Let's Talk About STRESS---Do2Learn Can Help

Individuals with Autism have a really hard time labeling their own emotions and the emotions of other people. There are many ways to approach the challenge of teaching this vital skill and Do2Learn has designed a wonderful set of materials and activities that can be used at home, in the classroom, small group, or one-to-one setting.

Home Emotion—is the way you often feel when alone with no input from anyone else. D2L has a great Emotional Check-In/Check Out worksheet for use in the classroom as the students enter and exit each day.

Emotion And Scenario Cards—D2L offers 3 Levels of FREE printable cards to be used with individuals in role playing and learning more about emotions in different scenarios.

Signs of Stress—it can be very helpful for individuals with Autism to be able to identify the physical signs of stress. This way if they can identify those signs it may help in preventing meltdowns. Do2Learn has a wonderful worksheet to assist in going through Psychological Responses to different feelings. I recommend having a word bank for the individual to chose from with words that are familiar to that individual to make this activity less stressful.

What are Stress Triggers—what makes your student stressed? D2L's worksheet is designed for the individual or a parent to complete.

The worksheets above are great to use periodically during the year as benchmarks to see how on individual is making progress towards a goal. Often teachers will use these during IEPs to provide information to the rest of the IEP team in a structured and organized way.

Below are more worksheets available under Do2Learn's Social Emotional Skills section of their website. All of this material has been made available to you FREE of charge. You will not that there are explanations for how to use the materials and suggestions on what type of paper to use, when warranted. 

Please see our website to check out the rest of the worksheets that will assist you in teaching about STRESS and then ways of relieving that stress.  You be happy to have discovered a structured way of doing so.

Eye Tracking and Autism

The research world has recently come alive with lots of information on eye tracking and how it affects those with the diagnosis of Autism. There are studies on how eye tracking can assist with the actual diagnosis and then there are studies on how eye tracking can help teachers in the classroom, like this one published in the Journal of the American Academy of Child and Adolescent Psychiatry.

One known fact is, if you have a problem with eye tracking, you are likely to have an issue with reading. Liken it to trying to read a magazine while riding in the back of a pick-up truck while it is going down a bumpy dirt road. That is what children with eye tracking issues experience when they are trying to read. It is a struggle to keep their eyes on the straight line of text. Their eyes may jump (unconsciously) from one line of text to the other and therefore the information they are taking in is jumbled. Eye tracking issues cause problems with information intake even when reading is not involved.

There are lots of programs available to work on eye tracking issues and Do2Learn developed one specifically for early learners many years ago. We knew the importance of eye tracking, emotions, and facial recognition, so we combined them together in a “two games in one” game pack. Fantastic Faces combines our Feelings Game and our Eye Spy game. Eye Spy teaches those early concepts of eye tracking that are so very important for children with Autism to focus on. The Fantastic Faces combo also provides trackable progress reports and printable activities. (this combo is only PC compatible)

Special Education Teachers Are Awesome!

Special education teachers have jobs that are more challenging than ever these days. There is more and more paperwork that must be filled out, even if it is on computers, it still takes valuable time to get it done. With the economy causing systems to make budgets cuts, these teachers are having to do more with less. The student to teacher ratio is beginning to change in some classes, so some teachers have more students then ever and these students have individual educational needs that must be met according to IEP guidelines. How are these teachers doing it? They are educating our students with special needs and doing a fabulous job!

• They love their students—It is obvious that special education teachers love children.

• They engage their student's parents—These teachers make sure there is a home-school connection. This may be by sending a newsletter by email, phone calls, daily notes, etc.

• They are creative educators—With each student in their class having an IEP and each IEP having individual goals, these teachers have to be creative to come up with ways of meeting multiple goals at the same time. That is the ultimate in multitasking.

• They create safe classrooms—Special educators have classrooms where their students feel safe to make mistakes as they are learning. You will often find that these classrooms are where a lot of “typical” students will gather because they feel the security within that class provided by that teacher.

• They have patience—Oh do they have patience! Special education teachers know that they may have to go over and over an educational directive many times before it finally clicks. They also know that they may have to change the approach and these teachers never give up.

Special education teachers are so incredible and so vital to our students. We know (as mentioned in our How To Spot A Great Teacher post) that graduation time is coming up soon and student teachers are in classrooms. We are grateful to those individuals who are going into special education and we have the perfect online resource to help them get started. Our Teacher Toolbox is a compilation of advice from Dr. Claire Coles' team of experts at the Marcus Institute and the Maternal Substance Abuse and Child Development Center at Emory University in Atlanta, Georgia, USA.

We also have the perfect Graduation gift to help them get their new classrooms started. In fact it is a wonderful resource for ANY special education teacher! Our Special Needs Handbook for Teachers will help create an organized and efficient classroom where special needs students will thrive. Resources to help students develop problem solving in reading, language and math skills are included with a whole lot more.

Making this purchase for your favorite special education teacher will be received with such appreciation. They really need all the support and encouragement they can get these days for all the wonderful ways they are providing priceless education to our children.

Graphic Organizers – Let's Make It Visual!

Graphic organizers are offered as one of the many accommodations on IEPs (Individual Education Plan) in the United States, but often parents are unsure of what they actually are and how they can help their student. Because of this lack of knowledge they may pass over this much needed accommodation or even fail to see the usefulness of such a tool in the home. Let me assure you that you want to make certain your child's teacher is utilizing these types of visual organizers with your child if he or she is a visual learner.

Graphic organizers are tools designed to break down and teach important information in a visual way. It also takes the abstract and allows for it to be taught in chunks or sections. By teaching difficult concepts in such a visual manner you are allowing the student to absorb each piece of information at their own pace and for the student to build on information that has been previously taught.

Do2Learn offers several different types of graphic organizers that were developed in conjunction with Spectrum Resources of North Carolina, Inc. Please click on the links to get more detailed explanations of each graphic organizer and the best way to use each one. We also have links there to free printable blank ones for your own use.

• Behavioral Thermometer

• Brainstorming Map
• Circle Organizer
• Concept Map
• Data Chart

• Data Diagram
• Decision Making Guide
• Hierarchical Organizer
• Relationship Target
• T-Chart
• Topic Tree

These organizers can be modified to suit your child's/students individual learning needs. Again, please be sure that if you have a child who is a visual learner, that graphic organizers are an accommodation that is checked on the IEP and used in the class and at home.  Good luck and have fun!

Labels – For Kids or Cans?

It's an ongoing debate, the one about labels and Autism. If you have a loved one who is on the Autism Spectrum you know exactly what I am talking about. Everyday there is something new written about it. Don't believe me? Go ahead and do a search each morning for the next week and check. You will be astounded at what you find and read. That's not what I am going to write about here today though. I want to share my experience with the Autism label.

Seventeen years ago when my daughter was diagnosed we were told she was “Autistic”. Not very person centered, but that was the times back then. Thank goodness the world has moved forward and now I would be told that she has “Autism”. What's the difference? Well, being told that she has Autism is telling me that she is still my dear, sweet, smart, beautiful, loving daughter who just so happens to have Autism. Being told that she is Autistic is telling me that my daughter is not at all who I thought she was and that she is now defined by this new label. My daughter happens to have Autism and she is fabulous.

Autism is a spectrum disorder and if you have seen one person with Autism you have seen just that! One person with Autism. Everyone is as different as the snowflakes that fall from a winter sky. No square pegs in rounds holes here, that is for certain. What does amaze me is the number of parents who like to add “very high functioning” to the explanation that their child has Autism. Oh you know them! They are the ones that stand up at conferences and introduce themselves by saying they have a child who has very, very, very, very, very, very, HIGH Functioning Autism (so HIGH you wonder why they even have to come to the conference to begin with) and then ask a question that leads you to think otherwise.

Well, I would like to leave off the “highs” and the “lows” when we get together to talk about advocating and supporting our loved ones with Autism. You may be asking yourself why, when they have such different needs. Not really! Our loved ones need the same type of services and supports. The level and delivery of those services and supports will be different depending on the individual of course. Autism is defined as a social and communication disorder. Those two difficulties are displayed in varying degrees throughout the Autism spectrum and therefore the support would be just as different, as would the delivery of services needed to offer support.

So keep it person centered when you are describing anyone who happens to have any type of special need. We need to stick together and leave those “sticky” labels for the cans!

Self-regulation and The Classroom

Self-regulation means to bring order to one's self or by one's self. Not an easy task for a child with special needs in a classroom of 8-28 other children. Not an easy task for that child in any situation due to the difficulties in communication, sensory problems, attention issues, etc. that accompany most developmental delays and special needs.  How do we know that a child with special needs is having an issue with self-regulation in a classroom? Typically we can see the above difficulties lead to behavior problems that disrupt the class.

Often these behaviors are misinterpreted as intentional. Let's take a look at some of the behaviors you might see from a child with special needs in the classroom and the possible strategies to try.  These strategies may be very helpful in ending/preventing behavior problems all together in some cases. 

Child can not sit still: self-regulation issue is the child is overstimulated and cannot calm themselves.

• Provide frequent breaks
• More ideas here.
• Have student sit on a barrel seat so they can move with out disturbing others. See Example below.

Child shows aggressive behavior: self-regulation issue is the child may not be able to control actions and/or emotions.

• Use social stories to help the child understand the cause and effect of their actions. See example below.

• More ideas here.

Child appears unmotivated: self-regulation issue is the child has problem sustaining consistent energy output.

• Provide consistent feedback.
• Use genuine praise.
• More ideas here.

Child appears defiant: self-regulation issue is inefficient intake and sustaining attention causing poor understanding.

• Maintain predictable work schedule. See example below.

• More ideas here.

Child is impulsive: self-regulation issue is the child can not inhibit responses and has in-the-moment thinking.

• Teach student to count to 10 before making a response.
• Use a schedule to maintain consistent daily routine to limit the impulsive actions. See example below.

• More ideas here.

Child appears uncaring: self-regulation issue is that the child lacks awareness of cause and effect reasoning.

• Practice role playing games to teach appropriate social skills.
• Try using the Feelings game to demonstrate facial expressions.
• More ideas here.

Children with poor self-regulation can interrupt an entire classroom. They can be overly sensitive to change and transitions, inattentive or physically hyperactive. The good news is these children benefit from structure and predictability!  

TEACHERS-We want to hear from YOU!

Are you currently using our Make-A-Schedule tool in your classroom? If so, than you know it's an easy-to-use program that gives you access to thousands of picture cards. In minutes, you can create schedules, social stories, story strips, forms, and more.

What we really want to know is what other schedule/picture type programs or tools are you using in your classroom? What do those programs offer that Make-A-Schedule does not? Come on, be honest with us. We can take it. We need the truth and we need your suggestions. We want Do2Learn's MAS to be the main program that you use in the classroom. Feedback, feedback, feedback!  Lots of it!  That's what we want.

I am going to be expanding on this question in the upcoming weeks, but I want to get a dialog going with you, the teacher, the parents, the users of our products. You can leave your comments anonymously on the blog or with your information so we can contact you for more details. We love hearing from you. So let's start talking!

Happy New Year and IEP Review

Happy 2012 from Do2Learn! Time to take a deep breath and look towards what you hope to accomplish in this new year. I have always liked this time of year to go over my child's IEP to see if her goals are still appropriate and perhaps plan for her IEP team to have a meeting to review this together.

Being the mother of a daughter (who is almost 19 now) who has Autism, I did not always feel as much a part of the IEP team as I should have. The more I learned, the more confidant I became as a member of this valuable educational team. Who knew my daughter the best in those meetings? Me, of course!

I hope that you will feel confidant as a member of your child's IEP Team. Learning about the process is very important to not feeling so lost in what can feel like a jungle of acronyms at times. Do2learn has several areas to help you begin learning about IEP's and other information to build your confidence when advocating for your child educationally.

Check under the RED, Disabilities box on our website. There is a lot of information under this box, but specifically related to the IEP, is within the Parents & Teachers section of the drop-down. You will also notice areas for Terms and Acronyms here too. Please enjoy exploring this area of our website and I hope you find that the information empowers you as you review your child's IEP for the new year.

All of this information in the Disabilities area is a FREE area of Do2Learn. Don't forget you can follow us on Facebook too.