2015: Promoting Curiosity and Exploration

"The future belongs to the curious. The ones who are not afraid to try it, explore it, poke at it, question it, and turn it inside out."

I loved being a kid. I remember poking things to see if they would move or change, adventuring to new locations, and simply touching fabrics in the store to see how they would feel as I trailed behind my mother and sister. These little moments of curiosity and discovery were significant learning events and too numerous to count. 

I find it fascinating and perplexing that one of the hallmarks of autism seems to be a significant difference in the experience of that CURIOSITY and subsequent exploration.  

When I mention curiosity, I am talking about that drive and that thirst for knowledge the propels us into the unknown with excited anticipation. That understanding that if we keep going, even when unsure, we may learn something new that will make life more interesting, engaging, efficient, or enjoyable. This is certainly not the "rule," but a generality, of course.  I meet people everyday who have autism who are certainly curious about many things, but those things are often decidedly different things than many others around them. And...honestly, this is exactly why I absolutely love so many of the people in my life who have autism. Their experience of curiosity is so different than my own. It seems so much more fragile most of the time.... until it takes hold. Then once it takes hold, it is a more powerful drive than any other for that person with autism. A child who may seemingly be so solitary and disengaged who then learns everything there is to know about trains or bridges. Then there are nonverbal children who may seem to not be paying attention who can manipulate any lock or electronic device.

Our human existence depends on curiosity combined with healthy common sense. For some reason, we are not yet fully able to understand, autism changes the brain's drive for knowledge and seemingly, the ability to perceive typical amounts of uncertainty as welcome challenges. 

Instead, uncertainty is often met with a drive for certainty, sameness, and a reduction of challenges to calm the internal system. 

Therefore, when a child's drive and thirst for knowledge (or intrinsic motivation) in not at full throttle, we are left following their lead versus being able to lead them into new realms of exploration and learning. Following a child's lead, of course, is necessary much of the time for early healthy attachment and development. However, the tables do need to turn (so to speak) for a child to learn from mentors, guides, and teachers in his life about the world and himself. 

A child's intrinsic motivation must be present for true learning to take place. Otherwise, we resort to trying to motivate a child using external motivators (rewards) for behavior that becomes more compliance based, lacking the drive for further investigation and learning.

Our goal for children with autism should be to:  

1.  Connect first - find out what motivates them, where they are with regulation and interest

2.  Provide tiny everyday moments to expand thinking and curiosity about the things that matter right then, in that moment (e.g., if they are lining up cars, add a truck - is a part of the schema? add a duck - is it the color that matters or the vehicle?) 

If you are truly curious about your child's mind, chances are, your child will propel himself into that curiosity, too.

3.  Continue to expand that curiosity and create a back and forth rhythm to your engagement and stretching of that muscle into next activities, new experiences, and new learnings.

Here is a positive article on promoting curiosity with children with autism, however it does seem more geared for fairly verbal children.  The concepts are clear, however, I just recommend using much less verbal language due to auditory processing needs.

"Curiosity is the wick in the candle of learning." - William Arthur Ward.

I will put this in "autism world terms," that intrinsic motivation must be at the root of learning. Beautifully, everyone's curiosity (or intrinsic motivation) is different. It is our job to spark or light that curiosity in children with autism in a way that feels manageable and intriguing!

Our themes this 2015-th year will center around books and poems written to spark that curiosity and intrigue while the hard work will be in the smaller moments between you and your child or student with autism. 

Questions?

Barb Avila

503-432-8760
bavilaconsulting@gmail.com

Theme for December: Anticipation

Hello Mindful Synergy Guides!

I hope that your American Thanksgiving will be peaceful, restful, and enjoyable. Somehow, I missed how we suddenly went from August to now December! How did that happen?

For November, we focused on "giving thanks," and supported students and those on the autism spectrum to think about and use the habit of saying "thank you," when you receive something from someone. Please continue this practice, as it will take them further than you may realize, with friends, neighbors, colleagues, and strangers.

We now move our attention to giving and receiving but highlighting the excitement JUST before one opens the gift! So get all of your creative juices flowing on the creation of holiday gifts for others... while focusing on a new foundational objective that is near and dear to my heart.

The foundational objective I would like for you to highlight for your student or child is the anticipation element of giving and receiving gifts. Waiting is one of the hardest skills for children to learn and one of the most exciting when there is a potentially pleasurable outcome! I think about that moment when holding a child's hand and you are looking at one another, about to see what is behind that door or in that box or what will happen when you touch that or jump off that.... that back and forth anticipatory engagement look is precious!  And so rarely enjoyed for and with a child with autism.

Across your day, choose moments when you can draw out (highlight) the moment of anticipation. When you are about to open that door, pause and connect with your child or student... gaze to one another to share the anticipation (NOT to have them mechanically request "open, please)....enjoy that moment with your child, even if brief. You can name that feeling if you'd like: "exciting," or "curious," if appropriate to your child's/student's level of communication.

Then when you are creating or choosing gifts for others, wrap them up and when you give them... do the same highlight on that excitement, curiosity, and anticipation of the other person opening the item. When receiving, take just a little longer to enjoy the moment of anticipation instead of tearing into that paper and wrapping.... to enjoy and savor that gorgeous moment of anticipation.

Happy giving. Happy receiving. Happy moments of anticipation.

Barb

Gratitute can change your life!

I love this addition to our thinking about guiding  gratitude with people with autism!

THE SOCIAL BENEFITS OF GRATITUDE
By Philip Watkins, 2014

"We believe that it is because grateful recounting trains cognitive habits that in turn enhance happiness."

I personally grew up Catholic and we would say a thankful prayer to start our meals together. I am no longer a practicing Catholic, but find it very centering, calming, and collaborative to still say what we are grateful for to start our meals at home together as a family. It is a common recommendation to families with whom I work, to state 1 thing you are each grateful for today. If a person is not able to verbalize, there are other ways to help them communicate (e.g., visual supports, providing choices/options, and possibly to simply state a moment you observed them in their day being peaceful and seemingly grateful for something).

I am grateful for each of you and your mindful guidance of those with autism.

Barb Avila

Giving thanks continued.... November 17-21, 2014

Hello Mindful Synergy Guides!

We are going to continue the theme of giving thanks by focusing our attention on an essential manner of saying "thank you." 

When I first started in the field of autism, I was pre-having my own child and very behavioral focused in my approach. I was very structured and no-nonsense. Therefore, when asked if a child should learn to say "please" and "thank you," I would usually say that I did not feel it was of utmost importance due to it being a nice-ity and very social based.

Soon, I had more experience with more children, teens, and young adults... and soon also had my own son. I learned that the students who were taught "please" and "thank you," were often the most integrated into general society. I still felt (and feel) that it was silly to have students try to "fit in" and still feel that it is our job to better understand autism while being more open to the variations of experiencing the world - vs. our changing their responses. However, when it comes to social graces, I have to say I think they are extremely valuable gems that all student with autism and without should be taught. Imagine ANY child who says "thank you" next to a child who simply takes what they want. The child who hesitates a moment to look back toward the person (not insisting on eye contact here), and saying "thank you," is a welcome guest in many situations. That same person may need to take a break or leave a busy or loud situation... and people surrounding him/her will be more accommodating just by nature.

Many of you are probably familiar with Temple Grandin. She is an amazing woman who is a designer of livestock handling facilities and a Professor of Animal Science at Colorado State University. She also has autism. She speaks internationally on both subjects.  Temple Grandin states: "When I was a child, I was expected to have good table manners and to say “please” and “thank you.” She advises parents to teach both "please" and "thank you," attributing her learning these to her mother, Eustacia Cutler, who also speaks about her experiences of parenting Temple Grandin.


I am including a very short video clip of how to say "thank you" in American Sign Language. I try to include a visual each time I say or use the wording, to provide full communication to those with autism. You can choose to teach your student to use the American Sign Language sign or a visual phrase of "thank you" written on a piece of paper or another visual provided (e.g., Board Maker or PECs visuals). I like using the sign due to its ease of use in any situation when another type of visual may not be available/handy.

As a reminder, we continue the 2 other very important foundations for social and learning engagement... as these are always going to be two of our foundations for guiding:

1.  Connecting at the beginning and at points within your activities. Be sure to remember that your connection with your student is MORE important than ANY task or activity you are doing. If your student cannot connect with you - meaning seeking your guidance, information, and knowledge in small moments of connection, then anything else you do will not be fully heard or integrated into your students' learning. They will either be in independent or compliant mode. Neither allows for you to truly engage and guide attention to new knowledge.

2.   Making sequencing known and something to involve your student in understanding. If you are always the one to sequence the day's activities, the steps to accomplish something, etc, when will your student learn to do so themselves? Involve them now, so that they see and understand the importance and the order of things. This is one significant step in being able to tell time, follow a calendar, follow a daily or weekly schedule, or more.

Let me know if you have questions, additions, or thoughts to share...

Barb

Spirit of Giving Thanks: Theme for November!

Hello Mindful Synergy Guides!

Welcome to November. I hope you have started it out well and are looking towards a peaceful holiday season. I have to admit that Thanksgiving is my favorite holiday. I enjoy the gathering of family, friends, and loved ones to give gratitude for one another and the bounty we enjoy in our daily lives.

I would like for everyone to support and guide activities that celebrate this idea of giving to others and especially giving thanks this month. Children on the autism spectrum are often mired in things being done TO them and/or FOR them. Let's take some time to show them that they too, have the desire and ability to give to others.

Please continue:

Connection is always first and foremost over any activity or task. If you are not connected, do not proceed. Take a moment (or two or three) to engage and connect with your student so that they can then hear your ideas, thoughts, and teaching.

Sequencing is an essential life skill that helps orient ourselves. Continue providing opportunities throughout your day and activities to support the understanding of the order of things (overall scheduling, recipes, stories, and more).

Ideas for new theme, integrating giving thanks:

•Make a card for a neighbor and deliver it
•Make a card or write a note everyday and mail or deliver to different people
•Instead of just making a snack for oneself, make another to share with someone else
•Paint or create art for someone else
•Collect bare branches to create a "tree" to hang notes of thanks indoors
•Write down in the journal everyday: people or things you are thankful for
•Sing songs of thankfulness that you make up together
•Target saying "thank you" this month for things that are provided to him/her

And one of my all time favorites is shown in this picture --->
Are you a Pintrest fan?  Check out some thankful trees http://www.pinterest.com/ListPlanIt/thankful-tree-inspiration/

Another....
http://bluebirdbaby.typepad.com/bluebirdbaby/2010/11/gratitude-tree.html

Anyone want to add ideas? Email them to me or post them here, we would love the collaborative thinking!  And thank you!

Barb

THEMES: Connect & Sequence - October 27-31st

Hello Synergy Guide Teams!

Good to see many of you over the last week or so. We had a couple of GREAT team meetings last Friday, including one which fully included our student in the meeting, who demonstrated her usual grace and enjoyment of being surrounded by many of you.

On Friday, I used an analogy of us being guides to move in a direction for and with our students... like a train leaving a station. We can take our time moving, we can support getting on, bringing luggage, ensuring understanding, etc.... but ultimately, the train is (you are) moving in a deliberate direction, a sequence, a schedule for the day which is full of wonderful adventures.  You can show your student the way and how to enjoy the view, the stops, the excitement, what there is to learn.

This quote (below) was posted today by an autism group on Facebook and I thought it was perfectly fitting for this analogy:

Bottomline, we are not worried about speed at Synergy. We wish to spotlight the role we have with our students, as guides. We wish to show them they can learn, grow, challenge themselves, and be inspired by the world and by you, their guide. One way we're currently targeting this trust in you as guides is to NOT speed up, hurry up, or rush but to continue to CONNECT FIRST. Then use your schedule for the day (however you offer that visually or verbally) to then move to the first activity. Then continue guiding according to the schedule or sequence of the day or time together, stringing together activities as much as you can, until you or your student indicate needing a break for sensory, exercise, snack, etc. Demonstrate and stay true to the sequence of the day together. For someone struggling with the environment being a bit chaotic or overwhelming, having a trusted person who gently yet confidently guides the way to see the sequence of things, could be such a relief and window in for learning in so many new ways!

So let's capitalize on the sequencing concept this next week and have fun with it!

I'll post more later but think about all the exciting sequences in every day life that we find so essential to our living:

Counting
The Alphabet
Planting seeds to grow
Taking items out to play with or manipulate, then putting them away
Writing our name
Starting a game, playing, then ending the game when someone wins (or there is a resolution)
Story lines!
Getting dressed
Brushing teeth

And so many more!!! Have fun with the theme.... focuses are on:

1.  Connect first and whenever needed for regulation and engagement
2.  Sequencing through the daily schedule
3.  Sequencing in general, in life, in chores, in leisure....

Let me know if you have any questions or concerns~
Barb

THEME: Connect 1st Continues & so does the Fall theme!

Hello Synergy Guides!

I am so happy to report that I have received some great feedback that you do not need me to be changing the theme each week or even every other week! This has been a bit overwhelming for you in trying to keep up... let alone have your student come along with you on the concepts and themes. The last thing I want to be doing is speeding you up. I truly believe in slowing down to make progress more meaningful and long lasting. Hooray!

So, please continue with the Engagement Theme of Connect 1st. This is so incredibly crucial in starting your day AND when you notice a disconnect between you. Learning just simply does not seem to happen if your student's mind is not engaged with you as his or her guide.

Here are a couple-few additional and fun pumpkin/Halloween theme activities and sites with activities that I think would be great opportunities for engaging and connecting with many students with and without autism... just to get your imagination going....

Miscellaneous art projects
http://amomwithalessonplan.com/easy-halloween-decorations/

Masks
http://www.incredibleart.org/lessons/elem/Jeannette-masks.htm

Spooky Ice Hands!
http://happyhooligans.ca/salt-and-ice-experiment/

I will be posting videos specific to students with whom I am working on their own private sites, to make the Fall and Engagement theme come to life even more. However, if you are reading this and are not involved with direct support, do consider contacting me to see if you would like me to review videos and consult with you regarding truly connecting with your child or student with autism.

Best wishes for a great week!
Barb

THEME: Connect 1st & Pumpkins! October 13-17, 2014

Hello Guides!

Welcome to another week of guiding with Synergy. In this theme, we will be focusing on one very important social-engagement technique while having a bit of Fall fun with pumpkins.

The concept I would like for you to pour your attention into this next week is the CONNECT 1ST concept. This concept is crucial for so many reasons with all children but especially those on the autism spectrum.

We are finding repeatedly in the current neuroscience research that sensory information (sight, hearing, touch, etc) are all potentially either coming in at the same time at the same level of intensity and/or they are even fused together (seeing color when hearing something is called Synesthesia, for example) in autism. Imagine, just for a moment, trying to learn a new language in a foreign country to you, when you have all of your senses combined and similar intensity. You are awash with words that are not familiar, colors, tastes, loud-abrupt noises that you were not sure are dangerous or mundane. Trying to figure out "bathroom" or "cup" would be near impossible with the level of multiple inputs coming into your system as your anxiety rises. Someone comes at you yelling, screaming at you to "sit down," so you do. You are scared, feel alone, and your anxiety rises even though you outwardly feel you must remain seated as the person demanded.

However, imagine now, that someone comes out of that fog of sensory over-stimulation, to calmly touch your arm, while smiling and being obviously gentle and kind in their movements, and leads you quietly to the side of a busy street, while holding a visual symbol of something you really wanted/needed in that moment (e.g., "coffee" in my case). That person helps you navigate and learn the word "coffee" just by connecting one on one with you, decreasing the extraneous information's priorities, and guiding your focus to him and the item/activity. Your anxiety eases knowing someone understands you. Your anxiety eases now that you have at least one word solid that you can use. Your confidence rises and your curiosity about this new place returns. However, you do not wish to go back to the middle of that crowd where the people were yelling at you to sit down, even if their intent was to offer you coffee after you sit and comply dutifully. You wish to find out more about that calm, kind, and informative guide who understood you and your need for connection for learning the new language.

Connecting 1st video examples
I am posting 3 different video clips of a father truly connecting first with his son before speaking and before engaging in the next activity. This guide touches, he is quiet, he is calm. He waits for his son to shift his attention to him and their interaction before continuing.

Connecting 1st to start your day or session together
Many of you have instructions to use a full 20 minutes to connect first before you engage in your daily school routine. If you are new on the scene (e.g., walking in to start your school time with a student, coming home after work, or simply after a break), take the time to truly connect with your student or child before anything else happens. This is significantly more important than ANY compliance and/or activity you could start. Without engagement, you have no true guidance. You only have compliance.

This initial connection can be similar to the video but instead of following with starting your schedule immediately or starting your next activity, it means engaging in a simple back and forth "conversation" without words. You might say "hi" and then s/he says "hi." Then you say "nice shirt" and then s/he looks down and touches his/her shirt. Then you point to your shirt and say "mine's green." Then you shift to playing a fist bump back and forth game or passing something back and forth between you or simply sitting and leaning forward then leaning back in a partnership for a few minutes while you smile back and forth. This is true relationship building. This is the basis of guiding successfully. This is trust building.

Connecting 1st within an activity
So this use of "connect 1st" refers to the moments when you can see that your student or child is less engaged with you. Maybe there was something that happened outside that took your student's attention away or maybe the activity is pretty engaging and you both have gotten a little lost in the moment. Consider taking the time to re-engage and not say a word without shifting attention to one another using the above techniques. It will enhance your interactions significantly to take a few moments to ensure engagement by connecting vs. allowing your words and guidance to go wasted because one of you is no longer connected and engaged.


PUMPKIN THEME!
Oh how exciting pumpkins can be for a teacher. There are so many books, messy, sensory, science, and active games associated with pumpkins! Go wild! Have fun! Here are a few ideas:

5 Little Pumpkins song, book, games, and art work
-counting goals, turn taking, reading high frequency words, and more!

Messy pumpkin carving
-problem solve how to do each step from cutting the top to what you will use to scoop the goop!

Pumpkin patch or grocery store
-if you can go to the pumpkin patch (or grocery store), selecting just the right pumpkin then carrying said pumpkin is great for exercise and sensory integration (heavy work!)

The great pumpkin - Charlie Brown
-this is just one book that is a classic you can pick up to bring the theme to life.


Cookie Cutter pumpkins (mallet and cookie cutters) 
-Just saw this one... consider using metal or hard cookie cutters placed on the outside of a pumpkin then hammering (or use a mallet) to cut through the pumpkin's skin for that shape. This sure beats using a sharp knife! Let me know if this works!!!


Have fun and do let me know if you have any questions and/or concerns.

Best wishes for a peaceful October week,
Barb

THEME: EXERCISE September 29-October 10th, 2014

Welcome to Guiding with Synergy and Exercise!

Being a very athletic child, myself, I turned to coaching well into my early 30's. These early experiences gave me an appreciation for the importance of exercise in general while ensuring my intrigue with the impacts of exercise with those on the autism spectrum. When working with children with autism, it seems clear that many are full of energy while also being very strong and agile.

When I was just starting out in the field of autism, in 1985, it was my dream to own a big center with a running track all the way around it with many options for all kinds of exercise. It was obvious to me then and even more obvious now, the importance of exercise in the lives of many people with autism.

Studies indicate the importance of exercise in the reduction of self injurious behaviors, aggression, and improvements of attention in autism. Find an article from Autism Research Institute's Stephen M. Edelson HERE.  Beaverton, Oregon's own, Karla Fischer, also indicates how helpful exercise has been for her.  And under the "anxiety" section of Temple Grandin's Frequently Asked Questions (and answers from her), she lists exercise as key to her lifestyle.

Ryan Lockard of Specialty Athletic Training has been paving the way right here in the Portland Metro area for integrating exercise into the lives of those with autism and other disabilities. He is supporting several students served also by Synergy Autism Center.

Please take the time with this theme (and beyond) to not only integrate exercise in your daily routine with your student, but also to find a way to talk about it with him or her.  Use visuals, books, games, and other materials you know are successful for communicating with your student.

Our goal is to help your student develop an understanding of the importance of exercise for his or her body while pushing to new levels of exertion. 

Not only is the physical exercise important but the concept of challenging oneself slightly beyond where one thought possible.... is priceless and a key learning for life.

Ideas for integrating exercise and social engagement practice:

Start small. Short exercises engaging your student's larger muscles AND celebrating your guide/student relationship will be the most successful initial integration, in many ways.

These first exercises were recommended by Ryan Lockard and integrated by me, into 2 student's daily home instruction routines. Add these in every 20 minutes to an hour.... take a short break right there within your school day to try these full body and socially engaging activities. These both employ the partnership of "same time, same role," which is often challenging for those one the autism spectrum, as it requires coordinating one's movements with someone else's in real time. Keep it slow, deliberate, supported and remember to bring your student to the edge plus just a little more without allowing them to go fully over that edge. However, remember, too, that if you don't occasionally go over that edge, your student is not learning at the rate they probably can with you....because you may be overcompensating....

a.  Squats:  Position chairs facing each other. Hold each others hands or arms. Stand up together at the same time, and sit down again at the same time. This provides both exercise AND practice with social engagement practice of moving in unison with someone else.  Ways to make fun and more understandable:  chant, count, and/or sing in a rhythm that matches your movements.

b.  Step Ups:  Find a step or other sturdy and raised surface. Stand side by side. Ensure touch that is either holding hands or your guiding across shoulders. If your student is sensitive to touch and can hold something between you, that may also support the physical connection between you that is important for visually and physically coordinating movements. Recommendation:  A step that is NOT associated with stairs going up or down to another location is preferable. It can be confusing to someone learning language who is taking information in visually to start to go up stairs and then have to go back down that first stair and repeat. You may be met with frustration which can be eliminated if the step is visually only one that can be stepped up onto then off.

I have searched the internet for videos for these... let's make some and post them here (with permissions!)

Have fun integrating exercise all of you!

Barb Avila
bavilaconsulting@gmail.com

THEME: Apples and new partnership! September 22-26

Good morning!

I enjoyed purchasing two beautiful Washington state apples last night at the grocery store. They made me think of all kinds of wonderful activities that can serve as the back drop for targeting social engagement with students! 

Let's move into a new partnership:  Same time, but different roles.  This partnership allows the student to truly see his or her role in relation to yours - that his/her active participation is not only requested but authentically necessary for the activity to happen!  We all feel good when someone needs our help and we can authentically and mindfully help that person. Make this partnership come to life in everything you do this week!

Always, continue the focus on starting and ending activities. Your student needs guidance to see the clear beginning of an activity by being involved with taking materials out from a bag or off a shelf... to then understand the clear ending by putting those materials away back into the bag or on that shelf... before moving on to the next activity.  Remember, you are the guide. Speed is not one of the goals, so you can take your time, you can (and must) allow processing time, and your student can certainly put his/her own personality into starting and ending activities... however, these must be required under your overall guidance to demonstrate beginnings and endings and how to identify them in a multitude of environments.

Here are some ideas for this week, integrating both the fun theme of Apples AND the new partnership of Same Time, Different Roles:

1.  Go to the store and one of you hold the bag while the other chooses apples
2.  When cutting apples, one of you holds the apple carefully while the other cuts using a knife (using your best judgement for safety, of course)
3.  Cut the apples in half and make star stamps with one of you holding the stamp pad, the other inking the apple and making prints (the star is on the inside if you cut the apple horizontally)
4.  Make an apple pie:  cut apples as above (or use an apple peeler-slicer that requires someone to hold while the other turns the crank).... then stir the ingredients in while one holds the bowl

5.  Deliver apple goodies to neighbors after you have made them.... one of you holds the basket, the other hands them to the neighbor or puts them in a safe place on their porch
6.  Create an apple story together... using plain paper to start, fold a "book" ready for your words and pictures. A simple story about a personal experience for your student (e.g., Once upon a time, there was a girl named Maggie who loved apples with peanut butter.  One day, she went to the store with her friend, John, who helped her buy a beautiful apple. She brought it home and cut it with a knife, making sure an adult was helping her. Then she got the peanut butter out of the fridge.....)
7.  Draw, print, or paint a picture of an open apple.... cut out little black seeds to place on the apple to create faces or simply a number of seeds (count them, if your child has counting goals).  There are so many partnering opportunities within this!  If you are painting, you can hold the paint while your student paints. You can use the partnering from the last couple of weeks to paint simultaneously as your student, helping them learn how to follow YOUR movements, not just you following his/hers.

Consider drawing, painting, cutting out a giant apple to start your week!  Write the word on or above it.... count seeds you place on it.... paint a little on it each day.... add stickers to it daily.... make the overall theme come to life between team members working/interacting/engaging with the student.

Use your imaginations... remember, it is not the activity that matters... it is the interaction between you, the partnering, the sustained engagement and active participation of each of you that matters most.

And if you make an apple pie, be sure to let me know so I can stop by!


Expansions
-Changing roles after establishing them is a great idea to support dynamic thinking but may be difficult. Try it and return to your original (if difficult) before ending the activity.
-Be sure that you are not cuing your student to take his role by telling him/her "do this..." but instead ensuring the role is clearly available and you are providing the opportunity for him/her to take the role more independently within your overall guidance.  This may take using strategies such as "body positioning" or "allowing processing time" or "tension" support. 

Happy Apple Week!

Barb

THEME: Fall/Autumn! September 15-19

Hello everyone!

I went for a hike today and got to enjoy some of the first autumn leaf colors in our beautiful Northwest. I just love this time of year when the reds, oranges, yellows, and greens combine in an explosion of color. I also love the shift into cooler mornings and evenings while we still enjoy warm temperatures during the day.

I'd like for us to focus on the change of season into Fall Leaves with our students, along with a continuation of the social-emotional developmental themes of:

1.  Doing things at the same time as someone else (you)
2.  Clearly starting and ending activities by taking materials out and then putting them away to signify the end of an activity.

My last blog detailed why to engage a student in same time, same role activities while also giving some ideas (and video examples) for activities.

Here are some activities to get your ideas flowing for activities to introduce this week during your time with your student:

Art Activities

LEAF PEEPERS (Love this one!)
Place eyes together at the same time (one each)
Draw on each leaf using 2 pens but together/touching so that your movements are in sync  

FALL MOSAICS
Cut together hand over hand, if necessary... be sure to only do 50% of the work (not 90%!)
Place pieces at the same time, trying to time placement with each other (do not follow student... you should be following each other and you may need to guide his/her hand to learn how to do this) 

Book Ideas
If one sounds interesting, let me know and I will borrow from library for you to use!

It's Fall (Celebrate the Seasons!)

by Linda Glaser

  

In the Woods: Who's Been Here?

by Lindsay Barrett George

What Do Animals Do In The Fall?

People In The Fall

Science Project Ideas

Start a color journal or collaborative poster
-Log different colors of leaves you find on your walks together (categorize colors)
-Help them learn how to use the camera on the iPad or phone to capture autumn changes

Collect leaves and other pieces of autumn color by wrapping tape around your and your students' wrists with sticky side out.... place items on stickiness as you find them and create a cool and wearable collection

Collect branches that have fallen in the recent windstorm. Place them in a container that can hold them upright. Then you can either collect real leaves to attach OR trace real ones to then cut out of construction paper to attach AND/OR add favorite words, names, etc. to the leaves!  I made a gratitude tree this way, adding short phrases to represent things I (and my family) were thankful for.

Okay!  Enjoy!

We will launch into other Fall themes in the coming weeks... apples, pumpkins, and more!

Barb
bavilaconsulting@gmail.com


 

THEME: Starting and ending activities - September 2-5, 2014

THEME: Starting and Ending - September 2-5, 2014

1.  School Activity Theme: STARTING AND ENDING ACTIVITIES
2.  Partnership Theme:  SAME TIME, SAME ROLE

Learning how to partner with others allows us to learn and grow via guidance from others. These people may be parents at first in quiet home environments, then peers, classmates, and other people in the community. We may learn something by watching someone else (e.g., how to use a new UScan machine at the grocery store or how to do that new yoga move). However, if we only learn by our own exploration and cannot learn through observing others and experimenting with our role and/or active participation, we can only go so far in what we can experience and learn. We may not even see the possibilities for growth, change, exploration, and new experiences.

Children typically learn how to partner with their parents first, by gazing at them, their parents gazing back... then later playing games such as peek-a-boo, learning to sit up, walk while holding hands, activate toys by an adult helping them push harder or softer, then into children simply following parents around doing what they see their parents doing (e.g., talking on the phone, trying new foods, eating with a fork, making a bed, etc).

Children with autism seem to have difficulty with learning from and through others while managing the multiple sensory inputs involved in daily living. This difficulty can lead to mild misunderstandings about nonverbal communication through more severe difficulties with learning from one on one teaching and then into group learning being next to impossible. Therefore, giving your student practice with quite, less sensory-overwhelming, successful, meaningful, and usually hands on practice with partnering is crucial to laying the foundation for later learning in busier situations.  I think of partnering in quieter, more manageable environments as cracking the door open to reveal the new learning and new experiences available to your student. Swinging that door wide open would be very overwhelming and the student is likely to slam that door shut and bolt it - never to go there again... but if we provide daily practice in manageable amounts, that door will open wider and wider for the future.

Focus on helping your student understand that s/he can do things at the same time and with the same role as his or her guides. This is a more difficult partnership than turn taking, in that a student must now attend not only to his/her movements, but yours as well. Here are some new examples of this type of partnering (see also last post's recommendations):

• Each carrying a handle of a laundry basket filled with books, building blocks, or other materials from one room to another
• Pushing a table out of the way for some floor activity you are going to do
• Washing dishes or materials together in the sink or bathtub
• Your using hand over hand support to guide his/her hand to open something with an extra tight screw top or to use a can opener
• Pouring rice into a container for either cooking or sensory exploration 

VIDEO EXAMPLES OF SAME TIME, SAME ROLE PARTNERING:

Here is an example of same time, same role partnering between two students on a Summer vacation, rolling a log.

And another of children working together to get a ball out of a tree

And another in a pre-teen game I found on the internet (and remember from a fair when I was little, too!)

And to ensure that you know that the best plans do not always work out...

FOCUS ON STARTING AND ENDING ACTIVITIES
This week, we will be helping your student start, return, or hone his or her schedule-following skills. The theme is:  starting and ending. Most students using an in home school scenario need some guidance on how a schedule can be useful to guide one's activities. Many have also had negative experiences with following a schedule that either did not make sense or fit their learning styles. Therefore, we will be approaching your students' schedule as a guide to the order of activities but without times. The focus will be on the start and end to the activities within the schedule.  You will be expected to guide your student to reference the schedule with you to begin each activity then to clean up and specifically end each activity before moving on to the next. Changes may be made, the activities can be short or long. The focus is truly on helping your student understand that there is a beginning and end to activities and his/her responsibility to and attention to both.

Greeting - Start your day
Be sure to start your day by saying "hello" and connecting first. Students in home programs often need a quieter, slower transition into the day and expectations. This is a time for you to connect with your student, find out where his/her regulation and attention are for your day/session together. If the student is less engaged, very focused on special interests, or seemingly agitated, it is not the time to jump into the first exciting activity you have for him/her. Taking your time now to re-connect will make your well-planned and enjoyable activities truly received by your student.

Reading
START:  Show your student his/her schedule, point to and slowly engage your student in the word "reading," without saying more words. Body position yourself to guide his or her attention to the book options. Then you can either provide a choice or location for sitting to read.
Offer your student at least 3 choices of books to read during this time.  Each of the books should have topics relevant to your student's interests and include one that is seemingly above developmental level.
Ensure that your student holds the book while you read or vice versa.
Read aloud to your student, emphasizing familiar words, pausing and waiting for joint attention to the word and/or picture you are reading.
Do not use this time to quiz your student or have him/her read or fill in words into sentences. Pausing prior to turning the page in familiar books to increase suspense and anticipation in familiar or exciting books is always encouraged.
END:  Have your student put the books away not just in the stack you brought with you to the reading location but to the home of the books (e.g. shelf). Show your student his/her schedule and have him/her check off/mark off the fact that you are now finished with that activity.

Math/Sensory
START: Again, connect first (allow processing time and engagement with you). Show your student the schedule and "math" on the schedule. Then show him/her what the activity is for math. Here are some ideas:

•Start with an empty bin. Have a large container with a screw top lid on it full of rice, beans, water, etc. State "empty!" and explore the inside of the bin together. Feel the texture of the bin ("smooth," etc). Then when your student indicates wanting some of what is in the container, pour just a little tiny amount. Explore that amount. When s/he requests more, offer just a little "more," and so on. Remember to explore and enjoy each step, each amount, without assuming s/he wants more until s/he asks/indicates.
•Using a cupcake pan or empty egg carton, place one item in each place. Count them as you place them in each hole together, slowly. Change the items that you count into the cupcake pan. You might count playdough balls one time, then cut pieces of paper the next, then apples the next. The idea is that each number has a very specific place and count. (one to one correspondence).
•Start with 5 or 10 of something (e.g., toy animals). Use the above cupcake pan or empty egg carton to count how many of something you need to give each something (e.g., a leash, a hat, a pretend cookie).... place the needed items in each of the pan/carton spots then use them one at a time, counting each when you put in and take out.

Here are some inexpensive ideas for counters to go into the pan/carton spots (careful with students who may put things in their mouths. Use best judgement):

• buttons
• cleaned coins
• pom poms
• wooden disks
• floral marbles
• large beads
• dried pasta
• small erasers
• party favors
• dried lima beans
• small rocks
• large legos

END: Be sure to have your student fully clean up with you (even if they are not engaged in the activity- have them do just 1-2 parts of it then clean up, demonstrating their understanding that they can help "end" the activity before moving on to the next activity.  Show them the schedule, have them mark off the "math" to indicate being finished.

BREAK
Show schedule, "break," and provide "break box" for students who need support knowing what to do on break OR bring to area designated as break area
-This can be a great time to take a walk together to get some exercise, if you can see that some fresh air and/or movement might be helpful
-This can also be a time to allow your student to do whatever they wish without your interference (with you keeping him/her safe). This means that stim behaviors are okay during this time. It may be the way that your student re-regulates, focuses, thinks. S/he may need this time to integrate what s/he has learned!

Game
START: Again, connect first (allow processing time and engagement with you). Show your student the schedule and "game" on the schedule. Then show him/her what game you have chosen (go to location where it is kept and retrieve it together). Here are some ideas:

•Writing "start" and "end" on a piece of paper of different sizes (pre-done, if possible)... then start together at the start.... drawing a line that either goes straight to the end or meanders in squiggle fun patterns before hitting the end point.
•Similarly, if your student is ready for more formal mazes... this is a great time to do these together and even make them together, if possible
•Instead of just tossing beanbags, balls, or even rolled up socks into a bin together at the same time, consider using "ready, set, START!" and tossing them in together (same time, same role) into the bin as fast as you can... then as slow as you can... then as silly as you can.... remember to re-regulate with a simple engagement before finishing the activity.
•You can play "start/stop" with anything... helping your student understand that s/he can share when to "start" and when to "stop." You can use a deck of cards, for example, and start putting one at a time in a small bin between the two of you. If you are helping hand over hand, you can guide your student in being the one to put the cards into the bin one at a time.. then you say "stop!" and label the number, write it down nearby, clap the number, stomp the number, or whatever you choose to do together. With no materials (no cards or anything) you can sit face to face or side by side very close and start stomping your feet together so that you are doing it at the same time together... then stay "stop!" and enjoy the moment, staying "start!" or "go!" to return to the game. Repeat with different movements, different locations around the room, or add sounds, etc. to make it silly but definitely remember to return to a relaxed engagement that is easy and patterned before finishing the activity - do not end on an overly silly or frustrated note.

END: Indicate that "game" is finished (using visual schedule). Then ensure your student helps to clean up with you... putting all materials away with you.

Writing
START: Again, connect first (allow processing time and engagement with you). Show your student the schedule and "writing" on the schedule. Then show him/her what you will use for writing (go to location where the journal, paper, and/or pens are kept and retrieve them together).

This is your time to wind down the school session you have had with your student. Typically this is after approximately 2 hours of time. If you have another 2 hours or more to go, use this time to reflect on the day so far.

We are guiding your student in being able to use his/her memory more effectively, understand the schedule, and accept your guidance for new challenges.

Use a notebook or journal to draw pictures, write a short description of the activities you have just done together. Have your student actively contribute by (1) filling in ends of open ended sentences verbally or in writing; (2) draw a picture of something you did together. Emphasize that the activities were achieved together vs. alone... so "we made a really tall building!" vs. "you made a really tall building."

END:  Please ensure that your student puts all materials (journal, paper, pens) away in their home location to indicate being finished on his/her schedule.

FINISH YOUR SESSION TOGETHER - EMPHASIZE AUTHENTICITY

Connect at the end of your session. If it went really well, say so. If it didn't go well and was tough for regulation, behavioral, or other reasons, do NOT fake it. Simply say a simple monotone "goodbye" with indication when you will return. I am NOT advocating for any negativity on tough days. I am advocating for authenticity, not to mention that if it is a tougher day, regulation is most likely in question - making simple, monotone interactions simply more digestible then complicated, lengthy, or confusing goodbyes.

Please let me know should you have any questions and/or concerns,

Barb Avila
Synergy Autism Center
503-432-8760
synergyautismcenter@gmail.com

THEME: School starting in the Fall • August 20 - 29, 2014

THEME: School starting in the Fall  • August 20 - 29, 2014

Each Friday during the 2014-15 school year, I will be posting a new theme for the following week for students using In Home Synergy supports.  These can be used by guides who are parents, friends, relatives, caregivers, paraeducators, teachers, and/or therapists. We have seen themes truly support a student's progress forward when the full team is working on very similar interpersonal goals for the student in combination with a typical school type theme.

School Activity Theme: SCHOOL STARTING
Partnership Theme:  SAME TIME, SAME ROLE

I would like for everyone to focus now on helping your student understand that s/he can do things at the same time and with the same role as his guides. Here are some examples of this type of partnering:

• Carrying a heavy bucket of water together from one end of the backyard to the other to fill a pot, water a plant, use for sidewalk painting or letter/number writing
• Pushing something heavy together (moving a table or couch to then sweep or get something from behind)
• Petting a household pet or therapy dog together using the same movements and at the same time
• Your using hand over hand support to help him/her learn to write a new word, or use more force to manipulate something s/he is using/making (e.g., legos, other connecting pieces)
• Pouring milk or juice together by both holding the container and using equal work to pour/control the amount

Siblings, neighbors, and friends are getting ready to go back to school and I would like to celebrate your student's receiving school at home, but with a new feeling of a new start.  Let's take some time to truly "decorate" his/her school room or space to ensure s/he knows and feels like it is a place of confident learning. Here general some ideas for this August 20-29th time-frame using the same time, same role partnership:

• Rearrange the space: have something in mind ahead of time (e.g., a new table in the middle of the room) and then have student help you set it up, move items, create a nice new "school space" together.
• Ensure s/he has a drawer in the desk in the school space that is ready at all times with typical school supplies (e.g., colored pens, colored pencils, sharpener, fidgets for while doing work, a watercolor set).. you can collect these together and put them in together... make a whole 20 minute activity out of using them and putting them in the drawer after your use.
• Make the word "school" a regular word that you write together at the same time, paint together, cut out together, trace together, make out of sticks together, write in the sand, shaving cream, and/or steamed up window (IEP goals: identify letters and sounds, read high frequency words)
• Go on a walk together and notice everything you can with the word "school." You are near a school, so you might walk there to read the word, feel the word on a sign you can touch, take a picture of that word to bring home, print and tape up somewhere central in his school room.
• Count how many colored markers or pencils are in his supply drawer, make a sticky that indicates the total (IEP goal:  count to 5 using one to one correspondence).
• Consider using drawers from his desk to organize your work together... you could put something in drawer #1 (and label it) for your first activity (e.g., the 3 books you will offer about school starting in the Fall)... then drawer #2 could have your next activity (e.g., watercolors and 1 piece of paper for a counting/math/sensory activity)... then break to return to #3 (e.g., the Uno game)... then #4 your review of the day and journal.  This is using the Structured TEACCH approach to help him organize his time and school tasks... these are with your help and guidance now but one day could be more independent (the true goal of Structured TEACCH). (IEP goals: transitioning between activities; sequencing tasks)

Enjoy the last days before school OFFICIALLY begins!

Barb