Kathy and Calvin's Home Page

Review - What four things do you need to be part of a group?

• Eyes
• Ears
• Body
• Brain

1. PRACTICING SHARING AND LABELING FEELINGS - Verbalizing a fond memory of the day and something they would choose not to happen again (High-Low)
2. USING THE FEELING THERMOMETER - Ranking the size of each problem given
3. HOW TO PRETEND THAT YOU ARE INTERESTED IN A TOPIC THAT SOMEONE ELSE IS TALKING ABOUT - Ask a question or add a thought
4. HOW TO CHANGE THE TOPIC THAT IS BEING DISCUSSED TO YOUR SPECIAL INTEREST TOPIC - Find a bridge from their topic to your topic. Example: The other person is talking about how hard the math class is this week. The child adds a thought to the math topic or asks a math topic question. After the other person answers or responds, your child comments, "You know what else is hard, Excite Trucks on the Wii."
5. Generalizing activities/social unstructured time to apply what has been learned.
   • What is the size of the problem if you don't get to go first?
   • What is the size of the problem if you don't like the treat or drink that is served?

Date: Mon, 10 Aug 1998 09:21:52 -0400

From: Tracey McMullen <tracey.mcmullen@SICKKIDS.ON.CA>

Subject: Theory of Mind articles

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================================================= autism-adviser.com (TM) "A Resource for Persons Dealing with ASD" Newsletter No. 2 Lee Irwin, Ph.D. (leeirwin@ari.net) ================================================= ================================================= A newsletter for parents, siblings and friends of persons with Autism Spectrum Disorder, as well as ASD persons themselves. The newsletter provides information, support, and resources to broaden understanding and improve coping skills. =================================================

Newsletter #2: Powerful, Effective Social Stories

A social story is one in which the characters demonstrate a bit of appropriate behavior. Generally, the behavior is one that the child-listener (or child-reader) needs to learn or improve. A good social story sets the stage for the targetted appropriate behavior.

The power of a social story to help your child is directly related to how well your child fits into the story. You can help your child buy into the story by using some of the following strategies.

#29

[me-listers: fyi - Our Incidental Note #s 27-29 were all written during the first month of unshadowed pre-school in school where faculty didn't know he'd ever had a problem and we wanted to be sure they never would. We were nearly two years into therapy at this time, still had three therapists left continuing 40 1:1 hrs/wk at home on top of five half days at school. Within a few months we added two full school days, by the spring it was increased to four and by the end of the term, he was doing five full school days right before he began K. Therapy slowly decreased as we added in school hours.]

WHAT'S GOING ON

- He's been shutting off socially so we have to make adjustments to the plan.

- He's stimming internally -- possibly stray, extraneous thoughts floating through his head and interfering with incoming data (i.e., shutdown)

- We've allowed him no outlets for all the pent up stim-energy he needs to release...

THE PLAN

1. INCREASE SOCIAL INTERACTIONS

A. Increase narrating everything you're doing...even simple stuff like "I'm walking [here or there] to get [this or that]..."

Program 7

Thumb Sucking

Response Definition - Thumb sucking is defined as any occurrence of CK's thumb in his mouth.

Program 8

Body Part Identification

Response Definition - _____ will identify a variety of body parts.

Program 9

_____'s Concept Matrix

Therapist: ____________________ Date: ____________________

Please put a + or - after each statement worked on with _____ per day. Scores should be recorded in the narrow column directly to the right of each category.

Program 1

Requesting Information Using A Variety of Questions

Response Definition - CK will request information using question forms other than "What" - unless "What" is the only appropriate form for the given context.

Teaching Procedure - This program is designed to increase CK's ability to request information about activities, items, and individuals using the correct question form. His question-asking behavior should be primed by instructing him on some specific rules: a) when you want to talk about a person, use "Who", b) when you want to ask a question about a time that an activity begins or ends use "When", c) when you want to ask a question where you have to choose between two or more objects, activities, or people, use "Which", d) when you want to find out how to do something or how something works use "how", e) when you want to ask if you can do or have something ask "can", f) when you want to ask someone to join you use "will, g) when you want to find out the cause of something use "why". These general rules can be modified as necessary, but when CK asks a non-matching question, let's ask him to identify exactly what he wants to ask about and help him match the correct question form. Our prompting can be brief and to the point, e.g., "Oh since you want to find out more about the Christmas trees at Rite Aid, you could ask me, 'Why are the trees in a bucket'". Please provide him with behavior-specific praise for matching the correct question word with the topic.

Data Collection - When this program is taught and probed with BCG therapists, they will record the number of correctly matched questions versus incorrect matches on a given day. Please record his question asking/initiating behavior 2x weekly. I recommend that data be collected in the same manner for 1 hour across all of CK's environments at least 1x weekly.

Therapist: ____________________ Date: ____________________ Session: _____________________

Please put a + or - after each statement worked on with _____ per day. Scores should be recorded in the narrow column directly to the right of each category.

Please use the following data codes: P = PreTest, TI = Independent Response during Teaching, TP = Prompted Response during Teaching,

PN = Novel Probe, PT = Teaching Materials Probe in conjunction with the simple + or -.

Program 2

Receptive Identification of Number Groups

Response Definition - CK will identify groups of objects by the number of items in the group.