Transcript washington_part_two_handout

The Incredible 5 Point Scale
A Simple Strategy
February, 2011
Main Points of This Afternoon's Talk
• People with ASD appear to learn most
effectively through predictable, visual systems
• The 5-Point Scale is a predictable visual system
• The scale can be used to teach difficult social
and emotional concepts as well as self
regulation and perspective taking.
A 5 is
too Loud!
Check In (5=most excited)
5 I am really excited to be here! The Incredible 5
Point Scale rocks!
4 I am glad to be here. I am pretty sure I will learn
something.
3 I am here. I hope I learn something.
2 I am here. I am pretty sure this will be a waste of
time, but at least I’m getting paid, right?
1 5 point scale, my foot! Someone made me come,
but they can’t make me stay. I’m leaving at the
break.
The 5-Point Scale addresses
problems of social understanding
and emotional regulation
Today’s Math Topic
5 - I am lost! I need a lot of help.
4 - Hard stuff. I get some of it. I will need help.
3 - So-so. I have to really think hard. A review before
the quiz would help.
2 - Hey, I get it! Don’t wait too long for the quiz, I
might forget.
1 - Easy! I could help somebody else.
Autism Friendly Strategy
Takes into consideration the perspective of
the student.
Takes advantage of visual learning
strengths.
Isn’t ‘just another behavior management’
program.
Personal Speed Scale
OKAY
5
Indy 500!
Running
Full speed
Running/
jogging
4
3
2
1
Fast walk/
skipping
Walking
Very slow
Snail
Where am I? Who am I with? What am I doing? What’s going on?
NOT OKAY
Incredible 5 Point Scale
-Breaks down a concept / behavior into 5 concrete
levels, 1 - 5, often differentiated by intensity.
-There is mutual agreement to what each number
represents.
- Helps your student (& you) better understand
what is being asked.
My Bus Ride Report
5 = Terrible because:_________________
Help me resolve this!
4 = Kind of bad because:_________________
I’m over it. I might need a bit of a break.
3 = Okay. I had a little issue:________________
I was able to work it out safely.
2 = Good ride! No problems I:____________
1 = Excellent ride because:_____________
I feel great!
To help me have a 1 - 2 - 3 bus ride, I could ______
My Energy Level
5
Too Much Energy - Bonkers!
4
A lot of Energy -Excited
3
Average Energy - Awake
2
Calm Energy- Peaceful
1
No Energy - Drowsy
WHEN, WHERE, with WHOM would these energy levels
Be Okay and Not Okay?
Typical Questions
• Is a 5 always bad? A 5 can be either good
or bad – it is usually the biggest illustration
of the concept.
• What age or cognitive level does a student
have to be? No rules. If you talk to your
child or student, you can use a scale or
some kind of visual system.
Knowing When Things I Am Told To Do Really Need To Get Done
School
S it down,
Listen to speaker,
Turn in assignment
Home
Brush teeth
when mom says
Resource materials
Take the dog
out
Excuse self
after burping
Wash your hair
Peer proof read
assignment
Clean your
room
Turn in permission slip
Mow the lawn
Turn in fund raiser
Clean out
garage
Return library
books
Turn in final proje ct
Get job
Urgency
Do it by:
5
now/hour in ___ minutes
4
By end of morning
End of afternoon,
Before bed
3
within #__ of days
2
within #__weeks
1
Within # of months
____
Threatening words
Angry words
Hurtful words
Just fine words
Sweet words
My Verbal Responses to Requests
5 - hurtful
4 - negative
3 - neutral
2 - constructive
1 - positive
From Who’s Perspective? How does tone of voice,
volume and facial expression impact opinion?
Use of road signs
to increase
Motivation and
clarity
Look at your blank scale.
Think about the issue of Personal Distance
What is the worst infringement of Personal Distance - this is a
#5. Against the law.
What is the opposite end of that? This is a #1.
What kind of touch or closeness is OK in social situations? This
is a #2.
What kind of touch or closeness is OK only in certain situations?
This is a #3.
What kind of touch is not OK but not quite against the law? This
is a #4.
Compare your thoughts.
Understanding My Feelings
The student is part of the
process for problem solving
and self-awareness
Stress Interview
Combining Rating Scales
Making Complaints, and the
Level of Support Needed
COMPLAINTS
5 - The most serious. Physically threatened, hurt.
4 - Very serious. You are uncomfortable to be in this
situation. Emotionally difficult.
3 - Very irritating. Not dangerous, but could ÔfesterÕif
not dealt with.
2 - A complaint but not too big of a deal.
1- Annoying. These are things that you might say, Òno
biggieÓ, and go on with your schedule.
COMPLAINT MANAGEMENT
Level of Assistan ce Required
5 - Parent, administrator, advocate/outside authority
4 - Parent and school advocates
3 - School advocate/ally to assist.
2 - A minute to vent to an ally/ regroup
1 - Self assista nce /regroup/ breathe
Making a Social Decision
Where am I? (Who sees me?)
What am I doing?
Who am I with?
WHERE AM I?
5 - Unknown place any size, anywhere
4 - Known larger public space like mall,
park
3 - Known sm aller public place like work,
school, favorite coffee shop
2 - Comfortable place/ good friendÕshome
1- Most comfortable/safe place/my own
room
WHAT AM I DOING?
5 - Things that are against laws that hurt others, self and/or
property
4 - Things that might be illegal but arenÕt dangerous to
others.
3 - Things I have to do. Necessary. (Work, self-care)
2 - Things I like to do (legal).
1- My most favorite (legal) things.
WHO AM I WITH?
5 Ğstrangers (least familiar, least trusted)
4 Ğacquaintance
3 - ally/friend
2- Advocate/trusted person/trusted friend
1- self (most familiar, most trusted people)
It is important to compare
perspectives of those involved.
Perspective Taking
Define the Rating Scale
Your rating
My rating
Your Mom’s rating
Your sister’s rating
Are they the same? More than 1 point apart?
When perspective ratings are more
than one number apart…
…What has to be done to promote
social harmony
-orat least prevent social discord?
Social Behavior Scale
5 = Physically hurtful/ threatening
4 = Scary behavior
3 = Odd behavior
2 = Reasonable behavior
1 = Very informal social behavior
Involving your
student in the
process
Using the Check in Scale at Camp
 Before morning activity
 Before relaxation at noon
 Before evening activity
 Initially just have campers check in to get used to the
routine
 Staff check in too
 Use numbers to describe what you are seeing in an
objective way.
5 = No question. Against the Law!
4 = Could be against the law if someone is afraid.
Will get you fired and people will be angry.
3 = Unexpected behavior. People don’t know what
to think
2 = OK – other people are feeling OK about you.
1 = Great! This might even make someone happy.
Refer to your student card again
Create a scale that could address the
issue described on the card.
What is the problem?
How can you break down the problem to make
it easier to visualize and comprehend?
Check Out
5 I am so glad I came! The 5 Point Scale really
does rock!
4 I am glad I came. I learned something I can use.
3 I came. It was okay.
2 I sure am glad I got paid to come.
1 5 point scale, my foot! I should have left at the
break.