Dec 15, 2015
Wandering and Autism: Resources for Families
The last few posts have provided suggestions about strategies for wandering and elopement to those in the school setting. However, elopement occurs in the home and community setting as well. Here are few bits of information from the AWAARE Collaboration which focuses on providing resources for families that experience wandering. Click on the words to be taken to that site.
Dec 13, 2015
Wandering & Autism: Questions to Aid in Reducing Elopement (Part 3 of 4)
In the previous post, I discussed some general ideas for dealing with in-class elopement for a student who may leave the area, but not leave the classroom. Today I want to take a look at strategies based on the function of the behavior for students who do try to leave the classroom. We know that wandering, bolting, and fleeing (also know as elopment) can cause stress to a those who care for individuals with autism. Within the classroom, it may be difficult to pin-point when this behavior will occur, but here are a few things to ask yourself when you are planning a strategy to reduce, remove or react to wandering.
Function: Eloping for attention.
Questions to ask yourself:
1. Have I provided the child with a visual schedule so that they know what is expected during this time.?
2. Have I taught the child how to use the schedule?
3. Are my classroom activities well planned and does the schedule leave out unstructured moments?
4. Is the environment set up with clear visual boundaries?
5. Did I eliminate using an open space to set up my main teaching area or is it in a cornered area to reduce elopment?
5. Did I use an in task schedule to show the child what to do during this specific activity, how many tasks there will be and when they will be finished?
6. Do I have an adult sitting near the child or keeping an eye out for the child who may possibly elope?
7. Is the door closed or childproofed?
8. When they elope for attention, do I respond calmly?
9. When they elope for attention, do I bring them back to the activity by holding their hand and do I eliminate using words so that they do not get my verbal attention?
10. Do I provide attention many times before the elopement so that they get the same amount of energy that elopment usually provides? Am I successful in teaching them that staying with the group gets excitement and attention but elopement gets a hand held and no conversation?
11. When they elope for attention, am I prepared to find them, hold their hand without conversation and wait quietly (for up to 20 minutes) until they stand up?
12. Did I create a social narrative or social story about staying with the group?
Function: Eloping for escape.
Questions to ask yourself:
1. Have I provided the child with a visual schedule so that they know what is expected during this time.?
2. Have I taught the child how to use the schedule?
3. Are my classroom activities well planned and does the schedule leave out unstructured moments?
4. Is the environment set up with clear visual boundaries?
5. Did I eliminate using an open space to set up my main teaching area or is it in a cornered area to reduce elopment?
5. Did I use an in task schedule to show the child what to do during this specific activity, how many tasks there will be and when they will be finished?
6. Do I have an adult sitting near the child or keeping an eye out for the child who may possibly elope?
7. Is the door closed or childproofed?
8. Do I provide a small box of toys or preferred items during the lesson to encourage them to come to the area and stay in the area? Am I ok with letting them use the toys for a while (in the area with the group, not off on their own) until they get used to the idea of sitting in that area with others?
9. Do I give them many choices within activities to keep them engaged throughout the lesson? Am I sure the task is appropriate in relation to time expectations for sitting, and task expectations?
10. Did I teach them how to ask for a break? Did I honor their request? 11. When they elope for escape, do I respond calmly, but quickly?
12. When they elope for escape, do I have a plan in place to notify key school staff to help locate him/her?
13. When they elope for escape, am I prepared to find them, hold their hand (without conversation) and bring them back to the work area and proceed with the work task without discussion of the elopement?
14. Did I create a social narrative or social story about staying with the group?
15. Did I use a token board to teach the child so that they can earn a break? For example, the "I Need a Break Cards" can provide a quick way to facilitate teaching the skill of working for a break.
Function: Eloping to gain access to something.
Questions to ask yourself:
1. Have I provided the child with a visual schedule so that they know what is expected during this time?
2. Have I taught the child how to use the schedule?
3. Are my classroom activities well planned and does the schedule leave out unstructured moments?
4. Is the environment set up with clear visual boundaries?
5. Did I eliminate using an open space to set up my main teaching area or is it in a cornered area to reduce elopment?
5. Did I use an in task schedule to show the child what to do during this specific activity, how many tasks there will be and when they will be finished?
6. Do I have an adult sitting near the child or keeping an eye out for the child who may possibly elope?
7. Is the door closed or childproofed?
8. Did I let the child know what time they would gain access to the item or activity they want using a visual support or schedule?
9. Did I cover or remove the item from the classroom when it is not available?
10. Did I place the access to the item on the students's individualized schedule?
11. Did I teach them how to ask for the item appropriately? Did I honor their request or show them what time it will be available? If it is not an option, did I tell them using a visual support or social story?12. When they elope for gaining access, do I respond calmly and without words?
13. When they elope for gaining access, do I bring them back to the activity and show them their schedule so that they can begin working again?
14. Did I use a token board to teach the child that they can earn access to their activity or item? (See an example below.)
Function: Eloping for sensory input or to avoid sensory input.
Questions to ask yourself:
1. Have I provided the child with a visual schedule so that they know what is expected during this time.?
2. Have I taught the child how to use the schedule?
3. Are my classroom activities well planned and does the schedule leave out unstructured moments?
4. Is the environment set up with clear visual boundaries?
5. Did I eliminate using an open space to set up my main teaching area or is it in a cornered area to reduce elopment?
5. Did I use an in-task schedule to show the child what to do during this specific activity, how many tasks there will be and when they will be finished?
6. Do I have an adult sitting near the child or keeping an eye out for the child who may possibly elope?
7. Is the door closed or childproofed?
8. Did I think about whether or not this activity is too loud, too busy or too overwhelming for the child?
9. Did I cover or remove the item from the classroom when it is not available?
10. Did I place the access to the item on the student's individualized schedule?
11. Did I ask the Occupational Therapist for help?12. When they elope for sensory input, do I respond calmly and with support?
13. When they elope for to avoid sensory input, do I respond calmly and with support?
14. When they elope for sensory reasons, do I try to provide the input they are seeking before they elope? Have I talked to the Occupational Therapist about the possibility of a sensory diet for the student?
15. Did I teach the child how to request the sensory input they seek or how to tell others if something is bothering them?
14. Did I use a token board to teach the child that they can earn access to their activity or item?
Dec 12, 2015
Wandering & Autism: Elopement with in the Classroom
What if? There are so many students that will try to elope that it is hard to pinpoint one situation or student for an example. So I am going to go with a "What if" question for this post. What if I have a student who will not leave the classroom, but will not stay with the group in the area where the rest of the students are working or playing?
This "hypothetical" may be true for many. The first thing to do would be to create clear visual boundaries in the classroom. Areas of the classroom should be clearly divisible and clearly sectioned off. If there are students prone to leaving the area, be sure to have sturdy furniture that can serve as a physical and visual boundary when possible. Place the furniture in such a way that there is only one entry point to that area of the classroom. This may mean that the group table no longer sits in the middle of the floor. It may need to be placed in a corner so that partitions can help provide a physical and visual boundary.
Second, pay attention to seating. Have an adult sit behind the student during the lesson. Be sure to have yourself be seated between the student and the door. Rearrange the table if needed, so that the back of the student's chairs are facing the wall (and very close to the wall) and the teacher is looking towards the wall. This will allow the wall to serve as one of your physical boundaries. Additionally, think about seating the student in the middle of the group with a peer on each side, in addition to having the back of his/her seat face the wall. This could make it a little more difficult for him or her to elope.
Third, try to establish the reason or function for the behavior. This step is super important because it lets you know what intervention to try. If you don't have a good "diagnosis" for the issue, you may end up with a treatment or strategy that does not work. You have to know the function of the behavior to come up with an effective strategy. So think about a few of these questions.
Do they want to get out of doing the work?
Does the activity seem to hurt their ears?
Is there something they are trying to get to instead?
Where do they go when they leave?
Do they just want to play and not know how to tell you?
Are they doing this to gain attention?
Don't worry, if you need a little more insight on the functions of behaviors, check out this free ebook on the topic.
See the previous post on Autism & Wandering here.
This "hypothetical" may be true for many. The first thing to do would be to create clear visual boundaries in the classroom. Areas of the classroom should be clearly divisible and clearly sectioned off. If there are students prone to leaving the area, be sure to have sturdy furniture that can serve as a physical and visual boundary when possible. Place the furniture in such a way that there is only one entry point to that area of the classroom. This may mean that the group table no longer sits in the middle of the floor. It may need to be placed in a corner so that partitions can help provide a physical and visual boundary.
Second, pay attention to seating. Have an adult sit behind the student during the lesson. Be sure to have yourself be seated between the student and the door. Rearrange the table if needed, so that the back of the student's chairs are facing the wall (and very close to the wall) and the teacher is looking towards the wall. This will allow the wall to serve as one of your physical boundaries. Additionally, think about seating the student in the middle of the group with a peer on each side, in addition to having the back of his/her seat face the wall. This could make it a little more difficult for him or her to elope.
Third, try to establish the reason or function for the behavior. This step is super important because it lets you know what intervention to try. If you don't have a good "diagnosis" for the issue, you may end up with a treatment or strategy that does not work. You have to know the function of the behavior to come up with an effective strategy. So think about a few of these questions.
Do they want to get out of doing the work?
Does the activity seem to hurt their ears?
Is there something they are trying to get to instead?
Where do they go when they leave?
Do they just want to play and not know how to tell you?
Are they doing this to gain attention?
Don't worry, if you need a little more insight on the functions of behaviors, check out this free ebook on the topic.
Fourth, make coming to the area fun. Provide a small container (with a tight lid) of 5 small cause and effect toys or sensory items that are available just for that area. Try placing that on the student's desk before that activity begins. Allow the student access to the toys only if they sit in the area. Allow them to interact with the toy they pick while the lesson is occurring. When it is their turn, have them complete a very small amount of the task, then allow them access to the toy again. What I always do is to focus the first 3 days on having the student stay in the seat and in the area. I tend to worry about task completion at a later time. At first it will seem as if they are playing more than working, but this will gradually shift to a situation where the toys are available for the first 1 minute then they are put to the side and available after the task is completed. However, this takes time.
On the next blog post I will look at strategies for in-class elopement based on the specific function or the specific reason the student is eloping.
Dec 11, 2015
Wandering & Autism: Students Who Flee, Bolt, Run and Elope
Wandering is defined as "the tendency for an individual to try to leave the safety of a responsible person's care or a safe area, which can result in potential harm or injury."(awaare.nationalautismassociation.org.) For individuals with autism, sometimes this includes leaving the room or area of the classroom when the adult is not looking or bolting away from an adult who may be holding their hand.
In 2011, a study by the IAN Network discovered that 49% of kids with autism elope or flee from a safe environment. This behavior is dangerous and terrifying to the adults who care for loved ones with autism. With so many individuals doing this, what can the adults in their lives do to reduce, remove or react to wandering?
To begin, people have to understand that wandering occurs throughout all settings, places and environments. Also, it can happen with any adult present, even the most conscientious person.
First, tell people to be aware that you have a child in the classroom with a history of elopement. Be sure to do this discreetly so that the child does not hear you or know that you are talking about them.
Second, ask yourself these questions:
Have I created environmental supports that will work to my advantage and minimize the accessibility of the exit?
Did I tell the student where to be?
Did I tell them what activity is occurring using a personalized schedule?
Have I sectioned off areas of the room?
Do I have an adult between the student and the exit at all times?
Have I given the student a meaningful task?
Have I given the student something to hold in both hands that makes it difficult to run?
Have I childproofed the exit?
Have I installed alarms at the exit?
Have I established a code to let others know when the student has exited the room without permission?
Have I established or figured out why the student is trying to leave the area?
Of course due to the seriousness of behaviors, these questions will not be a solution, but at least they will get you thinking about strategies that may work for your student!
For more on this topic click here.
In 2011, a study by the IAN Network discovered that 49% of kids with autism elope or flee from a safe environment. This behavior is dangerous and terrifying to the adults who care for loved ones with autism. With so many individuals doing this, what can the adults in their lives do to reduce, remove or react to wandering?
To begin, people have to understand that wandering occurs throughout all settings, places and environments. Also, it can happen with any adult present, even the most conscientious person.
So what is a person to do when faced with elopement in the classroom?
First, tell people to be aware that you have a child in the classroom with a history of elopement. Be sure to do this discreetly so that the child does not hear you or know that you are talking about them.
Second, ask yourself these questions:
Have I created environmental supports that will work to my advantage and minimize the accessibility of the exit?
Did I tell the student where to be?
Did I tell them what activity is occurring using a personalized schedule?
Have I sectioned off areas of the room?
Do I have an adult between the student and the exit at all times?
Have I given the student a meaningful task?
Have I given the student something to hold in both hands that makes it difficult to run?
Have I childproofed the exit?
Have I installed alarms at the exit?
Have I established a code to let others know when the student has exited the room without permission?
Have I established or figured out why the student is trying to leave the area?
Of course due to the seriousness of behaviors, these questions will not be a solution, but at least they will get you thinking about strategies that may work for your student!
For more on this topic click here.
Aug 11, 2015
An Engineered Environment for Students with Autism
Don't forget the key to a great school year is great classroom management. Setting up the classroom space to help students know what to do, where to be and how to interact can increase appropriate behaviors in a large way.
An engineered environment in which the teacher and classroom team specifically create will benefit your students. To start with, think about the physical space you have available in your classroom. How can you use the space most effectively? Will having a teacher desk, or two or three, take up much needed space for the student work areas? Or can they be placed in some non-conspicuous manner? For example, in a way that will allow them to be used as a support for a partition or divider. So that a work-station can be placed in front of or to the side of the desk. Also, think about the physical boundaries that are not there but can be manufactured using furniture, carpets, tables, tape lines etc.
When setting up, it is equally important to give thought to the visual supports that will be available throughout the classroom. Schedules, of course are most useful for students who may have a difficult time remembering information or who may need visual supports to understand information. Posters with the picture and name of the area are useful for students who are not yet reading. It helps them to see where to go, even if they cannot read it.
Landing pages are helpful because students can take their schedules cards and match them up to the pictures on the landing pages to know where to go to next.
Also, the landing pages give them a place to put the schedule card when it is not being used.
Communication supports are important as well. Be sure to give students ample opportunities to share their thoughts and feelings as well as opportunities to make choices.
Visual supports, in general, cannot be over emphasized. From morning routines, to hand-washing, to countdown boards for helping students give up a turn, engineering the environment is a much needed skill in an autism or special education classroom.
How to Set Up a Classroom for Students with Autism (ebook version)
An Effective Classroom Set Up Which is Engineered for Students with Autism
An engineered environment in which the teacher and classroom team specifically create will benefit your students. To start with, think about the physical space you have available in your classroom. How can you use the space most effectively? Will having a teacher desk, or two or three, take up much needed space for the student work areas? Or can they be placed in some non-conspicuous manner? For example, in a way that will allow them to be used as a support for a partition or divider. So that a work-station can be placed in front of or to the side of the desk. Also, think about the physical boundaries that are not there but can be manufactured using furniture, carpets, tables, tape lines etc.
When setting up, it is equally important to give thought to the visual supports that will be available throughout the classroom. Schedules, of course are most useful for students who may have a difficult time remembering information or who may need visual supports to understand information. Posters with the picture and name of the area are useful for students who are not yet reading. It helps them to see where to go, even if they cannot read it.
Landing pages are helpful because students can take their schedules cards and match them up to the pictures on the landing pages to know where to go to next.
Also, the landing pages give them a place to put the schedule card when it is not being used.
Visual supports, in general, cannot be over emphasized. From morning routines, to hand-washing, to countdown boards for helping students give up a turn, engineering the environment is a much needed skill in an autism or special education classroom.
Aug 4, 2015
Day 3: Nursery Rhymes, Play Skills, Sight Words, Professional Development for You to Present and Materials for Teens
Here is the final list of resources from the Autism Classroom TpT Store. This list includes Nursery Rhymes, Play Skills, Sight Words, Teacher/Leader and materials for Teens.
Play Skills
Teachers as Leaders (Professional Development Series)
Resources for Teens
Aug 3, 2015
Day 2: Fine Motor, IEP Work Bin Tasks, Language Skills, Lessons, Math and Morning Work for Students with Autism
It is finally here!!!! What is it? It is the big, huge, super Love Back to School Sale a TpT. Teacher products and materials for classrooms are on sale up to 28% !!! The Autism Classroom store is on sale for sure.
Here is day 2 of the list of resources offered at the store. Day 1 featured bundles, behavior products, colors, posters and file folders. Day 2 will show you the available options in a list format for Fine Motor, IEP Work Bin Tasks, Language Skills, Lessons, Math and Morning Work for Students with Autism. Sometimes it is difficult to rummage through a store, well here is everything listed, hopefully in a neat way, so that you can see what there is to offer. So here we go...
Fine Motor
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| Fine Motor Task Cards |
IEP Work Bin Tasks
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| Days of the Week |
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| Everyday Objects |
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| Everyday Objects |
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| Everyday Objects |
Language Skills
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| My Verb Book |
Special
Education (Verb Question Cards for Autism and Special & Early Education)
Special
Education (Verb Question Cards for Autism and Special & Early Education)
Lessons
(Autism) Apps, Lesson Ideas and Activities for Young Children with Autism
Math
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| Math Task Cards |
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| Addition Task Cards |
Morning Work for Students with Autism
Morning Work for
Students with Autism (September & October)
Morning Work for Students with Autism (September & October)