'Bill of Rights for Behaviorally Challenged Kids

 Here is some powerful food for thought, passed on to me via a colleague, that can be found on the 'lives in balance website

 

http://www.livesinthebalance.org/

Bill of Rights for Behaviorally Challenging Kids

If we don’t start doing right by kids with social, emotional, and behavioral challenges, we’re going to keep losing them at an astounding rate. Doing the right thing isn’t an option…it’s an imperative. There are lives in the balance, and we all need to do everything we can to make sure those lives aren’t lost. Behaviorally challenging kids have the right:

• To have their behavioral challenges understood as a form of developmental delay in the domains of flexibility/adaptability, frustration tolerance, and problem-solving
• To have people -- parents, teachers, mental health clinicians, doctors, coaches...everyone -- understand that challenging behavior is no less a form of developmental delay than delays in reading, writing, and arithmetic, and is deserving of the same compassion and approach as are applied to these other cognitive delays.
• Not to be misunderstood and counterproductively labeled as bratty, spoiled, manipulative, attention-seeking, coercive, limit-testing, controlling, or unmotivated.
• To have adults understand that challenging behavior occurs in response to specific unsolved problems -- homework, screen time, teeth brushing, clothing choices, sibling interactions, and so forth -- and that these unsolved problems are usually highly predictable and can therefore be solved proactively.
• To have adults understand that the primary goal of intervention is to collaboratively solve these problems in a way that is realistic and mutually satisfactory so that they don't precipitate challenging behavior any more.
• To have adults (and classmates) understand that time-outs, detentions, suspensions, expulsion, and isolation do not solve problems or "build character" but rather often make things worse.
• To have adults take a genuine interest in their concerns or perspectives, and to have those concerns and perspectives viewed as legitimate, important, and worth listening to and clarifying.
• To have adults in their lives who do not resort to physical intervention and are knowledgeable about and proficient in other means of solving problems.
• To have adults who understand that solving problems collaboratively -- rather than insisting on blind adherence to authority -- is what prepares kids for the demands they will face in the real world.
• To have adults understand that blind obedience to authority is dangerous, and that life in the real world requires expressing one's concerns, listening to the concerns of others, and working toward mutually satisfactory solutions.

Summer Leadership Opportunity/WSTI

The Wisconsin Youth Leadership Forum (WI YLF) is a week-long leadership training and career awareness program for high school sophomores, juniors and seniors with disabilities.  It provides training in leadership, self-advocacy skills, and career awareness to approximately 25 students with disabilities from throughout the state of Wisconsin.

WHERE:    Edgewood College, Madison, WI

WHEN:      June 16-21, 2013

COST:        FREE*

Interested students should complete the attached application, collect 3 letters of recommendation, and complete the essay questions.

Applications are due April 15, 2013.

Mail completed applications to:

Cassandra Lokker

P.O. Box 313

Baldwin, WI 54002

(715)-307-2185

wisconsinylf@gmail.com

For additional information about and resources from the Wisconsin Statewide Transition Initiative, their website is chock-full of transition news:

http://www.wsti.org/

Two Great Musical Pieces to Entertain and Uplift You

Today, I came across two awesome musical videos that I wanted to share with you all.  The first is a story about and video of autistic tween Jodi DiPiazza singing "Firework" with her favorite singer Katy Perry, it's a great story and even better musical performance.  The second is a video from D-Pan, an organization whose mission is to promote professional development and access to the entertainment,
visual and media arts fields for individuals who are deaf or hard of
hearing.  I came across their video of "Beautiful" and it is just that, beautiful!  They also have a Youtube channel you are going to want to check out too.  Enjoy.  Have a great weekend!

Don't Punish Meltdowns

For all you facebookers, if you have not liked the "Autism Discussion Page", I'd highly recommend that you do so. Bill Nason has created a very useful page that is chock-full of great insights, ideas, and strategies for understanding and supporting individuals with autism.  Here is a recent post that I found particularly relevant:

Don't Punish Meltdowns!


Often we want to punish "bad" behavior, since this is a time told way
of teaching discipline. However, when the child is overloaded and
melting down their judgement and reasoning and cognitive coping skills
crumble. Their brain is in panic, "fight
or flight". In times like these the child needs understanding,
acceptance, and the opportunity to pull back, escape, and rebound. We
also need to recognize that at the moment the demands of the situation
outway the child's current abilities to handle them.

This
does not mean that we allow the child's autism to excuse his behavior.
The autism may explain, but should not excuse his behavior. However,
the consequence should be pull away, regroup, then come back and repair
the damage. To decrease meltdowns we need to reduce the stressors and
teach the child "how" we want the child to "behave" (cope) with the
stress before reaching overload. Then we can practice the coping skill,
cue them to use it when first getting upset, and reinforce them heavily
for using it during times of stress.


Consequences (punishment) works if (1) the child has control over his
behavior,(2) knows how he should act instead, and (3) makes the choice
to act badly even though he knows how to act otherwise. If the child is
overwhelmed to the point of activating
his "fight or flight" response, his coping skills will fall apart and he
will act to escape or avoid the stressful situation. Once the stress
chemicals reach boiling point, the child will act in a way to (1) escape
the stress and (2) release the stress chemicals. New learning cannot
take place in situations of overload. We need to (1) reduce the demands
that produce overload, (2) teach better coping skills to deal with the
stress, and (3) teach another way of responding once overload occurs.
This cannot be taught during the meltdown, but practiced and role played
when not stressed.

It is important that we do not punish
meltdowns. If the child loses control, scolding, counseling, or
threatening only makes things worse. It is best to focus on the
"feelings" behind the behavior and not the behavior itself. Acknowledge
and validate that he is upset, and that you will keep him safe. You can
set boundaries and consequences for behavior, but at the moment of
impact, focus on acknowledging and validating the feelings, removing all
demands and stimulation, and helping the child feel "safe" until it is
over with.

 

MGW Strikes Again!

Prolific writer, Michelle Garcia Winner, has been busy in the past couple months.  Here is a quick round-up of her latest blog articles.  If you haven't checked out the social thinking curriculum or Winner's other products, take this opportunity to get up to speed!  Her work is easily one of my favorites to share with colleagues and has been incredibly valuable to use across levels and environments.

Why Do We Use the Expected-Unexpected Social Thinking Vocabulary? 

Extensive outline of the rationale for using "expected-unexpected" language versus "appropriate-inappropriate" in our work with students.

Ellipses to Better Define Social Relationships

New thoughts on relationship mapping from Belgian lecturer and consultant, Dr. Peter Vermeulen.

School-Based Preschool Programs: Inclusion or Direct Teaching?

Food for thought around the need for intensive early intervention and, at the same time, "thoughtful inclusion".  Michelle writes this in tandem with contributing authors, Nancy Tarshis and Deb Meringolo.

Yoga: good for the whole class

According to a recent study (referenced in this article:

http://www.npr.org/blogs/health/2012/10/12/162782583/classroom-yoga-helps-improve-behavior-of-kids-with-autism


Early research suggests that yoga exercises help kids concentrate and focus, and improves their strength, motor coordination and social skills.

...yoga was effective because it seems to play to the strengths of kids with autism, while also reducing stress.

"We know that anxiety fuels a lot of the negative behavior, so the yoga program gives them a strategy to cope with it," Koenig tells Shots. "And if it's done every morning, it becomes an integral part of the day that sets the status of the classroom and allows the kids to become calm, focused and ready to learn."

So take a deep breath and explore the article and the possibilities it mentions. 

Mindfulness Intervention for Individuals with Developmental Disabilities

More and more, growing attention has been given to the utilization of meditation and mindfulness practices as a means for helping people deal with stress and anxiety.  Can individuals with developmental disabilities learn mindfulness?  If so, with what result?  A systematic literature review [Research in Developmental Disabilities, 34 (2013) 314-326] identified 12 studies that taught mindfulness practice to individuals with mild to severe developmental disabilities, demonstrating that mindfulness intervention could significantly reduce the behavioral and/or psychological problems of this population of individuals.  The majority of these mindfulness intervention studies were longitudinal, featuring long intervention periods and long lasting intervention effects.  Interested in seeing this study, email me and I'll gladly forward a copy of this fascinating study to you.  Namaste!

Waisman Center Day with the Experts

Mark your calendars for Saturday,  November 10, 2012!  This year's Day with the Experts at the Waisman Center will focus on the concept of a grandparents' network.  A full informational run-down follows below.  Hope you consider attending and/or sharing this information with those who might find it to be helpful! 

The Waisman Center at the University of Wisconsin-Madison is creating a
community for grandparents of children and adults with disabilities to learn
about how they can help their families and community, called the Grandparents'
Network.

The mission is:
To provide information and care to grandparents of children and adults with
disabilities across the lifespan so they can create positive environments in
their families and communities while raising funds to support these endeavors.

Two programs coming out of this network are a Waisman Center Day with the
Experts event focused on the Grandparents' Network and a grandparent to
grandparent monthly coffee group. This is an opportunity for grandparents of
children and adults with disabilities to meet, share advice, and discuss their
concerns.

Listed below is information about each of the programs.
Please forward this information to your family, friends, and colleagues.


WAISMAN CENTER DAY WITH THE EXPERTS: GRANDPARENTS' NETWORK

First Annual Waisman Center Day with the Experts: Grandparents' Network
Saturday, November 10, 2012
9:00 AM - 2:00 PM (Complimentary coffee & bagels at 8:30 AM)

Friends of the Waisman Center Auditorium
Waisman Center, University of Wisconsin-Madison
1500 Highland Avenue, Madison WI 53705
FREE ADMISSION & PARKING • EVERYONE WELCOME • PLEASE PRE-REGISTER

This event offers participants an opportunity to learn about research related to
developmental disabilities and the family at the Waisman Center and to hear from
a panel of experts, including grandparents of children and adults with
disabilities.
An informational poster can be downloaded at
www.waisman.wisc.edu/~palumbo/GrandparentsNetworkDWE.pdf

SCHEDULE:
9:00 AM – 9:30 AM
“Welcome and Introduction to the Waisman Center”
Marsha R. Mailick, PhD, Director, Waisman Center

9:30 AM – 10:15 AM
“The Impact of the Environment on Children's Language Development”
Audra Sterling, PhD, Assistant Professor, Communicative Disorders

10:15 AM – 11:00 AM
“Marital Quality in Parents of Children with Autism Spectrum Disorders”
Sigan Hartley, PhD, Assistant Professor, Human Development and Family Studies

11:00 AM – 11:15 AM
“What is the Grandparents’ Network?”—Judith Ward

11:15 AM – 12:00 PM LUNCH—Optional, $5 box lunches (Cousins Subs) available for
purchase.

12:00 PM – 12:45 PM
“Why and How to Study Rare Causes of Developmental Disabilities”
Albee Messing, VMD, PhD, Professor, Comparative Biosciences

12:45 PM – 2:00 PM
PANEL DISCUSSION—A panel of experts, including grandparents of
grandchildren with disabilities, moderated by Judith Ward.

To register go to:
http://www.waisman.wisc.edu/events/experts/grandparents.html

FFI: Teresa Palumbo, palumbo@waisman.wisc.edu or 608.263.5837

This event is sponsored by the Friends of the Waisman Center.

GRANDPARENT TO GRANDPARENT MORNING COFFEE GROUP
Morning coffee will be held on the first Friday of each month at 9:30 AM at the
Waisman Center in the Ziemann Suites, 8th Floor, South Tower.
An informational poster can be downloaded at
www.waisman.wisc.edu/~palumbo/GrandparentCoffees12.pdf

Free parking. Please park in the blue visitor stalls.

For driving directions go to:
http://www.waisman.wisc.edu/info/visitors/maps.html

Stress Survey Schedule

We all know that people with autism experience greater stress than most due to the sensory, social, movement, and communication differences they experience.  Most individuals on the spectrum are not able to tell us what specific situations increase their levels of stress.  June Groden and her colleagues have developed the Stress Survey Schedule that I think many teams will find helpful. The purpose of the Stress Survey Schedule is to provide educators and parents with a tool to increase awareness of environmental stressors that affect the lives of people with autism.  Such a tool can be used to create programming aimed at modifying stress reactions, thereby enhancing the quality of lives and overall physical and emotional well being of individuals with autism.

Parent to Parent resources

Wanted to share the Parent 2Parent website, which we may have shared before, but want to remind everyone of the opportunity for families to get connected to another parent who has a similar experience and know first hand about the feelings and realities that come with parenting a child with special needs or disabilities.  

 

"At the heart of Parent to Parent Support is the opportunity for parents raising children with special needs to connect with another parent who has already learned the language and found the resources…someone who has “been there.”

 

Parent to Parent of Wisconsin provides parent support to parents of children with special needs through a one-to-one connection with another parent who has similar experience and who knows firsthand about the feelings and realities that come with having a child with special needs.

Support Parent Trainings for parents raising children with special needs that feel they are ready to become a Support Parent are held periodically throughout the state. "

Here is the link:

 http://www.p2pwi.org/

Welcome Back!

Hope you all are having a great start to your school years!

I have been saving a lot of great ideas over the summer from the blogs I read, and wanted to share a handful of them as part of my first post.  I am sure there are plenty of good ideas to help get you started with your students on the spectrum this fall.  I will post more of what I've been saving next Tuesday.   Enjoy!


The Assistive Technology Blog

• Great app resource: A speech pathologist, Lauren Enders, has created 77 Pinterest boards for use with Apple products.  Everything is right there for you - in an organized, visual format!

• A-Z of adapting books: This is on my must-print list!  Very detailed rundown of websites and resources to help you with adapting books.  Can't wait to use this!

Crafty Crow

• DIY comic books: Many of our students have benefited from the use of comic strip conversations.  This is a nice tutorial and also includes a PDF for you to use.

Differentiation Daily

• Passion projects: This is a great example from the blog, Stump the Teacher, of how to incorporate passions and interests into an actual project for the classroom.  

• Facebook: List of 100 ways to use Facebook in the classroom.  Great way to get jump started with this social networking tool if you haven't begun incorporating it already.  

First Grader at Last

• Math meeting: Love the math visuals in this post!  

A Fly on the Classroom Wall

• Responses to text: Great run-down of how to give choice to kids for projects in response to a novel or reading(s).  

ohdeedoh

• Emotion tools: Nice roundup of new-to-me tools for working on understanding and/or expressing emotions.  Especially appreciate the robot cards!  They would be pretty motivating for several of my students.

Small Types

• Weekly schedules: Graphically pretty schedule for kids who need a visual to help learn their new daily routines.

Teaching Learners with Multiple Special Needs

• iPads for learners with multiple/severe disabilities: Extensive roundup of iPad apps to use with our students with more significant needs.  Answers to all of your potential access needs!http://www.assistivetechnology.vcu.edu/2012/08/28/the-a-z-of-adapting-books/