|Lack of communication and challenges with child making request||• Information must be taught in an organized, systematic and sequenced way whereby the brain is receiving as few signals/information at a time
• Picture communication systems are recommended
• Language facilitation apps for tablets
• Functional activities flash cards and household labels: eat, drink, potty, cup, and play
• If nonverbal, teach how to point to the desired item and use basic sign language to communicate
|Difficulty organizing/sequencing instructions and information in the brain||Organizing and Sequencing Instructions: assisting the brain with taking in information slowly
• First/then, first/ second, or step 1/step2 – For example: first eat dinner, then watch TV
• Pictures posted in the bathroom: first brush teeth, then wash face.,Incorporate pictures and words to assist with interpreting language.
• Incorporate basic sign language for non-verbal children
• Picture Schedules: useful for setting expectations and routines for the child. Also, teaches what the child should expect from the adult.
• Use of timer: teaches when task should begin and end. Also, it helps a child with transitioning to next task without behavioral outburst.
• Always pre-warn a child when five minutes are left on the timer to allow their brain to prepare for a transition.
|Lack of social skills and the knowledge of how to respond correctly to peers,
adults, and family
|Social Skills: The ability to socially interact is often delayed.
• Brain may need assistance with learning a variety of character development skills
• Include use of manners, speaking with a normal or low voice to make a request, taking turns with peers, remaining calm, listening, apologizing, showing sympathy/empathy, laughing at jokes, speaking to others, requesting help, requesting permission, etc.
• Solution is to identify the child’s age appropriate social skill performance using reference charts (i.e. Hawaii Early Learning Profile and/or others).,Child can be evaluated by a psychologist, BCBA or other medical professionals.
• Social skills goals are set to address weaknesses and should be incorporated into daily functional activities and social interactions with family and friends
• Create social stories online for bed time reading,
• Reward the child for appropriate use of social skills
• Use charts posted at home with the social skills listed as visuals for a point/token earning system.,
• Social skill apps that can be used on smart phones and tablets to earn points to promote skills.
• Videos on a variety of social skills; Introduce skills in a slow systematic way as not to over whelm the brain with a lot of information at one time
• Parents can choose a social skill to emphasize each week/month
|Difficulty with self-regulating the nervous system input from the environment (see sensory
sensory page and supplies
|Difficulty recognizing emotions and feelings (see sensory supplies)||See emotions and feelings supplies|
|Learning to utilize earning system/token economy prior to desired item or toy||Utilizing earning system/token economy:
• Children respond best to earning desired items or toys when parents are attempting to teach new skills.
• PBIS – Positive Behavior Interventions and Support Strategies: child performs/behaves well to earn a reward/token
• To reinforce a new positive skill being demonstrated by the child
• Parent utilizes a visual chart/or app that is age appropriate for the child to earn a check mark/smiley face
• Parent sets a new goal for the child to do well with for three days to earn a reward, then progress to five days
• The goal is to observe consistent positive behavior for 1 – 3 days, then 3 – 7 days, bi-weekly or monthly to encourage the development of self-management skills.
• Next goal: child begins to correct himself more frequently without as many prompts from adults.
• Following a structured schedule of learning/fun events
• Demonstrating patience
|Picture Schedule: A structured schedule of learning/fun events using pictures
• Schedules assist the brain with organizing the day,
• Allows for ease of information to be processed in the brain for what to expect, what supplies may be needed and preparing of one’s self to participate in daily activities.,
• Schedule is used to ease the language interpretation of the events for the day
• Kids interpret pictures easier than words and language
• Use pictures taken of the actual activities•,Pictures can be symbolic of the activity
• Positive reinforcer column can also be used such as a smiley face to assist the child with understanding successful completion
• Use of timers can also be incorporated with the picture schedule
• Remember to pre-warn 5 minutes before task completion to aide with transitioning from one activity to another
• Discuss with the child to wait calmly
• Positively reinforce him/her by saying: “I like the way you are waiting patiently, you will earn: an extra ticket, points, smiley face, or check mark on the social skill earning chart tonight”.