Instruction Begins With Letting Go of The Kite

1. CAC Parent Presentation April 3, 2013 Colette Rosario, M.A. LAUSD Autism Support Instruction Begins With Letting Go of The Kite

2. Road to Independence … • We fall into routines and ruts • And our children rely on them • Learned helplessness - enabling their disability to persist.

4. What are your routines and ruts? • Nighttime rituals (using a baby bottle after 2 years old) • Allowing children to play with younger aged toys or watch younger aged movies • Speaking to them with a baby voice • Allowing your child to receive minimal requests for communication efforts • Pacifiers used beyond the age of 3 • Hundreds of toys micro-managed and the loss of one toy results in a major tantrum

5. More?? Be honest! I do them • Excluding food allergy issues – allowing the child to choose the same foods without expanding their food repertoire beyond the age of 4 • “Owning” the television or computer and not developing healthy sharing habits with other family members • Sleeping with the parents &refusing to sleep in their own bed or room. • Completely dressing your child when they are 4 or older • Catering to the child’s needs when the child is capable of serving himself

6. And more…. • Allowing the special needs child to run your family life • Interfering with therapy time (i.e., staying in the room or interrupting professionals) • Have your typical children perform chores but not your child with a disability • Letting the diagnosis be the excuse for all bad behaviors • Discuss your issues with your neighbor

7. These issues are ones that: • We have to tackle and keep in check every day • Can be complex, exceedingly difficult to manage or change • Exhaust us just to maintain • We must learn to pick our battles wisely

8. 3 steps to break out of that rut and push our children to reach their true capabilities Step 1 - Identify the routine or habit to be changed • keep a daily journal and look for those routines and habits that should be changed & write them down • Be honest and accurate • Rely on others to help identify these based on their experiences with typical children.

9. Step 2 • Review your issue with a close person to identify the habits that are too young for your child • Prioritize which ones you would like to see your child eliminate or graduate from to the next step • Focus on the most basic or neediest one

10. Step 3 Collaboration • Communicate to your team - review and set goals with your service providers • Have them work with you on a plan to assist in graduating your child to the next step or eliminating a routine • Remain open to their advice and utilize suggestions that can help your child graduate to the next level • Begin early - now!!!

11. Example: Thomas the Train at 12 • Getting Rid of an a Non-Age-Appropriate Toys • Remember it is so important to move up in age– • Week 1&2: Remove one Thomas toy a week to a place where your child will never find it • When the child starts looking for those • particular toys, distract them • with a new age-appropriate toy • Week 3 &4: start removing 4 Thomas the Train toys a week • Replace with new age-appropriate toys as you take the older toys away • Week 5: accelerate the loss of toys as fast as possible until you have removed them all

12. Important Notes: • You must avoid the old toy at all costs during this process • It will be easier when you do this again to move to the next level • Remember you don’t want your 20 year old playing with Thomas the Train

13. So…. How does all of this relate to school, homework, and learning instruction????? Discuss this with your neighbor….

14. Give them jobs!! • Chores – The First Job a Child Ever Has • Think back to your childhood chores My typical daughter began chores at age 3 • My son/s chores did not begin until he was 6 • How can we teach a child how to do a chore???

15. Teach them by breaking down tasks • Tackle each item methodically, consistently and one at a time • Break down the steps of an activity • Use simple language • Use visuals for each step • Use proper reinforcement

17. Self Check List

18. Why use reinforcers?

19. Reinforcing New Behaviors • Reinforcers must be motivating to your child • Determine your child’s “likes” & “wants” • Some reinforcement suggestions include: favorite toy, food, TV program, or play activity. • Be sure to reward each phase or step. • Initially, reinforcement should occur immediately and consistently.

20. Reinforcement should be contingent on display of new behavior

21. When I do my work, I can earn… 5 minutes outside 5 minutes of computer Pretzel

22. When I do my work, I can earn… 5 minutes outside 5 minutes of computer Pretzel

23. Reinforcers • Use simple language • Use a variety of reinforcers • Continuously develop and identify reinforcers. • Use age appropriate reinforcers. • Types of reinforcers • Sensory • Natural • Material • Generalized • Social

24. Discuss with your neighbor the following: How does all of this relate to school, homework, and learning instruction?????

25. The Home – School Connection

26. School Relationships • Meet with teachers to establish a positive and collaborative relationship • Establish home school communication system • Notebook to go between • Or pre-made check list • Let teacher know of any changes in home environment • If child is not well or other changes to affect his moods, learning

27. The Homework Battle Environment • Separate space that works • Quiet or is a little white noise better? • In an area where the child is not distracted • Scheduling • Establish consistent time schedule daily • Create a visual schedule so the child knows • Break down the homework into manageable parts • Use self-check list for accomplishments • Use lots of visuals when working with them • Set timer for each task of the homework

28. Self Check List

29. Homework Self Check List

30. When I do my work, I can earn… 5 minutes outside 5 minutes of computer Pretzel

31. Reinforcement should be contingent on display of new behavior

32. Reinforcements, breaks, choices and more • Reinforcement and breaks • establish reinforcers ahead of time • Ex: Have child choose 3 items (piece of candy, water, iphonegame,etc) • Reinforcement Then he gets to choose which item he wants when the time is up and he completed his work • Have him do a little work and then receive a break • Offer choices • Example: pen or pencil • Exposure • Limit exposure to an entire page of homework • Make learning a game • (identifying site words, by concentration, matching game, gold fish)

33. Help??? I don’t know this! To help you help your child with homework Resources: use siblings, cousins, other relatives, neighbors, friends to help your child learn • Ask school, teacher, staff for afterschool assistance • The Internet is our friend!!

34. Dealing with Stress and Anxiety Prepare your child for experiences in the immediate future • Use social narratives to describe • Role play the upcoming activities • Use drawings, visuals, photographs • Use self-regulation calming techniques • Smell the flower, blow out the candle • Counting to 10

35. To Learn - Be Assertive Teach your child to be assertive You are a mind reader but… • Get your child to ask for what they want • Roleplay with them how they can ask a teacher or other adults to explain something to them or repeat directions One more step towards independence!!

36. Work on child’s independence • Make it a team effort • Begin early - now!!! • Remind yourself of your child’s strengths • Take care of yourself • Enjoy your child

37. With appreciation for all you do…

38. Reference: TACA Talk About Curing Autism http://www.tacanow.org/