and then she gets a marshmallow at the end.
[00:54:19.090]Okay.
[00:54:19.923]Simple way, really quickly, any adult could do that
[00:54:23.450]instead of just saying to a child, here,
[00:54:26.610]you know, you have to write your name this many times
[00:54:28.210]or by the way, your spelling words,
[00:54:30.200]you know how we have to write spelling words
[00:54:31.460]sometimes three times, but the first letter
[00:54:33.920]of the spelling word down three, you know, three times,
[00:54:36.900]and then they know they have to do three times.
[00:54:38.730]What work do they have to do?
[00:54:39.810]How much do they have to do?
[00:54:41.050]When they're done, what they get when they're done.
[00:54:45.260]And then here's another one,
[00:54:46.610]using kind of a little mini-schedule for a worksheet.
[00:54:52.330]Okay, Paige, now we're gonna work on some reading.
[00:54:54.180]Let's look at what we have to do.
[00:54:56.130]You first have to do what?
[00:54:57.870]Write your-
[00:54:58.880]Name. Name.
[00:54:59.940]And then you need to use a marker,
[00:55:02.140]and you need to trace the word pig and the word can.
[00:55:05.710]You don't have to do these down here.
[00:55:07.130]Just the ones in yellow.
[00:55:09.050]Then you're gonna glue the right,
[00:55:12.100]the correct picture in each of the boxes, okay?
[00:55:14.900]Remember, you don't have to do this part.
[00:55:16.620]So we just do this part.
[00:55:17.870]So first, we're going to do our steps
[00:55:20.860]and then what will you earn?
[00:55:22.730]Marshmallow. Marshmallows, good.
[00:55:24.980]Okay. So again, what do I have to do?
[00:55:27.100]How much do I have to do?
[00:55:29.130]When I'm done and what do I get,
[00:55:31.960]okay, that reinforcer when I'm done?
[00:55:37.160]Okay, so when you wanna think about what supports you need
[00:55:40.630]to put in place for your student,
[00:55:42.330]being sure to check accommodations and modifications
[00:55:45.580]for your student during the school day.
[00:55:47.640]You guys all know that 'cause all of you have worked,
[00:55:50.170]many of you are probably special ed,
[00:55:52.590]ask team members and parents, what classes, subjects,
[00:55:55.110]or activities are most difficult for your new student?
[00:55:58.260]Also ask which ones does he or she really enjoy,
[00:56:02.160]okay, and what helps when they are doing really well?
[00:56:05.830]So when they're doing really well in a class,
[00:56:07.550]what's in place that you think is helping that?
[00:56:09.970]And then if they're not doing well, maybe ask
[00:56:12.350]those team members that are currently with the student
[00:56:15.420]right now that you're gonna be getting, what helps,
[00:56:18.050]okay, what's gonna work if they're struggling?
[00:56:22.100]How has the current team structured
[00:56:23.660]classwork or assignments?
[00:56:25.090]So have they used highlighters?
[00:56:26.660]Have they broken things down into sections?
[00:56:29.220]Have they, what have they done?
[00:56:31.050]What might be successful ways to structure work
[00:56:33.300]as they begin the school year,
[00:56:34.780]and then what reinforcement has the current team used
[00:56:37.480]to increase skill acquisition and work compliance?
[00:56:40.700]So for some kids, you gotta use the highest preferred
[00:56:44.370]and for Paige, it was marshmallows,
[00:56:46.730]the highest preferred reinforcer for the hard work.
[00:56:50.040]Okay?
[00:56:51.710]I see there's some questions.
[00:56:52.790]So hang on and we're gonna get to that,
[00:56:54.230]'cause this is the very end here.
[00:56:55.660]So last thing to consider is kind of the hard stuff.
[00:56:59.320]So proactive behavior strategies.
[00:57:02.070]So we wanna figure out what we need to have in place
[00:57:04.670]so that hopefully, if we put a lot of these other things
[00:57:07.830]in place, we're not gonna have difficulties
[00:57:10.690]with inappropriate behavior.
[00:57:13.410]But if you do, just know there's some supports out there.
[00:57:16.140]We have some great webinars on behavior,
[00:57:19.050]so Strategies to Support Better Student Behavior,
[00:57:22.140]a two-part Proactive Behavior Management webinar,
[00:57:25.300]and then one that I did on why escape
[00:57:27.690]or avoidance behavior is happening.
[00:57:30.360]So if you have kids that are trying to escape
[00:57:32.280]or avoid work, that one's a really great webinar
[00:57:35.170]to take a look at that kinda explains why that's happening
[00:57:37.370]for a lot of our kids and what you can do.
[00:57:40.750]And what you can do is a lot of the supports
[00:57:43.550]that we have talked about today.
[00:57:45.220]Okay, getting a lot of those visuals in place,
[00:57:47.700]reinforcement in place, structure in place,
[00:57:50.810]all of those kinds of things.
[00:57:54.760]Okay, so be sure that you meet
[00:57:56.250]with your current team members
[00:57:58.060]and become familiar with any behavior support strategies
[00:58:00.920]that they're using for that student.
[00:58:02.820]Be familiar with the behavior plan.
[00:58:05.040]Okay, or any current safety plans that are in place.
[00:58:07.700]Be proactive.
[00:58:08.740]Remember, have those, find out what they've used.
[00:58:12.150]So if they used visual reminders, do choices work.
[00:58:15.270]What about priming or pre-teaching an activity
[00:58:17.590]so they'd know what book the group is gonna read
[00:58:21.220]during large group time,
[00:58:22.260]because we've already read it to them,
[00:58:23.650]so now it's familiar to them, which most of our kids
[00:58:26.660]will key into it better if it's familiar.
[00:58:29.190]Have they used any social narratives?
[00:58:30.940]Okay, and if so, we know that those are things
[00:58:33.530]we can be doing in the fall.
[00:58:35.160]What prompts or cues or redirection strategies
[00:58:37.590]have been successful?
[00:58:38.940]Can I be silly with this kiddo
[00:58:41.400]and redirect them with silliness?
[00:58:44.020]Okay? Or no, maybe not.
[00:58:45.910]Maybe it is that I have to
[00:58:48.572]do what we call antiseptic bouncing,
[00:58:51.280]which is when I start to notice
[00:58:53.190]that they're starting to rumble, I call it a little bit,
[00:58:55.900]then I might go over with an envelope and say,
[00:58:57.900]Hey, you know what?
[00:58:59.120]I really need your help here.
[00:59:00.210]Could you go deliver this, go with Mrs. Smith
[00:59:02.340]and deliver this next door to the teacher.
[00:59:04.700]Okay?
[00:59:05.533]So now they go out, we get them moving,
[00:59:07.270]we get them away from the situation a little bit,
[00:59:09.680]give them a little shot to calm down, maybe that's something
[00:59:11.980]that works for a student, but we're not,
[00:59:13.470]we wanna ask this current team so that we know.
[00:59:16.100]And be sure you train all team members, including paras,
[00:59:19.050]gen ed teachers, all of our therapists, OT/PTs, SLPs
[00:59:23.300]specialist teachers, bus drivers.
[00:59:26.160]Jamie was just talking to me about strategy she did,
[00:59:28.650]or a training she did for bus drivers,
[00:59:31.008]custodians, cafeteria workers.
[00:59:34.200]We wanna be sure they all know, okay,
[00:59:36.580]what kinds of things will really work for your student.
[00:59:41.530]Okay, and then don't forget that we have some ASD,
[00:59:43.940]a ton of ASD Network websites or resources available.
[00:59:48.160]So one of these is a handout for you, Things to Consider.
[00:59:51.710]COVID pieces are still included on this.
[00:59:54.050]I thought about taking them off,
[00:59:55.390]but we just don't know what the fall will look like.
[00:59:58.160]So I kept them in, but you can ignore those
[01:00:00.760]if you don't need those, but this is a great checklist.
[01:00:02.790]It will remind you of a lot of the things
[01:00:04.180]we talked about today.
[01:00:06.210]Okay, and then don't forget a lot of those webinars
[01:00:09.280]I gave you are from our ASD Network website.
[01:00:11.950]All those webinars are free.
[01:00:14.140]We also have regional resource libraries.
[01:00:16.730]And so the issues that have those libraries there,
[01:00:19.380]so just contact your regional coordinator, okay?
[01:00:22.740]And then just a reminder that you got this, okay?
[01:00:25.640]So this is what we want you to be doing after day one.
[01:00:29.626](laughs) I'm laughing 'cause you know, I remember a lot
[01:00:32.210]of day ones that were not like this, but you got this.
[01:00:35.900]All right. Sorry.

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Getting Ready for A New Student with Autism

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