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Q's class: EXAMPLE of Autism Spectrum Disorders (ASD) teaching vs behavior mod
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<blockquote data-quote="buddy" data-source="post: 584909" data-attributes="member: 12886"><p>Several of us talk about this and I thought I'd share the new agenda of the social skills class Q is in on Saturdays. This center is specifically designed for kids with Autism Spectrum Disorders (ASD) but in truth there are kids there who need social skills training for whatever reason. The teachers are Autism Spectrum Disorders (ASD) specialists and the aides are specially trained as well. They will not hire teachers with EBD certification if they have no Autism Spectrum Disorders (ASD) specialty training or experience. </p><p></p><p>There are many methods, just sharing this one that Q has been in since last summer. I have to brag...his marks (weekly sheets for the class and the outings) have gone up amazingly. Every time we find a place that uses these kinds of methods my view is reinforced that this matches his learning style. Nothing else works as well for him.</p><p></p><p>The title of this season's class is</p><p><span style="font-size: 10px"><span style="font-family: 'comic sans ms'"><span style="color: #4b0082">Slick Self-Control 1</span></span></span></p><p><span style="font-size: 10px"></span></p><p><span style="font-size: 10px"><span style="font-family: 'comic sans ms'"><span style="color: #4b0082">"Slick Self-Control1" focuses on dealing with disappointments, unexpected events and changes, and unfortunate "losses of the coin". Participants will develop and practice skills for responding to and engaging successfully in a wide variety of situations that require physical, mental, emotional, behavioral, verbal and non-verbal self control. In addition to increasing their skills for self control, participants will increase their self-awareness and understanding, social understanding (cognition) cognitive flexibility, perspective-taking, and social, emotional and behavioral understanding and skills.</span></span></span></p><p><span style="font-size: 10px"></span></p><p><span style="font-size: 10px"></span></p><p><span style="font-size: 10px"><span style="font-family: 'comic sans ms'"><span style="color: #4b0082">Slick self-Control 1 goals:</span></span></span></p><p><span style="font-size: 10px"><span style="font-family: 'comic sans ms'"><span style="color: #4b0082">* participants will increase their ability to identify situations and times when they will most likely need to use self-control</span></span></span></p><p><span style="font-size: 10px"><span style="font-family: 'comic sans ms'"><span style="color: #4b0082">*Participants will increase their skills for determining when the intent of teasing is friendly or mean, for maintaining self-control when being teased, for responding to, dealing with, and self-advocating with teasing that is both mean and friendly in intent, and for engaging in friendly teasing.</span></span></span></p><p><span style="font-size: 10px"><span style="font-family: 'comic sans ms'"><span style="color: #4b0082">*Participants will increase their self-control with handling their own and others' possessions and property and their awareness and skills related to asking permission to use another's belongings.</span></span></span></p><p><span style="font-size: 10px"><span style="font-family: 'comic sans ms'"><span style="color: #4b0082">*Participants will increase their strength and ability for accepting their own mistakes and imperfections as well as for admitting their own mistakes to others, asking for help, trying again...and again..., apologizing, and or accepting the consequences for their behaviors.</span></span></span></p><p><span style="font-size: 10px"><span style="font-family: 'comic sans ms'"><span style="color: #4b0082">*participants will increase their skills for maintaining self control and responding appropriately when they are blamed for doing something that they have done and for doing something that they have not done</span></span></span></p><p><span style="font-size: 10px"><span style="font-family: 'comic sans ms'"><span style="color: #4b0082">*Participants will identify the components of "Anger Mountain" and identify ways to manage feelings on the way up and down the mountain, as well as ways to turn around instead of going to the top of Anger Mountain.</span></span></span></p><p><span style="font-size: 10px"></span></p><p><span style="font-size: 10px"><span style="font-family: 'comic sans ms'">....anyway these are just some of the goals.</span></span></p><p><span style="font-size: 10px"></span></p><p><span style="font-size: 10px"><span style="font-family: 'comic sans ms'">Week by week specific goals are tackled along with the general skills they always work on.</span></span></p><p><span style="font-size: 10px"></span></p><p><span style="font-size: 10px"><span style="font-family: 'comic sans ms'">They do one hour of class then go on an outing to work on these things in public/real life situations.</span></span></p><p><span style="font-size: 10px"></span></p><p><span style="font-size: 10px"><span style="font-family: 'comic sans ms'">here is one week example:</span></span></p><p><span style="font-size: 10px"></span></p><p><span style="font-size: 10px"><span style="font-family: 'comic sans ms'"><span style="color: #4b0082">Lesson Objectives</span></span></span></p><p><span style="font-size: 10px"><span style="font-family: 'comic sans ms'"><span style="color: #4b0082">*Understand that everyone experiences a variety of feelings each day</span></span></span></p><p><span style="font-size: 10px"><span style="font-family: 'comic sans ms'"><span style="color: #4b0082">*Learn that everyone can feel more than one feeling at a time</span></span></span></p><p><span style="font-size: 10px"><span style="font-family: 'comic sans ms'"><span style="color: #4b0082">*Learn the difference between feelings that are "easy" to feel and feelings that are "difficult" to feel.</span></span></span></p><p><span style="font-size: 10px"></span></p><p><span style="font-size: 10px"><span style="font-family: 'comic sans ms'">While doing this they are also working on life skills that stay the same across sessions like</span></span></p><p><span style="font-size: 10px"><span style="font-family: 'comic sans ms'"><span style="color: #4b0082">*talking the right amount of time and knowing when to participate</span></span></span></p><p><span style="font-size: 10px"><span style="font-family: 'comic sans ms'"><span style="color: #4b0082">*using appropriate responses to questions and statements made by peers in the class</span></span></span></p><p><span style="font-size: 10px"><span style="font-family: 'comic sans ms'"><span style="color: #4b0082">*using appropriate non-verbal body language during discussion time and interactions with others</span></span></span></p><p><span style="font-size: 10px"><span style="font-family: 'comic sans ms'"><span style="color: #4b0082">*using appropriate tone of voice</span></span></span></p><p><span style="font-size: 10px"><span style="font-family: 'comic sans ms'"><span style="color: #4b0082">*using safe actions and making safe decisions......</span></span></span></p><p><span style="font-size: 10px"></span></p><p></p><p>etc.... They get scored on these weekly and Quin's scores have consistently gone up. Really nice.</p><p></p><p>The kids are from 16-25 in this group. I have thought some of the participants were actually working there. There are some really high functioning Aspies in the group which is such a good role model. One guy last session told me he really thought Q was doing well. I thought he was staff! He said he knows he doesn't have many friends so tries to be his friend here. How sweet is that?</p><p></p><p></p><p>Anyway, I know it is kind of vague when we say "using Autism Spectrum Disorders (ASD) approaches" and this is one example of what I mean when I say that. It is much more of a teaching method than a reinfocement/consequence method.</p></blockquote><p></p>
[QUOTE="buddy, post: 584909, member: 12886"] Several of us talk about this and I thought I'd share the new agenda of the social skills class Q is in on Saturdays. This center is specifically designed for kids with Autism Spectrum Disorders (ASD) but in truth there are kids there who need social skills training for whatever reason. The teachers are Autism Spectrum Disorders (ASD) specialists and the aides are specially trained as well. They will not hire teachers with EBD certification if they have no Autism Spectrum Disorders (ASD) specialty training or experience. There are many methods, just sharing this one that Q has been in since last summer. I have to brag...his marks (weekly sheets for the class and the outings) have gone up amazingly. Every time we find a place that uses these kinds of methods my view is reinforced that this matches his learning style. Nothing else works as well for him. The title of this season's class is [SIZE=2][FONT=comic sans ms][COLOR=#4b0082]Slick Self-Control 1[/COLOR][/FONT] [FONT=comic sans ms][COLOR=#4b0082]"Slick Self-Control1" focuses on dealing with disappointments, unexpected events and changes, and unfortunate "losses of the coin". Participants will develop and practice skills for responding to and engaging successfully in a wide variety of situations that require physical, mental, emotional, behavioral, verbal and non-verbal self control. In addition to increasing their skills for self control, participants will increase their self-awareness and understanding, social understanding (cognition) cognitive flexibility, perspective-taking, and social, emotional and behavioral understanding and skills.[/COLOR][/FONT] [FONT=comic sans ms][COLOR=#4b0082]Slick self-Control 1 goals:[/COLOR][/FONT] [FONT=comic sans ms][COLOR=#4b0082]* participants will increase their ability to identify situations and times when they will most likely need to use self-control[/COLOR][/FONT] [FONT=comic sans ms][COLOR=#4b0082]*Participants will increase their skills for determining when the intent of teasing is friendly or mean, for maintaining self-control when being teased, for responding to, dealing with, and self-advocating with teasing that is both mean and friendly in intent, and for engaging in friendly teasing.[/COLOR][/FONT] [FONT=comic sans ms][COLOR=#4b0082]*Participants will increase their self-control with handling their own and others' possessions and property and their awareness and skills related to asking permission to use another's belongings.[/COLOR][/FONT] [FONT=comic sans ms][COLOR=#4b0082]*Participants will increase their strength and ability for accepting their own mistakes and imperfections as well as for admitting their own mistakes to others, asking for help, trying again...and again..., apologizing, and or accepting the consequences for their behaviors.[/COLOR][/FONT] [FONT=comic sans ms][COLOR=#4b0082]*participants will increase their skills for maintaining self control and responding appropriately when they are blamed for doing something that they have done and for doing something that they have not done[/COLOR][/FONT] [FONT=comic sans ms][COLOR=#4b0082]*Participants will identify the components of "Anger Mountain" and identify ways to manage feelings on the way up and down the mountain, as well as ways to turn around instead of going to the top of Anger Mountain.[/COLOR][/FONT] [FONT=comic sans ms]....anyway these are just some of the goals.[/FONT] [FONT=comic sans ms]Week by week specific goals are tackled along with the general skills they always work on.[/FONT] [FONT=comic sans ms]They do one hour of class then go on an outing to work on these things in public/real life situations.[/FONT] [FONT=comic sans ms]here is one week example:[/FONT] [FONT=comic sans ms][COLOR=#4b0082]Lesson Objectives[/COLOR][/FONT] [FONT=comic sans ms][COLOR=#4b0082]*Understand that everyone experiences a variety of feelings each day[/COLOR][/FONT] [FONT=comic sans ms][COLOR=#4b0082]*Learn that everyone can feel more than one feeling at a time[/COLOR][/FONT] [FONT=comic sans ms][COLOR=#4b0082]*Learn the difference between feelings that are "easy" to feel and feelings that are "difficult" to feel.[/COLOR][/FONT] [FONT=comic sans ms]While doing this they are also working on life skills that stay the same across sessions like[/FONT] [FONT=comic sans ms][COLOR=#4b0082]*talking the right amount of time and knowing when to participate[/COLOR][/FONT] [FONT=comic sans ms][COLOR=#4b0082]*using appropriate responses to questions and statements made by peers in the class[/COLOR][/FONT] [FONT=comic sans ms][COLOR=#4b0082]*using appropriate non-verbal body language during discussion time and interactions with others[/COLOR][/FONT] [FONT=comic sans ms][COLOR=#4b0082]*using appropriate tone of voice[/COLOR][/FONT] [FONT=comic sans ms][COLOR=#4b0082]*using safe actions and making safe decisions......[/COLOR][/FONT] [/SIZE] etc.... They get scored on these weekly and Quin's scores have consistently gone up. Really nice. The kids are from 16-25 in this group. I have thought some of the participants were actually working there. There are some really high functioning Aspies in the group which is such a good role model. One guy last session told me he really thought Q was doing well. I thought he was staff! He said he knows he doesn't have many friends so tries to be his friend here. How sweet is that? Anyway, I know it is kind of vague when we say "using Autism Spectrum Disorders (ASD) approaches" and this is one example of what I mean when I say that. It is much more of a teaching method than a reinfocement/consequence method. [/QUOTE]
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