Académique Documents
Professionnel Documents
Culture Documents
items
in
this
file
include
all
AGI
Curriculum
Tools
and
Activities
that
appear
in
the
print
publication
of
the
training.
Some
unit
numbers
do
not
match
the
module
numbers
for
the
AGI
Online
Course
that
you
have
completed;
however,
all
tools
covered
in
the
online
course
can
be
found
here,
plus
many
additional
materials
developed
for
supporting
adults
with
autism.
AGI
wishes
you
all
the
best
in
your
future
support
to
people
with
autism.
You
are
making
a
difference!
Unit
#1
History
Learning
Activity
1.1
Current
Perceptions:
ABCs
What
Would
You
Do?
Instructions:
Using
the
video
link
provided
in
the
training,
view
the
ABC
program,
What
Would
You
Do?
Reflecting
on
the
video,
consider
the
thoughts,
feelings
and
behaviors
of
the
players
involved
in
that
particular
situation.
Pretend
you
were
in
a
similar
situation.
Write
down
all
the
thoughts,
feelings
and
behaviors
that
you
might
take
on.
Group
activity:
Next,
count
off
in
3s
for
discussion.
For
your
group,
consider
the
perspective
of:
1:
the
other
patrons
in
the
restaurant
2:
the
parents
of
the
person
with
autism
3:
the
person
with
autism
Keep
in
mind
there
are
no
right
or
wrong
answers.
This
exercise
is
about
self-discovery
and
professional
growth.
Thoughts
Feelings
Behaviors/Actions
Unit
#1
History
Learning
Activity
1.2
Changing
Perceptions:
A
Credo
for
Support
Instructions:
Using
the
link
provided
in
the
training,
view
the
video,
A
Credo
for
Support.
Reflecting
on
the
video,
consider
the
thoughts,
feelings
and
behaviors
of
the
players
involved.
Pretend
you
were
in
a
similar
situation.
Write
down
all
the
thoughts,
feelings
and
behaviors
that
you
might
take
on.
Did
you
experience
any
changes
in
your
perspective
about
people
with
disabilities?
If
so,
what
were
the
changes?
Do
you
feel
viewing
this
video
will
affect
the
way
you
support
people
with
disabilities
in
your
daily
work
setting?
If
so,
how?
Group
activity:
Next,
count
off
in
2s
for
discussion.
Share
your
thoughts
and
ideas:
1:
Did
you
experience
any
changes
in
your
perspective
about
people
with
disabilities?
If
so,
what
were
the
changes?
2:
Do
you
feel
viewing
this
video
will
affect
the
way
you
support
people
with
disabilities
in
your
daily
work
setting?
If
so,
how?
Keep
in
mind
there
are
no
right
or
wrong
answers.
This
exercise
is
about
self-discovery
and
professional
growth.
Changes
in
My
Perspective
Changes
I
Want
to
Make
in
My
Support
Unit
#2
Person
Centered
Approach
Handout
2.1
Preferences
Chart
What
Works
What
Doesnt
Work
Unit
#2
Person
Centered
Approach
Handout
2.2
Interests
Worksheet
Favorite
Objects
Hobbies
Favorite
Places
Favorite
People
Favorite
classes,
Work
Experiences
(collections)
clubs,
groups,
(jobs,
tasks,
chores)
activities
Unit
#2
Person
Centered
Approach
Handout
2.3
Needs
Chart
What
Works
What
Doesnt
Work
Unit
#2
Person
Centered
Approach
Learning
Activity
2.1
Unit
#2
Person
Centered
Approach
Learning
Activity
2.1
(answer
key)
Unit
#2
Person
Centered
Approach
Learning
Activity
2.2
The
Learner
Snapshot
Directions:
Use
the
following
information
to
create
a
Learner
Snapshot.
If
information
is
missing
or
unclear
be
sure
to
note
it
in
your
process.
Be
sure
to
clearly
identify
what
information
would
be
important
to
gather
and
how
you
would
go
about
obtaining
that
information.
Include
information
for
the
following
headings:
Name
Exceptionality
Family
dynamics
Learns
best
Special
interests
Strengths
Challenges
Description:
Martin
is
a
42
year-old
man
with
ASD
who
lives
in
a
residential
placement
setting.
Martin
is
a
kind,
gentle,
and
cooperative
individual.
He
works
in
a
factory
assembling
small
mechanical
parts.
He
responds
well
to
direct
instruction
techniques
and
is
very
organized.
He
enjoys
gardening,
puzzles,
Celine
Dion
music,
bird
watching,
building
birdhouses,
and
visits
with
his
brother.
He
uses
a
language
board
to
communicate
because
he
has
difficulty
with
verbal
expression.
He
has
difficulty
with
almost
any
change
in
his
routine
and
requires
advance
notice
and
multiple
opportunities
to
practice
with
any
new
experience.
He
can
become
upset
in
the
face
of
confusion
or
when
he
does
not
know
what
is
happening
or
what
is
expected.
He
becomes
upset
in
large
crowds
and
busy
chaotic
environments.
He
relies
on
visual
schedules
to
help
navigate
his
day.
When
upset,
he
can
become
despondent
and
may
rock
or
moan
to
soothe
himself.
Listening
to
music,
going
for
a
walk,
or
removing
him
from
triggering
situations
is
helpful.
Martin
has
Type
I
diabetes
and
is
allergic
to
strawberries.
Unit
#2
Person
Centered
Approach
Learning
Activity
2.2
(answer
key)
The
Learner
Snapshot:
Martin
Answer
Key
Name:
Martin
M.
42
years
old
Disabilities:
Autism-A
disorder
resulting
in
impairments
in
communication
and
social
interaction,
with
markedly
restricted
patterns
of
behavior
and
interests
Medical:
Type
I
Diabetes-
insulin
dependent
Allergies:
Strawberries
Family
Dynamics:
Martin
is
kind,
cooperative,
and
gentle.
He
lives
a
residential
facility.
He
is
extremely
fond
of
his
brother
and
looks
forward
to
their
weekly
visits.
He
works
at
a
local
factory
assembling
small
mechanical
parts.
Learns
Best:
Martin
is
a
visual
learner.
He
learns
well
when
tasks
are
modeled
for
him.
He
does
well
when
clear,
explicit
instructions
are
provided.
He
uses
a
language
board
to
communicate
with
others.
Special
Interests:
Gardening,
birds,
Celine
Dion
music,
puzzles,
building
birdhouses
Strengths:
Gentle,
polite,
cooperative,
responds
well
to
direct
instructions,
enjoys
a
wide
range
of
activities,
responds
well
to
structure
and
is
very
organized.
Challenges:
Functioning
during
unstructured
activities,
ambiguous
situations
or
too
many
choices,
poor
problem
solving
skills,
adjusting
to
changes
in
routine
or
schedule,
difficulty
with
new
people
Things
that
upset:
Changes
to
schedule
or
routine,
loud
noises,
commotion
or
large
crowds,
Signs
of
being
upset:
Rocks
back
and
forth,
stares
out
the
window,
whimpers
or
moans,
rocks
back
and
forth,
despondence
or
inactivity,
rigidity
Motivators
and
preferences:
Walking
the
grounds,
listening
to
music,
watching
the
Discovery
channel,
working
on
birdhouses,
visits
with
his
brother
Calming/Soothing
Techniques:
Using
soft
gentle
tones,
listening
to
Celine
Dion
songs,
removal
from
loud
or
chaotic
environments,
taking
a
walk
outdoors
or
in
an
area
with
limited
noise
and
commotion
General
modifications:
Visual
and
sensory
supports,
providing
clear
directions,
number
steps
to
tasks,
provide
verbal
and
visual
instructions,
use
of
calendar
and
daily
schedule,
use
of
language
board,
provide
multiple
opportunities
to
practice
task
or
skills,
prepare
one
week
in
advance
for
changes
in
schedule
or
routine,
limit
choices.
Unit
#3
Regulation
Learning
Activity
3.1
ISA
Sensory
Scan
Pre-Teaching
Worksheet
Learning
the
Sensory
Systems
Used
with
permission
by
Valerie
Paradiz,
LLC
Instructions:
Fill
in
the
blanks
below
to
learn
more
about
the
sensory
systems,
how
they
function
and
what
you
are
currently
sensing
in
the
environment
through
each
system.
The
last
image
in
the
worksheet
represents
both
the
vestibular
and
proprioceptive
systems.
An
example
key
is
provided
following
Homework
3.1.
Sensory
Picture
What
is
its
name?
How
does
it
function?
Do
you
sense
anything
in
this
environment?
Unit
#3
Regulation
Homework
3.1
ISA
Sensory
Scan
Pre-Teaching
Worksheet
Learning
the
Sensory
Systems
Used
with
permission
by
Valerie
Paradiz,
LLC
Instructions:
Complete
this
form
with
an
individual
with
autism
by
prompting
him/her
to
self-report
and/or
by
your
observations.
The
last
image
in
the
worksheet
represents
both
the
vestibular
and
proprioceptive
systems.
An
example
key
is
provided
on
the
next
page.
Sensory
Picture
What
is
its
name?
How
does
it
function?
Do
you
sense
anything
in
this
environment?
Unit
#3
Regulation
Learning
Activity/Homework
3.1
(example
key)
ISA
Sensory
Scan Pre-Teaching
Worksheet
Learning
the
Sensory
Systems
Used
with
permission
by
Valerie
Paradiz,
LLC
Sensory
Picture
What
is
its
name?
How
does
it
function?
Do
you
sense
anything
in
this
environment?
Unit
#3
Regulation
Learning
Activity
3.2
Sensory Dis-regulation
Using
the
behavior
example
provided
by
your
instructor,
complete
the
following
worksheet.
Consider
the
strategies
for
supporting
regulation
covered
in
this
unit
when
completing
the
section
Possible
Behavior
Solution.
An
example
key
is
provided
on
the
following
page.
Sensory
System/
Incoming
Incoming
Possible
Behavior
Solution
Situation
Information
Information
Too
Big
Too
Small
Sight
(Visual)
Smell
(Olfactory)
Hearing
(Auditory)
Taste
(Oral
Motor)
Touch
(Tactile)
Proprioception
Vestibular
Unit
#3
Regulation
Learning
Activity
3.2
(example
key)
Sensory Dis-regulation
Unit
#3
Regulation
Homework
3.2
Complete
the
following
w
worksheet
with
an
individual
you
support
in
a
residential
setting
or
when
integrating
into
the
community.
This
can
be
completed
by
self-report
and/or
observation
on
your
part.
Consider
the
strategies
for
supporting
regulation
covered
in
this
unit
when
completing
the
section
Possible
Behavior
Solution.
Sensory
System/
Incoming
Incoming
Possible
Behavior
Solution
Situation
Information
Information
Too
Big
Too
Small
Sight
(Visual)
Smell
(Olfactory)
Hearing
(Auditory)
Taste
(Oral
Motor)
Touch
(Tactile)
Proprioception
Vestibular
Unit
#3
Regulation
Learning
Activity
3.3
The ISA Sensory Scan Worksheet
Integrated Self-Advocacy ISA
Used with permission by Valerie Paradiz, LLC
Instructions:
Complete
the
following
worksheet,
scanning
the
current
environment
you
are
in
or
in
another
environment
outside
the
training
room.
2. Visual Scan: Pay attention to what you see or how you see in this environment. Which of the following apply to
you? Fill in as many details as you can in the Notes sections.
Light in room is too bright or too dim Type of light is distracting or challenging
Notes: Notes:
Angle of light is difficult (from above, below, etc.) Difficulty reading in this environment
Notes: Notes:
3. Olfactory Scan (Smell): Pay attention to the smells in this environment. Which of the following apply to you? Fill in
as many details as you can in the Notes sections.
Smell from objects is distracting, challenging The general smell of the room is difficult
Notes: Notes:
Smell from person(s) is distracting, challenging Other
Notes: Notes:
4. Tactile Scan (Touch/Feel): Pay attention to your reaction to touch or to the things or people you
touch/feel in this environment. Which of the following apply to you? Fill in as many details as you can in the Notes
sections.
Generally cannot tolerate others touch/type of touch Challenges with how things or surfaces
Notes: feel to the touch (sticky, wet, rough, etc.)
Notes:
Sometimes dont feel pain the way others do Difficulty with the temperature or drafts
Notes: Notes:
5. Oral/Gustatory Scan: Pay attention to tastes or textures on your tongue in this environment. Which of the
following apply to you? Fill in as many details as you can in the Notes sections.
Difficulty with the texture or taste Challenges with mixed foods
of certain foods Notes:
Notes:
Other/Notes:
6. Vestibular Scan: Pay attention to how movement affects or doesnt affect you in this environment. Which of
the following apply to you? Fill in as many details as you can in the Notes sections.
Cannot sit for long periods of time Would like to spin in circles
Notes: Notes:
7. Proprioceptive Scan: Pay attention to your experience of your body and the space around you. Which of the
following apply to you? Fill in as many details as you can in the notes sections.
Easily bump into others or the walls Need to rock, bounce, or press
Notes: against other things or people
Notes:
My Top Three Environmental Needs: Choose up to three results from your Sensory Scan above. You will use
these to develop an Advocacy Plan in your Self-Advocacy Portfolio.
1.
2.
3.
Unit
#3
Regulation
Homework
3.3
Develop
a
Sensory
Advocacy
Plan
Used
with
Permission
from
Valerie
Paradiz,
LLC
Instructions:
On
the
following
page,
youll
find
a
Sensory
Advocacy
Plan
Worksheet.
Using
the
results
of
your
Sensory
Scan
in
Learning
Activity
3.3,
choose
one
or
more
of
your
Top
Environmental
Needs,
then
complete
the
planning
sheet
accordingly.
You
will
see
that
once
the
advocacy
plan
is
completed,
it
should
be
implemented
by
you
support
in
the
residential
setting
or
out
in
the
community.
An
assessment
of
how
effective/useful
the
plan
was
can
be
found
at
the
bottom
of
the
worksheet.
If
the
score
is
1,
the
plan
can
be
revised
and
implemented
again.
If
the
score
is
2,
perhaps
the
plan
can
be
adjusted
for
optimal
success.
If
the
score
is
3
the
plan
was
successful
on
the
first
attempt!
Self-Advocacy
Portfolio
Do I need an Advocacy Script? (If YES, complete the Advocacy Script worksheet)
Valerie
Paradiz,
LLC
2012
Integrated
Self
Advocacy
ISA
ISA
Social
Scan
Unit
#3
Regulation
Homework
3.4
http://www.autisminternetmodules.org/
At
this
site,
you
can
choose
a
module
on
visual
supports
or
sensory
differences
to
see
video
footage
on
the
implementation
of
various
supports.
After
completing
the
module
of
your
choice,
provide
a
list
of
3-5
visual
or
sensory
support
ideas
or
strategies
you
can
try
with
individuals.
Complete
this
assignment
prior
to
the
Communication
Unit
#4,
in
which
you
will
learn
more
about
aspects
of
visual
supports.
Additionally,
you
will
learn
much
more
about
implementing
visual
and
sensory
supports
in
the
Applications
Unit
#5
of
this
curriculum.
Unit
#4
Communication
Handout
4.1
Example Task Analysis: Steps for Washing Dishes
Rinse
dishes
and
stack
them
on
the
counter
Fill
one
side
of
sink
with
hot
water
Add
a
squirt
of
dish
liquid
to
the
water
Wash
and
rinse
all
glasses,
placing
them
in
the
rack
on
the
counter
Wash
and
rinse
all
utensils,
placing
them
in
the
rack
on
the
counter
Wash
and
rinse
all
plates
and
bowls,
placing
them
in
the
rack
on
the
counter
Wash
and
rinse
all
pots
and
pans,
placing
them
in
the
rack
on
the
counter
Empty
the
water
from
the
sink,
rinsing
away
soap
suds
Wipe
water
from
the
counter
and
faucet
area
8:30
AM
Catch
Bus
9:00
AM
Day
Program
12:00
PM
Lunch
12:30
PM
Catch
Bus
1:00
PM
Work
5:15
PM
Catch
Bus
6:00
PM
Dinner
7:00
PM
Wash
Dishes
8:00
PM
TV
Time
10:00
PM
Bed
Unit
#4
Communication
Handout
4.3
Example
Weekly
Schedule
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Unit
#4
Communication
Learning
Activity
4.1
Design
a
Visual
Schedule
to
Support
Communication
Instructions:
Use
Pias
Learner
Snapshot
as
a
basis
for
developing
a
visual
support
that
will
facilitate
communication
for
Pia,
who
volunteers
in
the
community.
In
addition,
indicate
how
the
support
you
develop
will
increase
communication.
Disabilities:
Autism:
A
disorder
resulting
in
impairments
in
communication
and
social
interaction,
with
markedly
restricted
patterns
of
behavior
and
interests
Medical: Arthritis
Family
Dynamics:
Pia
is
quiet,
shy
and
gentle.
Her
primary
language
is
Filipino
and
her
secondary
language
is
English.
Her
receptive
language
is
quite
good
but
she
communicates
infrequently
using
one
or
two
words
to
express
herself.
She
primarily
relies
on
a
Picture
Exchange
Communication
System
(PECS,
Bondy
&
Frost,
2011)
binder
that
has
been
created
for
her.
She
will
often
avoid
communicating
her
needs
and
often
waits
until
someone
engages
her.
A
timer
and
a
written
schedule
are
helpful
to
her
to
anticipate
possible
needs
or
transition
periods,
such
as
meals,
using
the
restroom,
etc.
Learns
Best:
Pia
functions
well
with
written
schedules.
She
does
best
when
her
own
schedule
is
written
in
her
language.
She
thrives
on
a
predictable
routine.
Timers
have
been
helpful
in
alerting
her
when
it
is
time
to
s
use
the
restroom,
get
a
drink,
eat
lunch,
etc.
Special
Interests:
Gardening,
birds,
flowers,
crossword
puzzles,
reading
(books
in
Filipino),
listening
to
books
on
tape
(especially
in
Filipino),
crochet
Strengths:
Gentle,
polite,
cooperative,
responds
well
to
direct
instructions,
responds
well
to
structure,
level
of
independence
increases
as
structure
and
predictability
increase
Challenges:
Pia
(a)
struggles
to
communicate
her
wants
and
needs
when
in
new
settings;
(b)
often
relies
on
prompts
to
perform
some
basic
functions,
such
as
taking
a
bathroom
break
or
stopping
for
lunch;
(c)
uses
her
PECS
book
in
the
residential
facility
but
seems
hesitant
to
use
it
in
other
settings;
(d)
experiences
difficulty
transitioning
from
one
setting
to
the
next
due
to
her
strong
interests
Things that upset: Unfamiliar people, loud noises, commotion or large crowds
Signs of being upset: Despondence or inactivity, rigidity, confusion, inconsistency in schedule or routine
Calming/Soothing
Techniques:
Using
soft
gentle
tones,
removal
from
loud
or
chaotic
environments,
calms
with
the
sound
of
running
water,
nature
sounds
CD
General
modifications:
Visual
and
sensory
supports,
providing
clear
directions,
provide
verbal
and
visual
instructions,
use
of
calendar
and
daily
schedule,
use
of
PECS
to
communicate,
provide
communication
in
Filipino
as
much
as
possible
Reference:
Bondy,
A.,
&
Frost,
L.
(2011).
A
pictures
work:
PECS
and
other
visual
communication
in
autism.
Bethesda,
MD:
Woodbine
House.
Unit
#4
Communication
Homework
4.1
Construct
a
Visual
Schedule
for
an
Individual
You
Support
Using
the
examples
in
the
PowerPoint
slides
for
this
and
the
Regulation
unit,
any
of
the
examples
the
instructor
made
available
to
you,
and
information
from
the
AIM
site,
create
a
visual
schedule
that
will
support
a
client.
NOTE:
When
this
unit
is
presented
the
instructor
will
have
a
variety
of
actual
visual
schedules
as
examples
for
you
to
see.
If
you
have
not
done
so,
make
sure
to
complete
Homework
3.1:
Exploring
Internet
Modules
from
the
Regulation
unit
before
completing
this
assignment.
Unit
#4
Communication
Learning
Activity
4.2
Developing
a
Script
from
a
Learner
Snapshot
Instructions:
On
the
pages
that
follow
are
five
learner
snapshots.
Create
a
script
that
will
facilitate
the
communication
of
one
of
the
adults
in
the
list
below.
The
learner
snapshots
focus
on
the
following
areas:
1. Martin
M.
Shopping
2. Jamilla
Recreation
3. Liam
Transportation
4. Pia
Volunteering
5. Dom
Faith-based
In
addition,
indicate
how
the
support
you
develop
will
increase
communication.
Unit
#4
Communication
Learning
Activity
4.2
(continued)
Learner
Snapshot
#1:
Shopping
Disabilities:
Autism-A
disorder
resulting
in
impairments
in
communication
and
social
interaction,
with
markedly
restricted
patterns
of
behavior
and
interests
Allergies: Strawberries
Family
Dynamics:
Martin
is
kind,
cooperative,
and
gentle.
He
lives
a
residential
facility.
He
is
extremely
fond
of
his
brother
and
looks
forward
to
their
weekly
visits.
He
works
at
a
local
factory
assembling
small
mechanical
parts.
Learns
Best:
Martin
is
a
visual
learner.
He
learns
well
when
tasks
are
modeled
for
him.
He
does
well
when
clear,
explicit
instructions
are
provided.
He
uses
a
language
board
to
communicate
with
others.
Special Interests: Gardening, birds, Celine Dion music, puzzles, building birdhouses
Strengths:
Gentle,
polite,
cooperative,
responds
well
to
direct
instructions,
enjoys
a
wide
range
of
activities,
responds
well
to
structure
and
is
very
organized.
Challenges:
Functioning
during
unstructured
activities,
ambiguous
situations
or
too
many
choices,
poor
problem
solving
skills,
adjusting
to
changes
in
routine
or
schedule,
difficulty
with
new
people
Things that upset: Changes to schedule or routine, loud noises, commotion or large crowds
Signs
of
being
upset:
Rocks
back
and
forth,
stares
out
the
window,
whimpers
or
moans,
rocks
back
and
forth,
despondence
or
inactivity,
rigidity
Motivators
and
preferences:
Walking
the
grounds,
listening
to
music,
watching
the
Discovery
channel,
working
on
birdhouses,
visits
with
his
brother
Calming/Soothing
Techniques:
Using
soft
gentle
tones,
listening
to
Celine
Dion
songs,
removal
from
loud
or
chaotic
environments,
taking
a
walk
outdoors
or
in
an
area
with
limited
noise
and
commotion
General
modifications:
Visual
and
sensory
supports,
providing
clear
directions,
number
steps
to
tasks,
provide
verbal
and
visual
instructions,
use
of
calendar
and
daily
schedule,
use
of
language
board,
provide
multiple
opportunities
to
practice
task
or
skills,
prepare
one
week
in
advance
for
changes
in
schedule
or
routine,
limit
choices
Unit
#4
Communication
Learning
Activity
4.2
(continued)
Learner
Snapshot#2:
Recreation
Disabilities:
Autism:
A
disorder
resulting
in
impairments
in
communication
and
social
interaction,
with
markedly
restricted
patterns
of
behavior
and
interests
Family
Dynamics:
Jamilla
is
kind
and
energetic.
She
is
quite
curious
and
exploratory.
She
has
just
recently
been
placed
in
a
residential
living
situation
because
her
needs
exceed
that
of
which
her
mother
can
provide.
Her
family
consists
of
her
2
parents
and
2
younger
siblings.
Her
mother
visits
daily
and
the
entire
family
visits
on
Sundays.
Learns
Best:
Jamilla
responds
well
to
structure
and
explicit
instructions.
Visual
supports
and
a
variety
of
prompts
are
necessary.
Her
daily
schedule
needs
to
be
carefully
planned
and
organized,
as
she
gets
bored
easily
with
monotonous
tasks
that
do
not
involve
movement.
She
enjoys
physical
activity
and
loves
being
outdoors.
Boundary
markers
are
helpful
in
managing
her
curiosity
and
avoiding
areas
that
may
be
dangerous.
Special
Interests:
Jamilla
loves
the
outdoors
and
engaging
in
games
and
tasks
that
require
movement.
She
loves
bike
riding
and
hiking.
Strengths: Jamilla is very curious. She is friendly and energetic. She gets along well with others.
Challenges:
Jamilla
has
the
tendency
to
wander.
She
often
does
not
understand
her
own
boundaries
and
the
precautions
she
needs
to
take
with
regards
to
her
allergies.
Her
receptive
language
skills
are
poor
and
she
has
troubling
retaining
information
for
very
long.
She
becomes
interested
and
fixated
on
almost
anything
that
catches
her
eye
outdoors.
She
needs
significant
structure
and
one
on
one
support
to
assist
her
in
new
settings
as
well
as
for
most
tasks
and
activities.
Things
that
upset:
Telling
her
no
or
redirecting
her
without
replacement
of
a
particular
interest
or
activity,
transitioning
between
activities,
stopping
one
activity
and
beginning
another,
too
much
commotion
or
activity
(overstimulation)
Signs
of
being
upset:
Motor
agitation,
rapid
shifts
in
mood
and
affect,
rejecting
alternative
options,
self
injury
(hitting
head,
picking
at
skin
on
arms
and
face)
Motivators
and
preferences:
Movement,
physical
activity/games,
bike
riding,
visits
with
her
mother,
citrus
fruit
(oranges
are
her
favorite),
blowing
bubbles
(use
as
distracter
to
transition
from
one
activity
to
the
next)
Calming/Soothing Techniques: Movement, push-ups, walks, use of a weighted blanket, use of a therapy ball
General
modifications:
Frequent
reminders
(countdowns
to
transitions),
one
on
one
assistance
in
less
structure
settings,
creating
boundary
markers,
use
timers
to
count
down
time
left
from
one
activity
to
the
next.
Unit
#4
Communication
Learning
Activity
4.2
(continued)
Learner
Snapshot#3:
Transportation
Disabilities:
Autism:
A
disorder
resulting
in
impairments
in
communication
and
social
interaction,
with
markedly
restricted
patterns
of
behavior
and
interests
Family
Dynamics:
Liam
is
a
motivated
and
driven
man.
He
has
lived
in
a
residential
setting
for
the
past
18
years.
He
is
verbal
but
uses
brief
phrases
to
communicate.
He
struggles
with
receptive
language
and
will
sometimes
indicate
that
he
understands
when
he
does
not.
He
works
at
the
local
animal
shelter
helping
exercise
dogs
and
clean
kennels.
He
is
quite
sensitive
to
certain
odors
and
uses
a
medical
grade
mask,
as
needed.
His
parents
visit
him
every
Monday
and
take
him
out
to
his
favorite
restaurant
if
he
has
met
his
weekly
goal.
(Liam
has
yet
to
miss
his
weekly
goal).
Learns
Best:
Liam
thrives
on
clear
and
explicit
instruction.
He
needs
models
and
multiple
opportunities
to
practice
with
corrective
feedback
in
order
to
achieving
mastery.
Tasks
need
to
be
broken
down
by
steps
and
rehearsed
regularly.
He
also
requires
gestural
prompts,
but
does
not
like
being
told
what
to
do.
He
responds
well
to
verbal
reinforcement
(good
job!)
and
a
check
mark
after
every
step
completed
successfully.
Special
Interests:
Dogs,
working
at
the
dog
shelter,
completing
crossword
puzzles,
being
helpful
particularity
if
working
with
his
hands
and
back
(breaking
down
boxes)
Strengths:
Hard-worker,
responds
well
verbal
and
visual
forms
of
reinforcement,
highly
motivated,
will
try
new
things,
eager
to
please
others,
strong
relationship
with
his
family,
dependable.
Challenges:
Functioning
during
unstructured
activities/tasks,
can
become
over-stimulated
by
sounds
and
smells,
transitioning
from
one
activity
to
the
next,
strives
for
perfection
Things that upset: Changes to schedule or routine, strong and unfamiliar odors
Signs of being upset: Rocks back and forth, whimpers or moans, rocks back and forth, becomes rigid, paces
Motivators
and
preferences:
Work
tasks
that
involved
the
use
of
his
back
and
arms,
crossword
puzzles,
Wii
system
games,
weekly
dinners
with
his
family,
going
to
work
at
the
dog
shelter
Calming/Soothing
Techniques:
Using
soft
gentle
tones,
removal
from
loud
or
chaotic
environments,
engaging
in
physical
activity
such
as
sweeping/mopping/shoveling,
moving
boxes,
using
his
medical
mask,
General
modifications:
Visual
and
sensory
supports,
providing
clear
directions,
number
steps
to
tasks,
provide
modeling
and
multiple
opportunities
to
practice,
use
of
calendar
and
daily
schedule,
provide
multiple
opportunities
to
practice
task
or
skills,
prepare
one
week
in
advance
for
changes
in
schedule
or
routine,
limit
choices.
Unit
#4
Communication
Learning
Activity
4.2
(continued)
Learner
Snapshot#4:
Volunteering
Disabilities:
Autism:
A
disorder
resulting
in
impairments
in
communication
and
social
interaction,
with
markedly
restricted
patterns
of
behavior
and
interests
Medical: Arthritis
Family
Dynamics:
Pia
is
quiet,
shy
and
gentle.
Her
primary
language
is
Filipino
and
her
secondary
language
is
English.
Her
receptive
language
is
quiet
good
but
she
is
communicates
infrequently
only
using
one
or
two
words
to
express
herself.
She
primarily
relies
on
a
Picture
Exchange
Communication
System
(PECS,
Bondy
&
Frost,
2011)
binder
that
has
been
created
for
her.
She
will
often
avoid
communicating
her
needs
and
often
wait
until
someone
engages
her
as
opposed
to
initiating.
A
timer
and
a
written
schedule
are
helpful
to
her
to
anticipate
possible
needs
or
transition
periods,
such
as
meals
and
using
the
restroom.
Learns
Best:
Pia
functions
well
with
written
schedules.
She
does
best
when
her
own
schedule
is
written
in
her
language.
She
thrives
on
a
predictable
routine.
Timers
have
been
helpful
in
alerting
her
when
it
is
time
to
s
use
the
restroom,
get
a
drink,
eat
lunch,
etc.
Special
Interests:
Gardening,
birds,
flowers,
crossword
puzzles,
reading
(books
in
Filipino),
listening
to
books
on
tape
(especially
in
Filipino),
crochet
Strengths:
Gentle,
polite,
cooperative,
responds
well
to
direct
instructions,
responds
well
to
structure,
level
of
independence
increases
as
structure
and
predictability
increase
Challenges:
She
struggles
to
communicate
her
wants
and
needs
when
in
new
settings,
she
often
relies
on
prompts
to
perform
some
basic
functions
such
as
taking
a
bathroom
break
or
stopping
for
lunch,
she
uses
her
PECS
book
in
the
residential
facility
but
seems
hesitant
to
use
it
in
other
settings,
difficulty
transitioning
from
one
setting
to
the
next
due
to
fixated
interests
Things that upset: Unfamiliar people, loud noises, commotion or large crowds
Signs of being upset: despondence or inactivity, rigidity, confusion, inconsistency in schedule or routine
Calming/Soothing
Techniques:
Using
soft
gentle
tones,
removal
from
loud
or
chaotic
environments,
calms
with
the
sound
of
running
water,
nature
sounds
CD
General
modifications:
Visual
and
sensory
supports,
providing
clear
directions,
provide
verbal
and
visual
instructions,
use
of
calendar
and
daily
schedule,
use
of
PECS
to
communicate,
provide
communication
in
Filipino
as
much
as
possible
Reference:
Bondy,
A.,
&
Frost,
L.
(2011).
A
pictures
work:
PECS
and
other
visual
communication
in
autism.
Bethesda,
MD:
Woodbine
House.
Unit
#4
Communication
Learning
Activity
4.2
(continued)
Disabilities:
Autism-A
disorder
resulting
in
impairments
in
communication
and
social
interaction,
with
markedly
restricted
patterns
of
behavior
and
interests;
Generalized
Anxiety
Disorder-
A
mental
disorder
that
is
characterized
by
excessive
worry
or
fear
Medical: Asthma, Chronic constipation and stomach upset (takes medication to manage)
Allergies: Seasonal
Family
Dynamics:
Dom
is
a
64
year-old
man
with
ASD.
He
is
non-verbal
but
can
read
and
write
quite
well.
He
has
one
sister
that
visits
2
times
a
year.
These
visits
are
generally
upsetting
because
of
poor
planning
and
preparedness
as
well
as
Doms
need
for
strict
adherence
to
his
schedule.
Learns
Best:
Dom
thrives
on
structure
and
predictability
within
his
daily
routine.
He
relies
heavily
on
his
visual
schedule
and
can
communicate
using
a
speech-generating
device.
He
is
a
visual
learner
and
does
well
with
new
tasks
when
people
show
him
exactly
what
it
is
that
he
needs
to
do
(modeling).
He
also
requires
gestural
prompts.
Special
Interests:
Music
(particularly
gospel
hymns),
watching
the
dogs
at
the
dog
park
(from
a
distance
and
will
not
approach),
putting
together
jigsaw
puzzles,
reading
in
his
rocking
chair,
enjoys
reading
the
newspaper
from
cover
to
cover
everyday
Strengths:
Gentle,
cooperative,
understands
and
follows
through
with
his
routine
with
the
necessary
supports,
picks
up
on
new
tasks
easily
as
long
as
there
is
a
visual
model,
can
take
the
bus
independently
Challenges:
Non-verbal,
poor
problem
solving
skills,
adjusting
to
changes
in
routine
or
schedule,
difficulty
with
new
people,
general
anxiety,
needs
things
to
be
predictable
to
the
minute,
details
of
his
schedule
need
to
be
written
exactly.
Things
that
upset:
Changes
to
schedule
or
routine,
easily
spooked
(does
not
like
things
at
his
back),
difficulty
ending
activities
Motivators and preferences: Completing puzzles, Sudoku, walking the therapy dog, reading, going to mass
Calming/Soothing
Techniques:
Music,
referring
him
to
his
schedule
when
there
are
changes,
going
to
his
rocking
chair,
reading
General
modifications:
Visual
and
sensory
supports,
providing
clear
directions,
provide
verbal
and
visual
instructions,
use
of
calendar
and
daily
schedule,
limit
choices.
Unit
#4
Communication
Homework
4.2
Using
the
examples
in
the
PowerPoint
slides
for
this
and
the
Regulation
unit,
any
of
the
examples
the
instructor
made
available
to
you,
and
information
from
the
AIM
site,
create
a
script
that
will
support
a
client.
NOTE: When this unit is presented the instructor will have a variety of actual scripts as examples for you to see.
Unit
#4
Communication
Handout
4.4
Kim
is
learning
to
cook
supper
for
his
family
one
night
The
familys
in-home
support
worker
is
per
week.
When
his
father,
who
supports
him
says,
teaching
Kims
family
how
to
support
him
in
Whats
next?,
Kim
tends
to
respond
by
trying
to
learning
new
skills.
The
worker
tells
Kims
repeat
the
last
step.
father
to
try
pointing
to
an
item
involved
in
the
next
step.
Arial
has
begun
attending
services
at
the
synagogue
A
former
teacher,
who
provides
Arial
with
near
her
new
apartment.
She
frequently
spends
part
of
transportation,
explains
to
the
Rabbi
that
Arial
the
time
pacing
in
the
back
of
the
sanctuary.
gets
restless
and
often
paces
as
a
way
to
stay
focused.
Ben
tends
to
say
all
done
whenever
he
is
asked
Bens
house
mate
gives
him
a
laminated
card
whether
he
is
done
with
a
task.
This
is
true
whether
he
with
the
words
work
on
the
front
and
is
finished
or
not.
done
on
the
back.
Ben
flips
the
card
to
the
back
when
he
finishes
a
task.
Unit
#4
Communication
Learning
Activity
4.3
Supporting
Communication
as
a
Translator
Instructions:
Think
of
an
individual
with
whom
you
work.
Identify
a
time
when
a
communication
mishap
occurred.
Identify
what
information
needed
translation.
Indicate
who
could
have
acted
as
a
translator
and
how.
Use
this
information
to
complete
the
form
below.
Unit
#4
Communication
Learning
Activity
4.4
Hidden
curriculum
items
are
often
learned
as
the
result
of
direct
instruction.
This
instruction
may
occur
in
daily
life
by
using
a
one-a-day
hidden
curriculum
calendar
or
something
similar,
or
instruction
may
occur
after
social
error
has
occurred
that
involves
a
violation
of
the
hidden
curriculum.
This
tool
(refer
to
the
following
pages)
provides
you
with
one
way
to
keep
track
of
the
hidden
curriculum
items
you
learn.
It
is
amazing
how
much
you
can
learn
over
time
and
fun
to
review
it
from
time
to
time.
You
can
also
make
your
own
Hidden
Curriculum
Diary
electronically
on
your
computer,
iPad
or
other
device,
if
you
prefer.
Make
several
copies
of
the
tool.
If
you
want
you
can
hole
punch
the
copies
and
put
them
into
a
ring
binder
or
staple
them
together
to
make
your
own
diary.
Feel
free
to
make
a
cover
for
your
diary
if
you
wish.
NOTE: Information solicited can be provided in many ways including, but not limited to:
Unit
#4
Communication
Learning
Activity
4.4
(Diary
Tool)
Unit
#4
Communication
Homework
4.3
Using
My
Hidden
Curriculum
Diary
Using
the
Diary
Tool
provided
in
Learning
Activity
4.4,
begin
recording
all
the
hidden
curriculum
you
observe
for
the
next
24-48
hours
as
you
go
about
your
everyday
life.
Record
at
least
6-8
items.
For
example,
when
checking
out
at
the
grocery
store,
even
though
you
are
in
a
hurry
and
would
like
to
load
your
items
on
the
conveyor
belt
at
the
checkout
to
expedite
the
checkout
process,
you
refrain
from
rearranging
the
items
belonging
to
the
customer
in
front
of
you
so
as
to
be
able
to
make
room
for
your
items.
The
hidden
curriculum
item
is:
When
waiting
to
load
your
items
on
the
conveyor
belt
at
the
grocery
store
checkout,
it
is
considered
a
social
sin
to
rearrange
another
customers
items
so
as
to
take
up
less
space,
thus
making
room
for
your
own
items.
In
the
notes
section
of
My
Hidden
Curriculum
Diary
you
might
record
something
about
your
experience
such
as
the
fact
that
you
were
in
a
hurry
and
perhaps
could
have
completed
the
checkout
process
faster
by
shoving
the
other
customers
items
closer
to
the
cashier,
but
refrained
from
doing
so.
Unit
#4
Communication
Learning
Activity
4.5
Have
participants
each
take
one
of
the
following
hidden
curriculum
items.
You
might
cut
the
items
apart,
fold
the
strips
and
have
participants
pick
an
item
from
the
hat
(or
basket).
Use
as
many
items
as
you
need
for
the
number
of
participants
in
your
training.
Go
around
and
have
each
participant
tell
one
implication/possible
impact
for
a
client
who
does
not
understand
the
hidden
curriculum
item.
Note:
If
there
are
a
large
number
of
participants
this
activity
may
be
done
in
smaller
groups
with
each
group
doing
the
activity.
1. If a police officer asks you to come to the police station for questioning, you must go.
Ask
for
a
lawyer.
It
is
your
legal
right,
and
it
is
very
important
NOT
to
answer
questions
until
a
lawyer
representing
you
is
present.
2.
Most
times
you
will
have
to
wait
beyond
the
scheduled
time
of
a
medical
appointment.
Plan
on
this
and
be
prepared
to
pass
the
time
quietly.
3.
Dont
make
threatening
remarks
in
public.
Even
if
you
dont
mean
what
you
say,
you
could
find
yourself
in
serious
legal
trouble
if
the
remarks
are
taken
seriously.
4.
You
may
consider
smoking
to
be
a
disgusting
habit,
but
do
not
share
this
information
with
strangers
you
see
smoking.
To
smoke
or
not
to
smoke
is
a
personal
choice.
5.
People
do
not
send
out
used
Christmas
cards.
If
you
are
going
to
send
out
Christmas
cards
you
must
send
new
ones.
This
is
not
the
time
to
recycle.
6.
Never
joke
about
doing
something
illegal
such
as
bombing
a
building
or
robbing
a
bank.
You
could
be
taken
seriously
and,
if
so,
find
yourself
in
legal
trouble.
7.
If
you
do
not
know
when
to
cheer
at
a
sporting
event,
a
good
rule
of
thumb
is
to
cheer
when
the
crowd
cheers
using
the
same
words
you
hear
others
saying.
8.
If
you
are
ever
in
a
situation
where
the
police
want
to
question
you,
it
is
your
legal
right
to
demand
that
an
attorney
be
present.
It
is
the
polices
job
to
try
to
get
you
to
answer
questions.
It
is
your
job
to
ONLY
say,
I
would
like
an
attorney.
Then,
wait
until
one
arrives
before
saying
anything
more.
9.
It
is
generally
considered
rude
to
comment
on
any
unfavorable
body
smell
such
as
sweat,
but
complimentary
to
comment
on
favorable
body
smells
such
as
perfume.
10.
If
you
have
leftover
prescription
pain
pills
that
you
no
longer
need
to
take,
know
that
it
is
illegal
to
sell
them
to
anyone
else
even
if
someone
asks
to
buy
them
from
you.
11.
Regardless
of
your
own
belief
it
is
considerate
to
go
along
with
a
childs
belief
in
Santa
Claus
as
that
is
how
the
child
understands
the
spirit
of
Christmas
giving.
The
child
is
not
wrong
even
if
he
believes
differently
than
you.
12.
When
using
the
self-scanner
at
a
store
checkout,
if
an
item
doesnt
scan
and
you
proceed
to
place
it
in
your
shopping
bag
as
if
it
had
scanned,
this
is
considered
stealing.
13.
Even
though
it
is
a
commonly
understood
social
courtesy
not
to
pick
your
nose
in
public
places,
it
is
not
your
place
to
inform
a
nose
picker
unless
the
nose
picker
is
your
child.
14.
Most
communities
have
time
frames
for
how
long
before
and
after
trash
pickup
you
can
leave
your
trash
can
at
the
curb.
You
may
be
fined
if
you
put
your
trash
can
out
too
early
or
leave
it
out
too
long
after
the
trash
has
been
picked
up.
Unit
#5
Applications
Learning
Activity
5.1
Evidence-Based
Strategies
at
Work
Instructions:
Create
a
list
of
all
the
supports
in
the
appropriate
columns
on
the
activity
sheet
below.
Visual
supports
Sensory
supports
Positive
reinforcement
Teaching/learning
new
Structure,
routine,
and
If
you
are
uncertain,
list
skills
predictability
them
here
for
group
discussion
Part
Two:
After
completing
the
lists,
answer
the
questions:
What
if
these
supports
were
not
available
to
you?
How
would
this
impact
your
ability
to
manage?
How
would
you
feel?
How
might
you
act?
Unit
#5
Applications
Learning
Activity
5.1
(answer
key)
Evidence-Based
Strategies
at
Work
Answer
Key
Directions:
Group
1-Create
a
list
of
all
the
supports
in
the
appropriate
columns
on
the
activity
sheet.
Visual
Supports
Sensory
supports
Positive
reinforcement
Photographs Phone ringer Pay checks
Food labels Alarm clock Compliments
Written words Fire detector Activities
Calendars Clothing Food/desserts
Schedules Alarm systems
Picture symbols (refer
to
the
reinforcement
activity)
Planners
Recipe cards
Traffic signs
Teaching/learning
new
skills
Structure,
routine,
and
If
you
are
uncertain,
list
them
predictability
here
for
group
discussion
Learning to drive Work schedule
Learning Yoga Mealtimes
Learning to cook or a Bus schedules
new recipe Store hours (hours of
Working an iPad operation)
Learning your new
camera
Part
Two:
After
completing
Information
in
this
area
is
a
reflection.
Responses
will
vary.
the
lists,
answer
the
questions:
What
if
these
supports
were
not
available
to
you?
How
would
this
impact
your
ability
to
manage?
How
would
you
feel?
How
might
you
act?
Unit
#5
Applications
Learning
Activity
5.2
Create
a
Learner
Snapshot
for
a
Person
You
Support
Directions:
Create
a
Learner
Snapshot
for
one
of
the
individuals
you
support.
You
may
use
the
format
provided
in
the
Activity
Packet
(next
page)
or
create
one
of
your
own.
The
Snapshot
in
any
format
should
contain
all
the
essential
components:
Name
Exceptionality
Family
dynamics
Learns
best
Special
interests
Strengths
Challenges
Develop
a
plan
to
(a)
share
the
completed
Snapshot
with
the
individual
you
support,
(b)
add
or
modify
information
gained
from
the
individual,
and
(c)
share
with
others
who
can
benefit
from
the
Snapshot.
You
will
later
use
this
information
to
develop
an
ISA
Sensory
Scan,
ISA
Social
Scan,
CAPS:
6-
Minute
Brief,
and
related
supports.
Unit
#5
Applications
Learning
Activity
5.2
(continued)
Keep
this
information
for
later
in
unit
when
you
develop
an
ISA
Sensory
Scan,
ISA
Social
Scan,
and
a
CAPS:
6-
Minute
Brief.
The
Learner
Snapshot
Name
Exceptionality
Family
Dynamics
Learns
Best
Special
Interests
Strengths
Challenges
Plan
(Next
Steps)
How
and
When
To
Share
with
Individual
How
To
Add/Modify
How
To
Share
with
Others
(How
to
use
the
Snapshot)
Unit
#5
Applications
Learning
Activity
5.3
Create
a
Task
Analysis
Directions:
Create
a
task
analysis.
Be
sure
to
clearly
identify
the
target
skill
or
behavior.
Dissect
the
components
that
make
up
the
skill.
Include
information
related
to
prerequisite
skills
and
learning
opportunities.
Use
the
task
analysis
forms
provided
in
this
packet
or
select
your
own
way
to
complete
the
activity.
Task
Analysis
1:
Hand
washing
Task
Analysis
2:
Washing
clothes
using
a
washing
machine
Task
Analysis
3:
Going
to
the
grocery
store
Task
Analysis
4:
Ordering
food
at
a
fast
food
restaurant
Task
Analysis
5:
Taking
the
bus
to
work
Unit
#5
Applications
Learning
Activity
5.3
(continued)
Task
Analysis
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Additional
Aspects
to
Consider
Attention
What
attentional
skills
will
be
needed
in
order
to
attend
to
the
task
Visual/Auditory?
How
long?
Imitation
Will
the
person
be
imitating
motor
skills?
Verbal
Skills?
Multiple
skills
at
the
same
time?
Environmental
Tolerance
Where
does
the
task
occur
and
what
are
the
sensory
aspects
of
that
environment
Opportunity
to
Practice
Potential
opportunities
to
practice
the
task
Unit
#5
Applications
Learning
Activity
5.3
(continued)
Task
Analysis
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Additional
Aspects
to
Consider
Attention
What
attentional
skills
will
be
needed
in
order
to
attend
to
the
task
Visual/Auditory?
How
long?
Imitation
Will
the
person
be
imitating
motor
skills?
Verbal
Skills?
Multiple
skills
at
the
same
time?
Environmental
Tolerance
Where
does
the
task
occur
and
what
are
the
sensory
aspects
of
that
environment
Opportunity
to
Practice
Potential
opportunities
to
practice
the
task
Unit
#5
Applications
Learning
Activity
5.3
(answer
key)
Task
Analysis
General
Answers
Directions:
Create
a
task
analysis.
Be
sure
to
clearly
identify
the
target
skill
or
behavior.
Dissect
the
components
that
make
up
the
skill.
Group
1:
Hand
washing
Turn
on
water
Wet
hands
on
all
sides
under
water
stream
Place
one
hand
under
soap
dispenser
With
the
other
hand,
pump
soap
dispenser
twice
into
hands
Rub
palms
of
hands
together
vigorously
for
10
seconds
Place
one
hand
over
the
other
and
rub
vigorously
for
10
seconds
Switch
hands,
placing
one
hand
over
the
other
rubbing
vigorously
for
10
seconds
Place
hands
together
with
fingers
open;
gently
rub
in
between
fingers
distributing
soap
around
all
fingers
Rinse
hands
underwater
until
all
soap
is
removed
Turn
off
water
Dry
hands
on
towel
Group
2:
Washing
clothes
using
a
washing
machine
Place
clothes
in
basin
of
washing
machine
Measure
detergent
Close
lid
Pour
detergent
into
washing
machine
Turn
dial
to
appropriate
load
setting
Turn
dial
to
desired
washing
cycle
Push
start
button
Unit
#5
Applications
Learning
Activity
5.3
(answer
key,
continued)
Group
3:
Going
to
the
grocery
store
Make
a
list
of
desired
items
Gather
money
and
list
Drive
to
grocery
store
Enter
store
Get
cart
Select
items
on
list
and
place
in
cart
Proceed
to
checkout
Place
items
on
grocery
belt
Hand
money
to
cashier
Get
change
and
receipt
Leave
store
Load
items
into
car
Drive
home
Unload
groceries
Group
4:
Ordering
food
at
a
fast
food
restaurant
Review
menu
Decide
on
meal
items
Get
in
line
Give
order
to
employee
Pay
for
meal
Wait
for
meal
to
be
prepare
Take
bag
and
leave
restaurant
or
find
seat
Group
5:
Taking
the
bus
to
work
Identify
bus
stop
Identify
appropriate
bus
to
work
location
Proceed
to
bus
stop
Wait
for
appropriate
bus
to
arrive
Enter
bus
Pay
driver
Ride
to
work
Get
off
bus
at
work
location
Unit
#5
Applications
Learning
Activity
5.4
Prompting
Directions:
Label
each
scenario
according
to
the
type
of
prompted
depicted.
When
you
have
finished,
create
your
own
scenario
of
each
prompt
using
a
different
situation
and
context.
Unit
#5
Applications
Learning
Activity
5.4
(answer
key)
Prompting
General
Answer
Key
Directions:
Label
each
scenario
according
to
the
type
of
prompted
depicted.
When
you
have
finished,
create
your
own
scenario
of
each
prompt
using
a
different
situation
and
context.
Unit
#5
Applications
Learning
Activity
5.5
Fading
Prompts
Directions:
Consider
one
of
the
scenarios
you
or
your
group
created
for
the
previous
prompting
activity.
Review
the
examples
or
scenarios
that
you
created
for
the
1)
Verbal
Prompt,
2)
Gestural
Prompt
and
3)
Physical
Prompt.
Describe
or
create
an
example
for
each
of
these
scenarios
of
how
you
might
fade
the
prompt
or
how
you
might
modify
or
incorporate
a
more
independent
prompt.
Scenario
Fading
Strategies/Independent
Prompt
Verbal:
Gestural:
Physical:
Unit
#5
Applications
Learning
Activity
5.6
Modeling
Directions:
Teach
an
individual
how
to
greet
someone
using
modeling
(in
the
moment,
not
video).
Describe
how
you
would
complete
the
task
1)
using
verbal
language
and
2)
communicating
non-verbally.
Consider
and
identify
natural
and
artificial
cues
and
how
you
would
incorporate
them
into
your
teaching.
Group
1:
Greeting
someone
you
know.
Group
3:
Greeting
someone
you
know
in
passing.
Group
2:
Greeting
someone
you
do
not
know.
Group
4:
Greeting
someone
you
dont
know
in
passing.
Verbal
Non-Verbal
Natural
and
Artificial
Cues
Greeting
someone
you
know
Greeting
someone
you
do
not
know
Greeting
someone
you
know
in
passing
Greeting
someone
you
dont
know
in
passing
Unit
#5
Applications
Learning
Activity
5.6
(answer
key)
Modeling
General
Answer
Key
Directions:
Teach
an
individual
how
to
greet
someone
using
in
vivo
modeling.
Complete
the
task
using
verbal
language
as
well
as
how
they
would
model
the
task
without
verbal
language.
Consider
and
identify
natural
and
artificial
cues
and
how
you
would
incorporate
them
into
your
teaching.
Verbal
Non-Verbal
Natural
and
Artificial
Cues
for
Teaching
Greeting
Scan environment for Scan environment for Teach attention to others
people you recognize. people that you recognize persons pace and facial
someone
you
Make Eye Contact Make Eye Contact expression. Do they appear
know
Smile Smile to have time to talk?
Stop walking/slow down Stop walking Use of gestural cues to
Say, So good to see you Initiate a warm hand help the individual
shake, a hug (if a good recognize the opportunity
friend) or a fist pump of to greet.
Greeting
Stop Stop Teach to use arms
Monitor personal space, not Monitor personal space, length to monitor
someone
you
too close. not too close. personal space
do
not
know
Say, Hello, I do not think Smile Provide visual cue of
we have met. I am _____ Extend hand to shake allow person to identify
Extend hand to shake briefly who they are / their
briefly name.
Smile
Greeting
Eye contact Eye contact Cue verbally or visually
Slow pace slightly Slow pace slightly that someone they have
someone
you
Smile Smile met is approachinggive
know
in
passing
Wave Wave name.
Say, Hello __(name)__ Wave first and use the
name
Greeting
Brief eye contact Brief eye contact Use signal that person is
Steady pace Steady pace a stranger to help him
someone
you
Slight smile Slight smile recall what steps to use.
dont
know
in
Hi Slight head nod Model technique for
passing
Keep moving Keep moving person using other
strangers while in an
unfamiliar group before
he tries the skill.
Unit
#5
Applications
Learning
Activity
5.7
Reinforcement
Directions:
Make
a
list
of
common
reinforcers.
Record
them
in
the
appropriate
reinforcement
category.
Primary:
Naturally
occurring,
no
need
to
Activity:
Engaging
in
an
interest,
be
taught
occupation,
hobby,
pastime,
etc.
Unit
#5
Applications
Learning
Activity
5.7
(answer
key)
Reinforcement
General
Answer
Key
Directions:
Make
a
list
of
common
reinforcers.
Record
them
in
the
appropriate
reinforcement
category.
Primary
Activity
Sleep Concerts
Food Parties
Air Sport activities
Sex
Video games
Sleepovers
Shopping
Crafts
Vacations/day outings
Playing on the computer
Social
Material
Compliments Books
Facial expressions of approval Music
Attention Movie tickets
Applause Clothes
Thumbs-up
Shoes
Jewelry
Toys
Unit
#5
Applications
Learning
Activity
5.8
Instructions:
Complete
the
following
Social
Scan
worksheet
with
an
individual
you
support.
You
can
base
the
scan
on
self-report
from
the
individual
and/or
observations
you
make.
College/Program/Employment Site:
1. People: Pay attention to the people in this situation. Which of the following apply? Fill in as many details as you
can in the Notes sections.
How many people are in this environment? If its a large number, give an estimate.
Number:
There are people I know here. Describe how this makes you feel.
Notes:
I do not know any of the people here. Describe how this makes you feel.
Notes:
Other.
Notes:
2. Structure & Space: Pay attention to the structure of this situation and how people are distributed in space in
relation to you. Which of the following apply? Fill in as many details as you can in the Notes sections.
This is a formal or organized setting. People are seated in rows of chairs or at table(s) or desk(s).
Notes:
The setting is not formal or organized. People are moving about at will or standing/sitting in groups.
Notes:
I feel comfortable with the amount of space in relation to the number of people.
Notes:
I feel uncomfortable with the amount of space in relation to the number of people.
Notes:
Provide some details on your location in this setting, as well as your proximity to others.
Notes:
Other
Notes:
3. Content: Pay attention to the content of this social environment. Which of the following apply? Fill in as many
details as you can in the Notes sections.
This is a formal lecture or class, one or more people are speaking to the others, who are listening.
The topic(s) being discussed is/are:
This is an informal setting, such as a party or other loosely organized social gathering.
People are talking about:
This is a very quiet setting. People are either whispering or not talking at all.
Notes:
4. Expectations: Think about what might be expected of you in this environment. Which of the following apply? Fill
in as many details as you can in the Notes sections.
Other
Notes:
5. Mood: Pay attention to the mood or the emotions of others in this setting. Which of the following apply? Fill in as
many details as you can in the Notes sections.
Other
Notes:
There are signs or other symbols that help me to navigate this environment.
Notes:
The way people are sitting, standing or organized help me to navigate this environment.
Notes:
Other
Notes:
My comfort level with the context cues/supports this setting is (circle one):
1 2 3 4
unbearable uncomfortable not a problem comfortable
My Social Tendencies
You will use the results of this questionnaire to create a Social Advocacy Plan.
1. Review your Social Scan. Which social aspects of this setting make you uncomfortable (score of 1 or 2)?
2. Which social aspects of this setting are you comfortable with (score of 3 or 4)?
The ISA Social Scan is used with permission of Valerie Paradiz, LLC.
Unit
#5
Applications
Homework
5.1
Develop
a
Social
Advocacy
Plan
Used
with
Permission
from
Valerie
Paradiz,
LLC
Instructions:
On
the
following
page,
youll
find
a
Social
Advocacy
Plan
Worksheet.
Using
the
results
of
your
Social
Scan
from
Learning
Activity
5.8,
choose
one
or
more
social
discomforts
or
difficulties
you
wish
to
address
with
your
advocacy
plan.
These
would
be
items
that
you
scored
1
or
2
on
in
the
1-4
scale
of
discomfort/comfort.
When
supporting
an
individual:
Once
the
advocacy
plan
is
completed,
it
should
be
implemented
by
the
person
in
his/her
home/residential
setting,
or
in
the
community.
An
assessment
of
how
effective/useful
the
plan
was
can
be
found
at
the
bottom
of
the
worksheet.
If
the
score
is
1-2,
the
plan
can
be
revised
and
implemented
again.
If
the
score
is
3,
perhaps
the
plan
can
be
adjusted
for
optimal
success.
If
the
score
is
4
the
plan
was
successful
on
the
first
attempt!
Self-
Advocacy
Portfolio
2.
3.
2.
3.
(For example, do you need to make a request for a modification or for assistance of some kind?)
1.
2.
3.
Do I need an Advocacy Script? (If YES, complete the Advocacy Script worksheet)
1. YES NO
2. YES NO
3. YES NO
Do I need someone to support me? If so, how?
(You might want to practice your plan first, ask someone to accompany you, or follow up with a mentor
after you have executed your Advocacy Plan.)
1. YES NO
2. YES NO
3. YES NO
Valerie
Paradiz
2011
Integrated
Self
Advocacy
ISA
The
ISA
Social
Scan
for
FBA/BIP
Unit
#5
Applications
Learning
Activity
5.9
Identify
the
Sensory
System
Directions:
Read
each
scenario
and
identify
the
specific
sensory
system
that
is
reflected
in
the
specific
scenario.
Scenario
Check
the
Sensory
System(s)
reflected
in
each
Scenario
(some
scenarios
may
include
more
than
one)
Storm.
Tactile
(Touch)
Auditory
(Hearing)
One
evening
a
thunderstorm
results
in
the
electricity
going
Vestibular
(Balance)
Visual
(Sight)
out.
In
complete
darkness
Rachel
is
able
to
locate
her
Proprioceptive
( Body
Gustatory
(Taste)
nightstand
and
the
flashlight
inside.
What
sensory
area
is
Awareness)
Olfactory
(Smell)
operating
in
this
example?
Barber
Shop
Tactile
(Touch)
Auditory
(Hearing)
Aaron
hates
having
his
haircut.
He
has
become
more
Vestibular
(Balance)
Visual
(Sight)
tolerant
but
he
uses
a
stress
ball
to
help
him
through
the
Proprioceptive
(Body
Gustatory
(Taste)
process.
What
sensory
systems
do
you
recognize
as
Awareness)
Olfactory
(Smell)
sensitive
and
as
part
of
the
intervention?
Gas
Leak
Tactile
(Touch)
Auditory
(Hearing)
Marcus
comes
home
from
work
after
a
long
day.
He
enters
Vestibular
(Balance)
Visual
(Sight)
his
apartment
and
detects
a
gas
leak.
What
sense
is
most
Proprioceptive
(Body
Gustatory
(Taste)
likely
responsible
for
this
discovery?
Awareness)
Olfactory
(Smell)
Bus
Ride
Tactile
(Touch)
Auditory
(Hearing)
Joe
needs
to
ride
the
bus
everyday
to
work,
however,
he
Vestibular
(Balance)
Visual
(Sight)
often
becomes
anxious
and
agitated.
On
the
advice
of
his
Proprioceptive
(Body
Gustatory
(Taste)
co-worker,
he
now
listens
to
music
on
his
iPod.
What
type
of
Awareness)
Olfactory
(Smell)
sensory
intervention
is
being
used?
Biking
Tactile
(Touch)
Auditory
(Hearing)
Val
is
training
for
a
bike
race.
The
trails
are
comprised
of
Vestibular
(Balance)
Visual
(Sight)
complex
terrain,
which
involve
steep
hills
and
tight
turns.
Proprioceptive
(Body
Gustatory
(Taste)
His
ability
to
negotiate
the
positioning
of
his
body
according
Awareness)
Olfactory
(Smell)
to
the
terrain
refers
to
what
sensory
area?
The
Workout
Tactile
(Touch)
Auditory
(Hearing)
Miriam
has
worked
up
quite
a
sweat
at
the
gym.
She
Vestibular
(Balance)
Visual
(Sight)
glances
down
at
the
elliptical
machine
and
it
reads
:08.
She
Proprioceptive
(Body
Gustatory
(Taste)
signs
in
relief
knowing
that
her
workout
is
almost
complete.
Awareness)
Olfactory
(Smell)
What
sensory
area
is
she
using
to
make
that
determination?
Card
Night
Tactile
(Touch)
Auditory
(Hearing)
Henry
plays
cards
with
a
group
of
his
friends
each
Friday.
His
Vestibular
(Balance)
Visual
(Sight)
friend
brings
a
new
recipe
to
share
with
the
group.
The
Proprioceptive
(Body
Gustatory
(Taste)
others
offer
compliments
and
eat
with
delight.
Henry
takes
Awareness)
Olfactory
(Smell)
one
bite
and
immediately
spits
it
into
his
napkin.
His
mouth
feels
like
it
is
on
fire.
What
sense
does
this
refer
to?
Unit
#5
Applications
Learning
Activity
5.9
(General
answer
key)
Identify
the
Sensory
System
General
Answer
Key
Scenario
Check
the
Sensory
System(s)
reflected
in
each
Scenario
(some
scenarios
may
include
more
than
one)
Storm.
Tactile
(Touch)
Auditory
(Hearing)
One
evening
a
thunderstorm
results
in
the
electricity
going
Vestibular
(Balance)
Visual
(Sight)
out.
In
complete
darkness
Rachel
is
able
to
locate
her
Proprioceptive
(Body
Gustatory
(Taste)
nightstand
and
the
flashlight
inside.
What
sensory
area
is
Awareness)
Olfactory
(Smell)
operating
in
this
example?
Barber
Shop
Tactile
(Touch)
Auditory
(Hearing)
Aaron
hates
having
his
haircut.
He
has
become
more
Vestibular
(Balance)
(possibly)
tolerant
but
he
uses
a
stress
ball
to
help
him
through
the
Proprioceptive
(Body
Visual
(Sight)
process.
What
sensory
systems
do
you
recognize
as
Awareness)
Gustatory
(Taste)
Olfactory
(Smell)
sensitive
and
as
part
of
the
intervention?
Gas
Leak
Tactile
(Touch)
Auditory
(Hearing)
Marcus
comes
home
from
work
after
a
long
day.
He
enters
Vestibular
(Balance)
Visual
(Sight)
his
apartment
and
detects
a
gas
leak.
What
sense
is
most
Proprioceptive
(Body
Gustatory
(Taste)
likely
responsible
for
this
discovery?
Awareness)
Olfactory
(Smell)
Bus
Ride
Tactile
(Touch)
Auditory
(Hearing)
Joe
needs
to
ride
the
bus
everyday
to
work,
however,
he
Vestibular
(Balance)
Visual
(Sight)
often
becomes
anxious
and
agitated.
On
the
advice
of
his
Proprioceptive
(Body
Gustatory
(Taste)
co-worker,
he
now
listens
to
music
on
his
iPod.
What
type
of
Awareness)
Olfactory
(Smell)
sensory
intervention
is
being
used?
Biking
Tactile
(Touch)
Auditory
(Hearing)
Val
is
training
for
a
bike
race.
The
trails
are
comprised
of
Vestibular
(Balance)
Visual
(Sight)
complex
terrain,
which
involve
steep
hills
and
tight
turns.
Proprioceptive
(Body
Gustatory
(Taste)
His
ability
to
negotiate
the
positioning
of
his
body
according
Awareness)
Olfactory
(Smell)
to
the
terrain
refers
to
what
sensory
area?
The
Workout
Tactile
(Touch)
Auditory
(Hearing)
Miriam
has
worked
up
quite
a
sweat
at
the
gym.
She
Vestibular
(Balance)
Visual
(Sight)
glances
down
at
the
elliptical
machine
and
it
reads
:08.
She
Proprioceptive
(Body
Gustatory
(Taste)
signs
in
relief
knowing
that
her
workout
is
almost
complete.
Awareness)
Olfactory
(Smell)
What
sensory
area
is
she
using
to
make
that
determination?
Card
Night
Tactile
(Touch)
Auditory
(Hearing)
Henry
plays
cards
with
a
group
of
his
friends
each
Friday.
His
Vestibular
(Balance)
Visual
(Sight)
friend
brings
a
new
recipe
to
share
with
the
group.
The
Proprioceptive
(Body
Gustatory
(Taste)
others
offer
compliments
and
eat
with
delight.
Henry
takes
Awareness)
Olfactory
(Smell)
one
bite
and
immediately
spits
it
into
his
napkin.
His
mouth
feels
like
it
is
on
fire.
What
sense
does
this
refer
to?
Unit
#5
Applications
Learning
Activity
5.10
Natural
Supports
Consider
the
scenario
below.
As
a
staff
member,
consider
how
you
would
use
aspects
of
yourself
and
structuring
of
the
environment
or
schedule
to
serve
as
a
natural
support
in
this
situation.
Identify
how
you
would
use
the
following
to
support
Doug
based
on
the
information
provided.
1. Premack
Principle
2. Breaks
3. Customized
tasks
4. Individuals
working
side
by
side
Case
example:
Doug
is
extremely
eager
to
work
at
the
woodshop.
He
is
extremely
skilled
with
his
hands
and
works
tirelessly
on
the
projects
he
creates.
Recently,
Doug
was
offered
a
job
at
the
local
woodshop
after
his
talents
were
recognized
at
a
local
community
craft
show.
The
owner
is
very
supportive
of
having
Dougs
help
but
cannot
devote
all
of
his
time
monitoring
his
work.
You
are
concerned
because
Doug
has
a
tendency
to
become
overwhelmed
when
he
does
not
understand
what
is
required
of
him
or
if
he
is
unable
to
complete
a
task.
When
overwhelmed
or
frustrated,
Doug
engages
in
behaviors
such
as
self-harm,
yelling,
rocking,
and
crying.
In
addition,
you
are
concerned
that
Doug
will
be
late
every
morning
because
of
his
refusal
to
complete
his
hygiene
routine.
As
with
most
jobs,
punctuality
and
good
hygiene
is
a
requirement
for
the
position.
Premack
Principle
Breaks
Customized
Tasks
Individuals
working
side
by
side
Unit
#5
Applications
Learning
Activity
5.10
(General
answer
key)
Natural
Supports
General
Answer
Key
Consider
the
scenario
below.
As
a
staff
member,
consider
how
you
would
use
aspects
of
yourself
and
structuring
of
the
environment
or
schedule
to
serve
as
a
natural
support
in
this
situation.
Identify
how
you
would
use
the
following
to
support
Doug
based
on
the
information
provided.
1. Premack
Principle
2. Breaks
3. Customized
tasks
4. Individuals
working
side
by
side
Case
example:
Doug
is
extremely
eager
to
work
at
the
woodshop.
He
is
extremely
skilled
with
his
hands
and
works
tirelessly
on
the
projects
he
creates.
Recently,
Doug
was
offered
a
job
at
the
local
woodshop
after
his
talents
were
recognized
at
a
local
community
craft
show.
The
owner
is
very
supportive
of
having
Dougs
help
but
cannot
devote
all
of
his
time
monitoring
his
work.
You
are
concerned
because
Doug
has
a
tendency
to
become
overwhelmed
when
he
does
not
understand
what
is
required
of
him
or
if
he
is
unable
to
complete
a
task.
When
overwhelmed
or
frustrated,
Doug
engages
in
behaviors
such
as
self-harm,
yelling,
rocking,
and
crying.
In
addition,
you
are
concerned
that
Doug
will
be
late
every
morning
because
of
his
refusal
to
complete
his
hygiene
routine.
As
with
most
jobs,
punctuality
and
good
hygiene
is
a
requirement
for
the
position.
Premack
Principle
Use
to
help
move
the
morning
routine
along.
First
Shower
Then
Woodshop.
Or
First
Get
Dressed,
Then
Breakfast
(assuming
Doug
likes
breakfast).
Use
visual
support
that
has
pictures
of
him
engaged
in
the
workshop
r
breakfast
as
a
visual
reminder
of
what
will
happen
next.
Breaks
Place
breaks
proactively
in
his
day
to
prevent
getting
too
stressed
or
overwhelmed.
Make
these
frequent
enough
that
he
does
not
need
to
escalate
before
the
break
occurs.
As
he
becomes
more
comfortable,
the
breaks
may
not
need
to
be
as
frequent
or
could
be
shortened.
Customized
Tasks
Provide
specific
directions
of
what
he
is
to
do
at
the
woodshop.
Give
him
a
visual
schedule
that
breaks
down
the
day
with
each
activity.
Provide
an
area
that
is
set
up
with
the
specific
materials
he
needs.
He
can
do
the
same
tasks
each
day
as
part
of
his
routines,
which
can
add
familiarity.
When
new
tasks
are
added,
there
is
a
routine
in
which
to
teach
the
new
tasks.
If
there
are
tasks
that
are
more
difficult,
consider
the
use
of
a
jig
that
helps
Doug
remember
how
to
do
the
task.
This
might
be
a
visual
model
of
how
to
construct
an
item
in
order
or
how
many
pieces
needs
to
be
compiled
for
a
woodshop
project.
Individuals
Select
a
co-worker
that
shows
an
interest
in
Doug
to
be
a
mentor.
Facilitate
interaction
with
co-
working
side
by
worker
and
model
how
to
communicate
and
socialize
with
Doug.
Have
the
co-worker
work
close
to
side
where
Dougs
space
is
located
so
he
is
able
to
model
how
to
do
jobs.
When
Doug
is
unsure,
he
can
observe
his
mentor
or
possibly
go
to
this
person
for
a
brief
question.
As
Doug
becomes
more
comfortable
and
confident,
he
will
likely
not
need
as
much
support
and
will
not
become
overwhelmed
as
easily.
These
are
general
ideas.
Participants
may
have
additional
or
creative
ideas
as
well.
Unit
#5
Applications
Learning
Activity
5.11
OCALI
Self-Check
Instructions:
Using
the
OCALI
Self-Check
provided
on
the
following
page,
rate
yourself
confidentially.
After
completing
the
survey,
select
2-3
items
that
you
believe
are
your
personal
strength
areas
and
2-3
items
that
you
want
to
focus
on
and
improve.
You
may
share
your
results
if
you
wish;
however,
this
is
not
meant
as
a
group
activity.
Characteristics and Qualities of an Effective Support
Person for Individuals with ASD: A Self-Check
High-quality support personnel have a specific set of beliefs and values and exhibit behaviors
consistent with these beliefs. These qualities, when actualized, can improve meaningful interactions,
facilitate positive behaviors, and promote self-confidence for individuals with ASD.
Rating Key
1: Almost never 2. Not very often 3: Sometimes 4: Usually 5: Almost always
(0-10% of the time) (10-30% of the time) (30-60% of the time) (60%-90% of the time) (90%-100% of the time)
1. I believe that the individual that I support deserves the same level of dignity and 1 2 3 4 5
respect that I expect for myself.
2. I believe that the person I support has talent and potential regardless of diagnosis. 1 2 3 4 5
4. I value the information and ideas that the person I support is sharing, offering, or 1 2 3 4 5
communicating to me.
5. I believe that when the person I support engages in what is often described as 1 2 3 4 5
behavior, he is trying to convey a message that he is unable to communicate in other
ways.
6. I believe in a positive support system and believe that using punishment is not 1 2 3 4 5
respectful and does not teach needed skills.
7. I believe that when the person I support experiences failures and engage in 1 2 3 4 5
challenging behaviors, the program has failed, not the person it is designed to support.
8. I understand that my role is to encourage, advocate for, and work alongside the 1 2 3 4 5
person/people I support and not to direct or manage.
10. I believe that it is important for the person I support to connect socially and that she 1 2 3 4 5
wants to have friends but that she may not understand how to make the connections
or that others may misinterpret her attempts to do so.
Rating Key
1: Almost never 2. Not very often 3: Sometimes 4: Usually 5: Almost always
(0-10% of the time) (10-30% of the time) (30-60% of the time) (60%-90% of the time) (90%-100% of the time)
12. I understand the underlying characteristics of ASD and use this knowledge to help me 1 2 3 4 5
create supports and to assist me in understanding behaviors that might occur.
13. I actively seek out ways to use or embed the persons interest, desires, and preferences 1 2 3 4 5
in daily activities.
14. I listen to and try to understand what the person I am supporting is communicating to 1 2 3 4 5
me.
15. I seek out opportunities and activities that the person I support can complete 1 2 3 4 5
independently.
16. I make available communication supports that the person I support can use to tell me 1 2 3 4 5
information or make requests.
17. I use/make available communication tools to ensure the person I support understands 1 2 3 4 5
what others are communicating.
18. I monitor and pace my language. I use clear, concrete language in an effort to 1 2 3 4 5
communicate clearly with the person/people I support.
21. I can wait patiently when someone is not ready to transition or needs more time, even 1 2 3 4 5
if it means that I must change my plans.
22. When a situation becomes difficult or the person I support is not successful, I change 1 2 3 4 5
the way I interact or change the way I am providing support.
23. I take into consideration sensory challenges and sensitivities when the person I support 1 2 3 4 5
seems upset, withdrawn, in pain or is exhibiting other unusual behavior.
Unit
#5
Applications
Learning
Activity
5.12
(Shopping)
Case
Studies:
Shopping
Instructions:
Work
in
small
groups
as
instructed
by
the
trainer.
Use
the
4
case
studies
and
4
blank
copies
of
the
CAPS-6
Minute
Brief
provided
in
the
pages
that
follow.
As
a
staff
member,
you
have
the
responsibility
of
preparing
Martin
to
go
grocery
shopping
to
purchase
a
few
items.
Using
the
information
you
have
from
the
Learner
Snapshot
provided,
create
plan
for
him
using
the
CAPS-6
Minute
Brief.
Martin:
Shopping
Name:
Martin
M.
42
years
old
Disabilities:
Autism-A
disorder
resulting
in
impairments
in
communication
and
social
interaction,
with
markedly
restricted
patterns
of
behavior
and
interests
Medical:
Type
I
Diabetes-
insulin
dependent
Allergies:
Strawberries
Family
Dynamics:
Martin
is
kind,
cooperative,
and
gentle.
He
lives
a
residential
facility.
He
is
extremely
fond
of
his
brother
and
looks
forward
to
their
weekly
visits.
He
works
at
a
local
factory
assembling
small
mechanical
parts.
Learns
Best:
Martin
is
a
visual
learner.
He
learns
well
when
tasks
are
modeled
for
him.
He
does
well
when
clear,
explicit
instructions
are
provided.
He
uses
a
language
board
to
communicate
with
others.
Special
Interests:
Gardening,
birds,
Celine
Dion
music,
puzzles,
building
birdhouses
Strengths:
Gentle,
polite,
cooperative,
responds
well
to
direct
instructions,
enjoys
a
wide
range
of
activities,
responds
well
to
structure
and
is
very
organized.
Challenges:
Functioning
during
unstructured
activities,
ambiguous
situations
or
too
many
choices,
poor
problem
solving
skills,
adjusting
to
changes
in
routine
or
schedule,
difficulty
with
new
people
Things
that
upset:
Changes
to
schedule
or
routine,
loud
noises,
commotion
or
large
crowds
Signs
of
being
upset:
Rocks
back
and
forth,
stares
out
the
window,
whimpers
or
moans,
rocks
back
and
forth,
despondence
or
inactivity,
rigidity
Motivators
and
preferences:
Walking
the
grounds,
listening
to
music,
watching
the
Discovery
channel,
working
on
birdhouses,
visits
with
his
brother
Calming/Soothing
Techniques:
Using
soft
gentle
tones,
listening
to
Celine
Dion
songs,
removal
from
loud
or
chaotic
environments,
taking
a
walk
outdoors
or
in
an
area
with
limited
noise
and
commotion
General
modifications:
Visual
and
sensory
supports,
providing
clear
directions,
number
steps
to
tasks,
provide
verbal
and
visual
instructions,
use
of
calendar
and
daily
schedule,
use
of
language
board,
provide
multiple
opportunities
to
practice
task
or
skills,
prepare
one
week
in
advance
for
changes
in
schedule
or
routine,
limit
choices
Unit
#5
Applications
Learning
Activity
5.12
(Recreation)
Case
Studies:
Recreation
Instructions:
As
a
staff
member,
you
have
the
responsibility
of
preparing
Jamilla
for
a
picnic
with
a
group
of
same
aged
peers.
Using
the
information
you
have
from
the
Learner
Snapshot
provided,
create
plan
for
her
using
the
CAPS-6
Minute
Brief.
Name:
Jamilla
23
year-old
female
Disabilities:
Autism:
A
disorder
resulting
in
impairments
in
communication
and
social
interaction,
with
markedly
restricted
patterns
of
behavior
and
interests
Medical:
strong
allergic
reaction
to
peanuts
and
beestings
(carries
epi-pen)
Family
Dynamics:
Jamilla
is
kind
and
energetic.
She
is
quite
curious
and
exploratory.
She
has
just
recently
been
placed
in
a
residential
living
situation
because
her
needs
exceed
that
of
which
her
mother
can
provide.
Her
family
consists
of
her
2
parents
and
2
younger
siblings.
Her
mother
visits
daily
and
the
entire
family
visits
on
Sundays.
Learns
Best:
Jamilla
responds
well
to
structure
and
explicit
instructions.
Visual
supports
and
a
variety
of
prompts
are
necessary.
Her
daily
schedule
needs
to
be
carefully
planned
and
organized,
as
she
gets
bored
easily
with
monotonous
tasks
that
do
not
involve
movement.
She
enjoys
physical
activity
and
loves
being
outdoors.
Boundary
markers
are
helpful
in
managing
her
curiosity
and
avoiding
areas
that
may
be
dangerous.
Special
Interests:
Jamilla
loves
the
outdoors
and
engaging
in
games
and
tasks
that
require
movement.
She
loves
bike
riding
and
hiking.
Strengths:
Jamilla
is
very
curious.
She
is
friendly
and
energetic.
She
gets
along
well
with
others.
Challenges:
Jamilla
has
the
tendency
to
wander.
She
often
does
not
understand
her
own
boundaries
and
the
precautions
she
needs
to
take
with
regards
to
her
allergies.
Her
receptive
language
skills
are
poor
and
she
has
troubling
retaining
information
for
very
long.
She
becomes
interested
and
fixated
on
almost
anything
that
catches
her
eye
outdoors.
She
needs
significant
structure
and
one
on
one
support
to
assist
her
in
new
settings
as
well
as
for
most
tasks
and
activities.
Things
that
upset:
Telling
her
no
or
redirecting
her
without
replacement
of
a
particular
interest
or
activity,
transitioning
between
activities,
stopping
one
activity
and
beginning
another,
too
much
commotion
or
activity
(overstimulation)
Signs
of
being
upset:
Motor
agitation,
rapid
shifts
in
mood
and
affect,
rejecting
alternative
options,
self
injury
(hitting
head,
picking
at
skin
on
arms
and
face)
Motivators
and
preferences:
Movement,
physical
activity/games,
bike
riding,
visits
with
her
mother,
citrus
fruit
(oranges
are
her
favorite),
blowing
bubbles
(use
as
distracter
to
transition
from
one
activity
to
the
next)
Calming/Soothing
Techniques:
Movement,
push-ups,
walks,
use
of
a
weighted
blanket,
use
of
a
therapy
ball
General
modifications:
Frequent
reminders
(countdowns
to
transitions),
one
on
one
assistance
in
less
structure
settings,
creating
boundary
markers,
use
timers
to
count
down
time
left
from
one
activity
to
the
next.
Unit
#5
Applications
Learning
Activity
5.12
(Transportation)
Case
Studies:
Transportation
Instructions:
As
a
staff
member,
you
have
the
responsibility
of
preparing
Liam
to
begin
to
take
the
bus
to
his
job.
He
works
at
a
dog
shelter
3
days
a
week.
Using
the
information
you
have
from
the
Learner
Snapshot
provided,
create
plan
for
her
using
the
CAPS-6
Minute
Brief.
Name:
Liam
35
year-old
male
Disabilities:
Autism:
A
disorder
resulting
in
impairments
in
communication
and
social
interaction,
with
markedly
restricted
patterns
of
behavior
and
interests
Medical:
Asthma
(uses
inhaler)
Family
Dynamics:
Liam
is
a
motivated
and
driven
man.
He
has
lived
in
a
residential
setting
for
the
past
18
years.
He
is
verbal
but
uses
brief
phrases
to
communicate.
He
struggles
with
receptive
language
and
will
sometimes
indicate
that
he
understands
when
he
does
not.
He
works
at
the
local
animal
shelter
helping
exercise
dogs
and
clean
kennels.
He
is
quite
sensitive
to
certain
odors
and
uses
a
medical
grade
mask,
as
needed.
His
parents
visit
him
every
Monday
and
take
him
out
to
his
favorite
restaurant
if
he
has
met
his
weekly
goal.
(Liam
has
yet
to
miss
his
weekly
goal).
Learns
Best:
Liam
thrives
on
clear
and
explicit
instruction.
He
needs
models
and
multiple
opportunities
to
practice
with
corrective
feedback
in
order
to
achieving
mastery.
Tasks
need
to
be
broken
down
by
steps
and
rehearsed
regularly.
He
also
requires
gestural
prompts,
but
does
not
like
being
told
what
to
do.
He
responds
well
to
verbal
reinforcement
(good
job!)
and
a
check
mark
after
every
step
completed
successfully.
Special
Interests:
Dogs,
working
at
the
dog
shelter,
completing
crossword
puzzles,
being
helpful
particularity
if
working
with
his
hands
and
back
(breaking
down
boxes)
Strengths:
Hard-worker,
responds
well
verbal
and
visual
forms
of
reinforcement,
highly
motivated,
will
try
new
things,
eager
to
please
others,
strong
relationship
with
his
family,
dependable.
Challenges:
Functioning
during
unstructured
activities/tasks,
can
become
over-stimulated
by
sounds
and
smells,
transitioning
from
one
activity
to
the
next,
strives
for
perfection
Things
that
upset:
Changes
to
schedule
or
routine,
strong
and
unfamiliar
odors
Signs
of
being
upset:
Rocks
back
and
forth,
whimpers
or
moans,
rocks
back
and
forth,
becomes
rigid,
paces
Motivators
and
preferences:
Work
tasks
that
involved
the
use
of
his
back
and
arms,
crossword
puzzles,
Wii
system
games,
weekly
dinners
with
his
family,
going
to
work
at
the
dog
shelter
Calming/Soothing
Techniques:
Using
soft
gentle
tones,
removal
from
loud
or
chaotic
environments,
engaging
in
physical
activity
such
as
sweeping/mopping/shoveling,
moving
boxes,
using
his
medical
mask,
General
modifications:
Visual
and
sensory
supports,
providing
clear
directions,
number
steps
to
tasks,
provide
modeling
and
multiple
opportunities
to
practice,
use
of
calendar
and
daily
schedule,
provide
multiple
opportunities
to
practice
task
or
skills,
prepare
one
week
in
advance
for
changes
in
schedule
or
routine,
limit
choices.
Unit
#5
Applications
Learning
Activity
5.12
(Faith-Based)
Case
Studies:
Faith-Based
Instructions:
As
a
staff
member,
you
have
the
responsibility
of
supporting
Dom
who
enjoys
attending
daily
mass
at
a
local
church.
He
also
likes
to
pass
the
collection
basket
at
church.
Using
the
information
you
have
from
the
Learner
Snapshot
provided,
create
plan
for
him
using
the
CAPS-6
Minute
Brief.
Name:
Dom
64
years
old
Disabilities:
Autism-A
disorder
resulting
in
impairments
in
communication
and
social
interaction,
with
markedly
restricted
patterns
of
behavior
and
interests;
Generalized
Anxiety
Disorder-
A
mental
disorder
that
is
characterized
by
excessive
worry
or
fear
Medical:
Asthma,
Chronic
constipation
and
stomach
upset
(takes
medication
to
manage)
Allergies:
Seasonal
Family
Dynamics:
Dom
is
a
64
year-old
man
with
ASD.
He
is
non-verbal
but
can
read
and
write
quite
well.
He
has
one
sister
that
visits
2
times
a
year.
These
visits
are
generally
upsetting
because
of
poor
planning
and
preparedness
as
well
as
Doms
need
for
strict
adherence
to
his
schedule.
Learns
Best:
Dom
thrives
on
structure
and
predictability
within
his
daily
routine.
He
relies
heavily
on
his
visual
schedule
and
can
communicate
using
a
speech-generating
device.
He
is
a
visual
learner
and
does
well
with
new
tasks
when
people
show
him
exactly
what
it
is
that
he
needs
to
do
(modeling).
He
also
requires
gestural
prompts.
Special
Interests:
Music
(particularly
gospel
hymns),
watching
the
dogs
at
the
dog
park
(from
a
distance
and
will
not
approach),
putting
together
jigsaw
puzzles,
reading
in
his
rocking
chair,
enjoys
reading
the
newspaper
from
cover
to
cover
everyday
Strengths:
Gentle,
cooperative,
understands
and
follows
through
with
his
routine
with
the
necessary
supports,
picks
up
on
new
tasks
easily
as
long
as
there
is
a
visual
model,
can
take
the
bus
independently
Challenges:
Non-verbal,
poor
problem
solving
skills,
adjusting
to
changes
in
routine
or
schedule,
difficulty
with
new
people,
general
anxiety,
needs
things
to
be
predictable
to
the
minute,
details
of
his
schedule
need
to
be
written
exactly.
Things
that
upset:
Changes
to
schedule
or
routine,
easily
spooked
(does
not
like
things
at
his
back),
difficulty
ending
activities
Signs
of
being
upset:
Yelling,
crying,
fidgeting
Motivators
and
preferences:
Completing
puzzles,
Sudoku,
walking
the
therapy
dog,
reading,
going
to
mass
Calming/Soothing
Techniques:
Music,
referring
him
to
his
schedule
when
there
are
changes,
going
to
his
rocking
chair,
reading
General
modifications:
Visual
and
sensory
supports,
providing
clear
directions,
provide
verbal
and
visual
instructions,
use
of
calendar
and
daily
schedule,
limit
choices.
Unit
#5
Applications
Learning
Activity
5.13
Build
a
Portfolio
for
an
Individual
You
Support
Directions:
Refer
to
the
individual
you
described
in
the
Learner
Snapshot
you
developed
in
Learning
Activity
5.2.
Select
one
activity
during
the
individuals
day
that
you
think
could
benefit
from
additional
structure.
Using
the
information
from
the
Learner
Snapshot
you
developed
in
Learning
Activity
5.2
complete
the
following
to
create
a
portfolio
of
supports:
(a)
ISA
Sensory
Scan
and
Sensory
Advocacy
Plan
(b)
ISA
Social
Scan
and
Social
Advocacy
Plan
Unit
#5
Applications
Learning
Activity
5.13a
2. Visual Scan: Pay attention to what you see or how you see in this environment. Which of the
following apply to you? Fill in as many details as you can in the Notes sections.
Light in room is too bright or too dim Type of light is distracting or challenging
Notes: Notes:
Angle of light is difficult (from above, below, etc.) Difficulty reading in this environment
Notes: Notes:
3. Olfactory Scan (Smell): Pay attention to the smells in this environment. Which of the following
apply to you? Fill in as many details as you can in the Notes sections.
Smell from objects is distracting, challenging The general smell of the room is difficult
Notes: Notes:
Smell from person(s) is distracting, challenging Other
Notes: Notes:
4. Tactile Scan (Touch/Feel): Pay attention to your reaction to touch or to the things or
people you touch/feel in this environment. Which of the following apply to you? Fill in as many
details as you can in the Notes sections.
Generally cannot tolerate others touch/type of touch Challenges with how things or surfaces
Sometimes dont feel pain the way others do Difficulty with the temperature or drafts
Notes: Notes:
Other/Notes:
6. Vestibular Scan: Pay attention to how movement affects or doesnt affect you in this
environment. Which of the following apply to you? Fill in as many details as you can in the Notes
sections.
Cannot sit for long periods of time Would like to spin in circles
Notes: Notes:
7. Proprioceptive Scan: Pay attention to your experience of your body and the space around
you. Which of the following apply to you? Fill in as many details as you can in the notes sections.
Easily bump into others or the walls Need to rock, bounce, or press
My Top Three Environmental Needs: Choose up to three results from your Sensory Scan
above. You will use these to develop an Advocacy Plan in your Self-Advocacy Portfolio.
1.
2.
3.
Self-Advocacy
Portfolio
Do I need an Advocacy Script? (If YES, complete the Advocacy Script worksheet)
Valerie
Paradiz,
LLC
2012
Integrated
Self
Advocacy
ISA
ISA
Social
Scan
Unit
#5
Applications
Learning
Activity
5.13b
Instructions:
Complete
the
following
Social
Scan
worksheet
with
an
individual
you
support.
You
can
base
the
scan
on
self-report
from
the
individual
and/or
observations
you
make.
College/Program/Employment Site:
1. People: Pay attention to the people in this situation. Which of the following apply? Fill in as many details as you
can in the Notes sections.
How many people are in this environment? If its a large number, give an estimate.
Number:
There are people I know here. Describe how this makes you feel.
Notes:
I do not know any of the people here. Describe how this makes you feel.
Notes:
Other.
Notes:
2. Structure & Space: Pay attention to the structure of this situation and how people are distributed in space in
relation to you. Which of the following apply? Fill in as many details as you can in the Notes sections.
This is a formal or organized setting. People are seated in rows of chairs or at table(s) or desk(s).
Notes:
The setting is not formal or organized. People are moving about at will or standing/sitting in groups.
Notes:
I feel comfortable with the amount of space in relation to the number of people.
Notes:
I feel uncomfortable with the amount of space in relation to the number of people.
Notes:
Provide some details on your location in this setting, as well as your proximity to others.
Notes:
Other
Notes:
3. Content: Pay attention to the content of this social environment. Which of the following apply? Fill in as many
details as you can in the Notes sections.
This is a formal lecture or class, one or more people are speaking to the others, who are listening.
The topic(s) being discussed is/are:
This is an informal setting, such as a party or other loosely organized social gathering.
People are talking about:
This is a very quiet setting. People are either whispering or not talking at all.
Notes:
4. Expectations: Think about what might be expected of you in this environment. Which of the following apply? Fill
in as many details as you can in the Notes sections.
Other
Notes:
5. Mood: Pay attention to the mood or the emotions of others in this setting. Which of the following apply? Fill in as
many details as you can in the Notes sections.
Other
Notes:
There are signs or other symbols that help me to navigate this environment.
Notes:
The way people are sitting, standing or organized help me to navigate this environment.
Notes:
Other
Notes:
My comfort level with the context cues/supports this setting is (circle one):
1 2 3 4
unbearable uncomfortable not a problem comfortable
My Social Tendencies
You will use the results of this questionnaire to create a Social Advocacy Plan.
1. Review your Social Scan. Which social aspects of this setting make you uncomfortable (score of 1 or 2)?
2. Which social aspects of this setting are you comfortable with (score of 3 or 4)?
The ISA Social Scan is used with permission by Valerie Paradiz, LLC.
Self-
Advocacy
Portfolio
2.
3.
2.
3.
(For example, do you need to make a request for a modification or for assistance of some kind?)
1.
2.
3.
Do I need an Advocacy Script? (If YES, complete the Advocacy Script worksheet)
1. YES NO
2. YES NO
3. YES NO
Do I need someone to support me? If so, how?
(You might want to practice your plan first, ask someone to accompany you, or follow up with a mentor
after you have executed your Advocacy Plan.)
1. YES NO
2. YES NO
3. YES NO
Valerie
Paradiz
2011
Integrated
Self
Advocacy
ISA
The
ISA
Social
Scan
for
FBA/BIP
Unit
#5
Applications
Learning
Activity
5.13c
Comprehensive Autism Planning System (CAPS)
6-Minute Brief
Name: ________________________
Activity/Task/Job: ________________________________
Unit
#6
Citizenship
and
Community
Life
Homework
6.1
(Employee)
Considering
Focused
Interests
Instructions:
Read
the
brief
description
of
Jose
and
answer
the
questions
below.
Brief
Description
Jose
is
25
years
old.
He
loves
baseball,
especially
sharing
stats
and
historical
facts
with
others.
The
support
workers
in
his
group
home
sometimes
ask
him
to
not
talk
about
baseball
all
the
time.
Jose
has
never
been
to
a
ball
park
because
he
cannot
tolerate
loud
crowds
Jose
visited
a
ball
park
in
his
city
during
off
hours
and
participated
in
a
tour
of
the
park
with
a
small
group
of
fans
Jose
knew
many
facts
about
his
home
team,
which
made
the
tour
guide
and
other
participants
happy
Jose
stayed
after
the
tour
of
the
ball
park
and
swapped
facts
with
the
tour
guide
The
tour
guide
enjoyed
Joses
enthusiasm
and
attention
to
facts
about
the
park
Questions
to
Answer
1.
How
might
Joses
passion
for
baseball
lead
to
a
job?
2.
How
can
Joes
interest
in
baseball
be
used
to
help
him
develop
work
skills?
3.
What
can
group
home
staff
do
during
the
regular
course
of
the
day
to
help
Joe
develop
skills
using
his
interest
in
baseball?
Unit
#6
Citizenship
and
Community
Life
Activity
6.2
(Employee)
CAPS
6-Minute
Brief:
George
Instructions:
Create
a
CAPS
6-Minute
Brief
for
George
that
will
help
him
start
his
day
in
a
positive
manner
and
distress
after
work.
Use
the
template
on
the
following
page.
What
types
of
supports
would
you
consider
to
help
George
start
his
day
positively
and
de-stress
at
the
end
of
the
day?
You
may
work
alone
or
in
a
group
Brainstorm
quickly
as
many
ideas
as
possible.
Be
prepared
to
review
your
ideas
with
the
large
group.
Brief
Description:
George
is
a
30-year-old
man
with
classic
autism
who
lives
in
a
group
home
with
several
men
George
has
limited
verbal
ability,
but
does
choose
to
use
his
words
to
communicate
He
is
a
visual
learner
and
people
that
know
him
realize
that
when
given
information
visually
(such
as
pictures
and
simple
words)
he
understands
much
better
George
likes
routine
in
his
day
and
has
difficulty
when
the
routine
is
changed
unexpectedly.
As
far
as
things
that
he
enjoys,
George
likes
TV,
especially
shows
that
have
to
do
with
trains,
airplanes
or
any
kind
of
transportation.
In
fact
he
is
drawn
to
books,
games,
pictures
and
other
items
or
activities
that
include
transportation.
George
is
relatively
healthy.
He
has
few
ongoing
health
issues,
except
he
can
have
trouble
maintaining
his
blood
sugar
level.
It
seems
to
drop
quickly
when
he
needs
to
eat
and
can
cause
him
to
have
headaches,
become
shaky
and
weak.
George
works
in
the
community
4
days
a
week
in
a
small
retail
store
He
does
not
mind
going
to
work;
he
just
has
difficulty
moving
though
the
morning
activities
at
a
pace
that
will
allow
him
not
to
be
rushed.
When
he
is
rushed,
it
throws
his
day
off
and
he
has
a
more
difficult
day
at
work
The
job
is
well
suited
to
his
skills
and
interest;
however,
even
a
normal
day
of
social
interaction
and
mild
sensory
challenges
can
cause
stress
to
build.
Light
and
sounds
seem
to
especially
cause
sensory
deregulation.
By
the
end
of
the
day
George
has
difficulty
coping
with
even
small
issues
Unit
#6
Citizenship
and
Community
Life
Homework
6.2
(Employee)
Use
the
CAPS
6-Minute
Brief
form
on
the
next
page.
Comprehensive Autism Planning System (CAPS)
6-Minute Brief
Name: ________________________
Activity/Task/Job: ________________________________
Unit
#6
Citizenship
and
Community
Life
Learning
Activity
6.3
(Volunteer)
Volunteering
in
the
Community
Instructions:
Pia
is
a
51-year-old
woman
with
ASD.
She
is
very
interested
in
flowers
and
gardening.
The
local
Chamber
of
Commerce
is
looking
for
assistance
with
planting
and
weeding.
Use
the
information
provided
to
create
a
CAPS-6
Minute
Brief.
A
template
for
the
brief
is
provided
on
the
following
page.
Name:
Pia
51
year-old
female
Disabilities:
Autism:
A
disorder
resulting
in
impairments
in
communication
and
social
interaction,
with
markedly
restricted
patterns
of
behavior
and
interests
Medical:
Arthritis
Family
Dynamics:
Pia
is
quiet,
shy
and
gentle.
Her
primary
language
is
Filipino
and
her
secondary
language
is
English.
Her
receptive
language
is
quiet
good
but
she
is
communicates
infrequently
only
using
one
or
two
words
to
express
herself.
She
primarily
relies
on
a
Picture
Exchange
Communication
System
(PECS,
Bondy
&
Frost,
2011)
binder
that
has
been
created
for
her.
She
will
often
avoid
communicating
her
needs
and
often
wait
until
someone
engages
her
as
opposed
to
initiating.
A
timer
and
a
written
schedule
are
helpful
to
her
to
anticipate
possible
needs
or
transition
periods,
such
as
meals
and
using
the
restroom.
Learns
Best:
Pia
functions
well
with
written
schedules.
She
does
best
when
her
own
schedule
is
written
in
her
language.
She
thrives
on
a
predictable
routine.
Timers
have
been
helpful
in
alerting
her
when
it
is
time
to
s
use
the
restroom,
get
a
drink,
eat
lunch,
etc.
Special
Interests:
Gardening,
birds,
flowers,
crossword
puzzles,
reading
(books
in
Filipino),
listening
to
books
on
tape
(especially
in
Filipino),
crochet
Strengths:
Gentle,
polite,
cooperative,
responds
well
to
direct
instructions,
responds
well
to
structure,
level
of
independence
increases
as
structure
and
predictability
increase
Challenges:
She
struggles
to
communicate
her
wants
and
needs
when
in
new
settings,
she
often
relies
on
prompts
to
perform
some
basic
functions
such
as
taking
a
bathroom
break
or
stopping
for
lunch,
she
uses
her
PECS
book
in
the
residential
facility
but
seems
hesitant
to
use
it
in
other
settings,
difficulty
transitioning
from
one
setting
to
the
next
due
to
fixated
interests
Things
that
upset:
Unfamiliar
people,
loud
noises,
commotion
or
large
crowds
Signs
of
being
upset:
despondence
or
inactivity,
rigidity,
confusion,
inconsistency
in
schedule
or
routine
Motivators
and
preferences:
Crochet,
gardening,
reading
Calming/Soothing
Techniques:
Using
soft
gentle
tones,
removal
from
loud
or
chaotic
environments,
calms
with
the
sound
of
running
water,
nature
sounds
CD
General
modifications:
Visual
and
sensory
supports,
providing
clear
directions,
provide
verbal
and
visual
instructions,
use
of
calendar
and
daily
schedule,
use
of
PECS
to
communicate,
provide
communication
in
Filipino
as
much
as
possible
Unit
#6
Citizenship
and
Community
Life
Learning
Activity
6.3
(Volunteer)
Use
the
CAPS
6-Minute
Brief
form
on
the
next
page.
Comprehensive Autism Planning System (CAPS)
6-Minute Brief
Name: ________________________
Activity/Task/Job: ________________________________
Unit
#6
Citizenship
and
Community
Life
Learning
Activity
6.4
(Consumer/Customer)
Consumer/Customer
Directions:
Review
the
Consumer
Role
Issues
or
Concerns
on
the
previous
slide.
Understanding
the
Hidden
Curriculums
of
different
places
of
business
and
how
this
may
not
be
same
Being
taken
advantage
of,
seen
as
easy
mark
Managing
money/credit
cards
in
stores
Dis-regulation
and
explaining
need
for
assistance
In
light
of
these
issues
and
others
discussed,
what
additional
strategies/interventions
could
one
add
to
the
staff
Getting
Ready
Routines
in
relation
to
the
role
of
the
consumer/customer?
Consumer
Role
Concern
Strategies/Interventions
for
Staff
Getting
Ready
Routines
or
Issue
1. Understanding
the
Hidden
Curriculums
of
different
business
and
how
may
not
be
same
2. Being
taken
advantage
of,
seen
as
easy
mark
3. Managing
money/credit
cards
in
stores
4. Dis-regulation
and
explaining
need
for
assistance
5.
6.
Unit
#6
Citizenship
and
Community
Life
Learning
Activity
6.4
(Consumer/Customer)
Consumer/Customer
Answer
Key
Directions:
Review
the
Consumer
Role
Issues
or
Concerns
on
the
previous
slide.
Understanding
the
Hidden
Curriculums
of
different
places
of
business
and
how
this
may
not
be
same
Being
taken
advantage
of,
seen
as
easy
mark
Managing
money/credit
cards
in
stores
Dis-regulation
and
explaining
need
for
assistance
In
light
of
these
issues
and
others
discussed,
what
additional
strategies/interventions
could
one
add
to
the
staff
Getting
Ready
Routines
in
relation
to
the
role
of
the
consumer/customer?
Consumer
Role
Concern
Strategies/Interventions
for
Staff
Getting
Ready
Routines
or
Issue
1. Understanding
the
1.
Social
Narratives
Hidden
Curriculums
of
2.
Video
Narratives
and
Examples
different
business
and
3.
Role
Play
how
may
not
be
same
2. Being
taken
advantage
1.
Rules
for
Relationship
(strangers
vs.
close
friends)
of,
seen
as
easy
mark
2.
Social
Instruction
regarding
trusting
others
3.
Possibly
the
use
of
a
5
Point
Scale
regarding
how
to
react
to
others
3. Managing
money/credit
1.
Providing
an
organizational
tool
that
holds
items
securely
cards
in
stores
2.
Subtle
cues
to
remind
how
to
manage
money
3.
Role
play/practice
in
home,
then
at
a
small
familiar
store
and
then
generalize
4. Dis-regulation
and
1.
Preplan
where
and
how
to
de-stress
in
a
community
setting
before
the
explaining
need
for
need.
assistance
2.
Prime
the
person
prior
to
entering
the
community
location
as
to
what
they
can
do
3.
Cue
cards
to
remember
4.
Create,
review
and
practice
a
5
Point
scale
5.
6.
Unit
#6
Citizenship
and
Community
Life
Learning
Activity
6.5
(Civic
Role)
Civic
Group
Member
Directions:
1. Think
about
the
community
in
which
you
provide
support
for
individuals
with
autism
and
others.
Brainstorm
all
of
the
organizations
that
might
be
possible
locations
for
membership
and
work
as
a
community
person
in
a
civic
role.
Write
these
on
the
worksheet.
2. Highlight
2
or
3
that
you
believe
might
be
the
most
supportive
groups
for
individuals
with
ASD.
3. Explain
briefly
why
these
groups
were
at
the
top
of
your
list.
Organizations
For
Membership
And
Work
As
A
Community
Person
In
A
Civic
Role
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Top
Two
or
Three
Organizations
for
Explain
the
features
of
these
organizations/reasons
Membership/Participation
by
Individuals
with
ASD
these
organization
are
your
top
choices.
Unit
#6
Citizenship
and
Community
Life
Learning
Activity
6.6
(Global
Supports)
Additional
Global
Community
Supports
Directions:
What
additional
ideas
do
you
have
that
would
be
ways
for
the
residential
support
person
to
participate
in
supporting
the
community
to
better
include
individuals
with
ASD?
Discuss
these
with
your
group
or
with
another
individual.
Record
a
few
ideas
below
Activities,
Strategies
and
Actions
that
a
Residential
Support
Person
may
use
to
Influence
General
Community
Awareness
and
Community
Support
of
Individuals
with
ASD
1.
2.
3.
4.
5.
Unit
#6
Citizenship
and
Community
Life
Learning
Activity
6.7a
(Advocate)
Advocacy
and
Self-Advocacy
Instructions:
Interview
your
partner
regarding
their
experience
in
advocacy.
Inquire
and
record
information
about
2
instances:
(1)
where
he
or
she
had
to
advocate
on
their
own
behalf
and
(2)
when
he
or
she
advocated
on
behalf
of
someone
else
or
a
particular
issue.
Be
sure
to
get
details
related
to:
when
and
where
they
had
to
advocate
why
they
felt
they
had
to
advocate
how
they
felt
before,
during,
and
after
the
process
how
they
went
about
the
process
how
successful
they
were
and
what
they
would
do
differently
in
the
future.
Now
proceed
to
Learning
Activity
6.7b
on
the
next
page.
Unit
#6
Citizenship
and
Community
Life
Learning
Activity
6.7b
(Advocate)
Your
Self-Advocacy
Experience
and
Supporting
the
Emerging
Self-Advocate
Instructions:
Next,
consider
your
self-advocacy
experience
from
6.2a
above.
Can
you
break
the
experience
down
into
the
three
steps?
Have
you
ever
supported
an
individual
in
advocating
for
him
or
herself?
Can
you
recognize
the
steps
from
that
experience
too?
Self-Advocacy
Steps
Your
Experience
1.
Self-Awareness
2.
Disclosure
&
Advocacy
Plan
3.
Implementation
Unit
#6
Citizenship
and
Community
Life
Homework
6.1
(Advocate)
Supporting
Self-Advocacy
Instructions:
Go
back
to
the
ISA
Sensory
Scan
or
the
ISA
Social
Scan
that
you
completed
in
units
3-5
(with
a
person
you
support).
Choose
one
item
of
sensory
or
social
need,
preference
or
discomfort
that
was
identified
in
a
Scan,
and
support
the
individual
in
creating
an
advocacy
plan.
Use
the
chart
below
to
map
out
the
three
steps
of
the
plan.
Self-Advocacy
Steps
Your
Experience
1.
Self-Awareness
2.
Disclosure
&
Advocacy
Plan
3.
Implementation
Unit
#7
Sexuality
Learning
Activity
7.1
Myths
and
Truths
1.
In
small
groups,
discuss
statements
the
statements
below.
What
is
true?
What
is
not?
Why
do
you
think
people
may
believe
those
statements
that
are
false?
Make
a
few
notes
on
this
worksheet
if
you
like.
2.
In
the
large
group,
provide
feedback
on
your
small
group
discussion
about
either
agreement
or
disagreement
with
statements.
Statements
to
Consider
Autistic
adults
are
not
interested
in
sex
Autistic
adults
are
hyper-sexual
Autistic
adults
do
not
have
the
capacity
to
participate
in
sexual
behavior
Autistic
adults
are
not
motivated
enough
to
engage
in
romantic
and
sexual
activity
Autistic
adults
are
not
able
to
experience
emotional
and
physical
intimacy
Autistic
adults
are
all
heterosexual
Unit
#7
Sexuality
Learning
Activity
7.2
Understanding
Concepts
of
Public
and
Private
Instructions:
Discuss
the
following
questions
in
a
small
group
or
simply
consider
these
to
yourself.
Make
notes
to
help
you
add
to
the
group
discussion
that
will
follow.
1. What
specific
requirements
of
your
support
role
could
require
close
physical
or
visual
contact
and
possibly
increase
confusion
about
privacy?
2. Do
you,
or
did
you,
ever
feel
uncomfortable
or
concerned?
Unit
#7
Sexuality
Learning
Activity
7.3
Supporting
Self
Determination
1. How
do
you
support
an
individual's
ability
to
be
self-determined?
In
his/her
daily
life?
In
his/her
social
life?
In
community
participation?
2. Brainstorm
additional
ways
in
which
you
could
extend
your
support.
Unit
#7
Sexuality
Learning
Activity
7.4
Social
Competence:
Defining
Normal
If
normal
is
defined
as
what
is
expected,
and
if
you
do
not
know
what
is
expected,
you
could
be
making
mistakes
and
never
realize
it!
Consider
this
statement
for
a
minute.
Next,
work
in
small
groups
or
in
pairs
and
discuss
the
following
questions.
Use
the
worksheet
for
notes
to
share
in
the
large
group.
1. Discuss
a
time
when
this
may
have
applied
to
you.
2. How
did
you
feel
when
you
finally
realized
this?
3. Did
anyone
help
you
or
did
you
just
need
to
figure
it
out?
4. What
would
you
have
liked
to
happen
instead?
Question
Notes
1.Discuss
a
time
when
this
may
have
applied
to
you.
2.How
did
you
feel
when
you
finally
realized
this?
3.
Did
anyone
help
you
or
did
you
just
need
to
figure
it
out?
4.
What
would
you
have
liked
to
happen
instead?
Unit
#7
Sexuality
Learning
Activity
7.5
Task
Analysis
for
Social
Competence
Part
1
1. Select
one
of
the
following
scenarios.
2. Complete
a
task
analysis
of
the
situation.
3.
Include
the
specific
steps
and
the
knowledge
required
to
successfully
navigate
the
situation
Scenario
One:
Eating
in
a
restaurant
with
friends
Scenario
Two:
Watching
a
movie
in
a
theater
with
friend(s)
Scenario
Three:
Asking
someone
for
a
date
for
the
first
time
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Unit
#7
Sexuality
Handout
7.1
Social
Narrative
on
Kissing
KISSING
-
When
one
person's
lips
touch
another
persons
lips.
Kissing
is
something
people
like
to
do
when
they
have
feelings
for
each
other.
It
is
basically
when
people
press
their
lips
together.
More
can
be
done
in
kissing,
such
as
the
use
of
tongue.
The
feelings
that
are
present
when
people
kiss
can
be
different
every
time.
I
suggest
that
if
you
want
to
kiss
a
girl,
you
prepare
yourself
and
go
over
the
situation
first
in
your
mind.
If
you
and
the
person
you
want
to
kiss
are
together
as
a
dating
couple,
then
it
is
probably
appropriate.
If
you
are
not
together,
it
is
inappropriate
to
kiss
if
the
person
doesn't
feel
the
same
way.
You
can
never
just
go
up
to
someone
and
kiss
without
warning,
because
not
only
is
that
scary
to
the
person
you
kissed,
it
is
also
socially
unacceptable.
In
fact,
it
can
be
illegal
because
it
can
be
seen
as
harassment.
Asperger
Download:
A
Guide
to
Help
Teenage
Males
with
Asperger
Syndrome
Trouble-Shoot
Life's
Challenges
by
Josie
and
Damian
Santomauro
Unit
#7
Sexuality
Learning
Activity
7.6
Task
Analysis
Part
2
1.
Select
one
or
two
steps
from
the
list
of
steps
that
you
identified
for
Learning
Activity
7.5.
2.
Write
the
step(s)
here:
3.
Outline,
describe,
or
sketch
a
visual
tool
or
support
that
can
be
used
to
teach
or
support
the
individual
to
be
successful
in
learning
and
using
the
skills
necessary
to
complete
the
step.
Unit
#7
Sexuality
Handout
7.2a
CAPS
6-Minute
Brief
Case
Study:
Sarah
Sarah
is
a
young
woman
diagnosed
with
high
functioning
(HF)
autism.
She
has
recently
been
introduced
to
Paul,
another
HF
individual
with
ASD.
Paul
and
Sarah
have
had
several
conversations
and
enjoy
each
others
company
in
brief
meetings
in
the
community.
Paul
has
asked
Sarah
on
a
date
to
a
video
arcade
facility
where
he
and
a
group
of
individuals
with
ASD
meet
and
play
games
and
have
snacks
or
a
meal.
Sarah
has
never
been
out
with
this
group
or
with
Paul.
The
group
includes
two
facilitators
that
accompany
the
group,
however
only
sit
in
the
snack
bar
to
be
available
if
any
of
the
group
should
need
them
for
help.
Sarah
is
nervous
about
the
date
but
wants
to
go.
Her
support
team
would
like
to
create
a
6-Minute
CAPS
to
provide
to
the
group
facilitators
to
help
them
support
Sarah
to
be
successful.
Comprehensive
Autism
Planning
System
(CAPS)
6-Minute
Brief
Name:
___Sarah_________________________________________________________________________________________________________________________________________________________________
Support
Network
Contact:
Name:
___Josie________________________
Phone:
____234-3456__________________________
Date:__July
9,
2012_________________________________
Activity/Task/Job:
___Date
with
Paul
_______________________________________________________________________________________________________________________________________
Training
Needs
or
Reinforcement
to
Social
and
Sensory/Biological
Environmental
Suggested
Supports
for
Skills
Include
in
Communication
Considerations
and
Modifications
and
Natural
Supports
of
this
Activity/Task
Activity/
Task
Needs
and
Supports
Supports
Supports
Used
-
Sarah
needs
to
learn
-
5
Point
Scale
to
help
-
Sarah
can
become
-
Taking
a
break
to
-
Supports
will
be
the
how
to
read
and
-
Sarah
is
very
teach
and
remind
Sarah
easily
overwhelmed
leave
the
group
facilitators.
respond
to
social
motivated
for
this
different
levels
of
in
a
situation
such
as
overwhelming
situations
that
could
date
to
be
a
success!
relationships.
Have
the
arcade.
Especially
situation.
-
They
are
available
at
become
unsafe
or
be
available
for
support
with
the
social
the
snack
bar
area
considered
staff
to
use
with
Sarah
demands
of
the
date.
throughout
the
inappropriate
for
the
Use
5-point
scale
to
evening.
Sarah
needs
level
of
relationship
-
Reviewing
public
vs.
cue
her
to
take
a
to
know
these
ladies
(i.e.
acquaintance
vs.
private
behaviors
for
break.
Break
will
be
and
how
to
find
them.
close
friend
or
boy- the
date.
Include
on
5
to
excuse
herself
to
friend)
Point
Scale
the
restroom,
or
to
sit
-
Have
facilitator
at
the
snack
bar
and
periodically
scan
/
get
a
drink,
or
take
a
walk
the
arcade
for
brief
walk
outside.
Sarah.
Use
the
5
Point
Scale
cues
discreetly
should
it
appear
Sarah
needs
help
remembering
how
to
react
to
situation
or
she
appears
to
need
break.
Modified by Chris Filler with permission from:
Henry, S. A., & Myles, B. S. (2007). Integrating best practices throughout the students daily schedule: The Comprehensive Autism Planning System (CAPS)
for individuals with Asperger Syndrome, autism and related disabilities. Shawnee Mission, KS: Autism Asperger Publishing Company.
Unit
#7
Sexuality
Handout
7.2b
CAPS
6-Minute
Brief
Case
Study:
TJ
TJ,
a
young
man
diagnosed
with
classic
autism,
plans
to
attend
a
swim
party
at
the
community
fitness
facility
with
a
group
of
his
neurotypical
peers.
He
has
been
to
the
facility
numerous
times
and
knows
some
of
the
staff,
but
does
not
know
this
group
of
peers.
TJs
support
staff
knows
he
is
very
excited
to
meet
new
people,
but
realizes
he
has
great
difficulty
remembering
how
to
approach
others,
how
to
read
situations,
and
how
to
regulate
his
interactions
in
social
situations.
His
support
team
would
like
to
prepare
a
6-Minute
CAPS
for
TJ
to
help
him
and
support
staff
at
the
party
to
make
it
a
successful
event
for
TJ.
Comprehensive
Autism
Planning
System
(CAPS)
6-Minute
Brief
Name:
________TJ______________________________________________________________________________________________________________________
Support
Network
Contact:
Name:
___Carrie_______________________
Phone:
_675-3421____________
Date:
_
July
1,
2012_______
Activity/Task/Job:
_____Swim
Party_________________________________________________________________________________________________
Training
Needs
or
Reinforcement
Social
and
Sensory/Biological
Environmental
Suggested
Supports
for
Skills
to
Communication
Considerations
and
Modifications
and
Natural
Supports
of
this
Activity/Task
Include
in
Needs
and
Supports
Supports
Supports
Used
Activity/
Task
-
Home
staff
to
review
-
Water
is
a
great
-
None
needed
at
this
-
Staff
at
facility
that
-
TJ
needs
to
learn
-
Built
into
the
the
public
private
rules
sensory
support
for
time.
Environment
is
is
familiar
with
TJ
and
remember
how
situation.
TJ
is
for
changing
to
swim
TJ.
Being
in
water
or
naturally
calming
include
Mary
C.
and
to
approach
other
very
reinforced
by
attire,
restroom,
locker
the
whirlpool
will
when
using
the
water
Jon
R.
(Example:
people
he
the
positive
room,
etc.
Cue
words
for
assist
him
to
calm.
as
a
sensory
These
staff
are
willing
has
just
met,
friends,
interaction
he
staff
at
facility
is
Public
break/sensory
to
use
the
people
working
in
the
receives
when
he
or
Private
regulator
relationship
circles
facility,
etc.)
and
how
is
successful
and
public
private
to
do
this
in
a
way
-
Levels
of
relationships
cues
to
help
TJ
be
that
is
expected
for
will
be
reviewed
with
successful
at
the
the
relationship
and
visual
of
circles
with
party.
situation.
outer
rings
being
those
he
needs
to
keep
more
formal
and
close
rings
being
more
informal.
Will
carry
the
visual
reminder
with
him.
Staff
at
facility
will
be
given
a
copy
to
help
remind
him
should
they
observe
TJ
making
social
mistakes
Modified
by
Chris
Filler
with
permission
from:
Henry,
S.
A.,
&
Myles,
B.
S.
(2007).
Integrating
best
practices
throughout
the
students
daily
schedule:
The
Comprehensive
Autism
Planning
System
(CAPS)
for
individuals
with
Asperger
Syndrome,
autism
and
related
disabilities.
Shawnee
Mission,
KS:
Autism
Asperger
Publishing
Company.
Unit
#8
Safety
Learning
Activity
8.1
Prepare
for
Encounters
with
First
Responders
Instructions:
Returning
to
the
triad
of
characteristics
you
learned
about
in
Unit
1,
imagine
a
police
officer
arrives
at
the
home
or
residence
where
you
support
an
adult
with
autism.
The
officer
asks
to
question
the
individual,
who
was
reported
by
a
neighbor.
The
neighbor
spotted
the
individualrunning
across
the
front
lawn,
carrying
something
and
yelling.
The
neighbor
ran
outside
to
identify
the
person
and
discovered
that
one
of
his
garden
gnomes
was
missing
from
the
front
porch.
He
thinks
the
individual
stole
the
gnome.
Considering
the
triad
of
characteristics,
how
would
you
support
the
individual
while
he/she
is
being
questioned
by
the
police
officer?
Categorize
your
supports
according
to
the
triad
of
characteristics
in
the
chart
provided
below.
Characteristics
Support
Difficulty
with
Social
Interaction
Impairment
in
Verbal
and
Nonverbal
Communication
Restricted
and
Repetitive
Behavior
and
Interests
1
Unit
#8
Safety
Handout
8.1
Individualized
Medical
Document
A
Preview
The
Individualized
Medical
Document
will
be
covered
more
comprehensively
in
unit
9.
You
will
find
a
copy
on
the
following
page.
This
document
summarizes
for
first
responders
and
medical
staff
essential
information
for
emergencies,
visits
to
the
doctors
office
or
hospitalization.
Categories
included
are:
1. Support
Contacts
2. Communication
Needs
and
Differences
3. Sensory
Needs
and
Differences
4. Social
Needs
and
Differences
5. Motor/Physical
Needs
and
Differences
6. Behavioral
Needs
7. Other
Needs
8. Medications
9. Allergies
In
unit
9,
you
will
participate
in
a
Learning
Activity
based
upon
the
Individualized
Medical
Document.
2
Individualized Medical Document
SUPPORT CONTACTS
DIAGNOSES
COMMUNICATION
Individualized Medical Document
SENSORY
SOCIAL
Individualized Medical Document
MOTOR/PHYSICAL
BEHAVIOR
Individualized Medical Document
OTHER
Individualized Medical Document
MEDICATIONS
ALLERGIES
Unit
#8
Safety
Homework
8.1
Fire
and
Burn
Prevention
at
Home
View
the
Safe
Signals
video
produced
by
the
Ohio
State
University
Medical
Center.
The
URL
to
the
video
is:
http://www.youtube.com/watch?v=20qG5ojW4z0
After
viewing
the
video,
how
do
you
feel
can
you
increase
fire
and
burn
prevention
for
an
individual
in
the
setting
where
you
provide
support?
Create
or
provide
1)
an
example
of
a
sensory
support,
2)
an
example
of
a
visual
support,
3)
an
example
of
a
communication
support
and
4)
one
task
analysis.
1.
Sensory
Support
2.
Visual
Support
3.
Communication
Support
4.
Task
Analysis
3
Unit
#9
Health
and
Wellness
Handout
9.1
Individualized
Medical
Document
A
full
template
for
creating
an
Individualized
Medical
Document,
as
discussed
in
this
unit,
can
be
found
in
the
pages
that
follow.
Individualized Medical Document
SUPPORT CONTACTS
DIAGNOSES
COMMUNICATION
Individualized Medical Document
SENSORY
SOCIAL
Individualized Medical Document
MOTOR/PHYSICAL
BEHAVIOR
Individualized Medical Document
OTHER
Individualized Medical Document
MEDICATIONS
ALLERGIES
Unit
#9
Health
and
Wellness
Learning
Activity
9.1
Fitness
as
Routine
1.
On
your
own,
list
all
the
fitness
activities
you
have
participated
in
during
the
past
6
months.
How
many
are
routine?
How
many
are
incidental?
2.
Work
in
small
groups
and
brainstorm
a
variety
of
activities
that
promote
fitness,
based
on
the
personal
list
you
have
developed.
3.
Use
the
Internet
to
identify
fitness
opportunities
in
your
community.
Categorize
by
type
of
activity
List
agency,
address,
phone,
website,
cost
for
participation
Add
pictures
if
possible
4.
Identify
fitness
activities
from
this
list
that
the
people
you
support
may
be
interested
in
doing.
Add
additional
fitness
activities
to
the
list
that
may
be
related
to
interests
of
the
people
you
work
with.
Be
creative!
For
example,
a
person
who
enjoys
animals
may
offer
to
regularly
walk
a
neighbors
dog.
Agency
Address
Phone
Web
Site
Cost
to
Comments
Name
participate
Unit
#9
Health
and
Wellness
Learning
Activity
9.2a
Using
ISA
Sensory
and
Social
Scans
in
Fitness
Contexts
1. Divide
into
small
groups
with
an
assigned
context.
2.
Use
the
ISA
Sensory
Scan
and
the
ISA
Social
Scan
to
identify
possible
sensory
issues
in
that
context,
and
document
these
issues
in
Table
1.
Scans
are
available
on
the
following
pages.
3.
Share
your
findings
with
the
other
groups.
4. Discuss
and
list
strategies
in
Table
2
to
address
some
of
the
identified
issues
Table
1
Context
The
ISA
Sensory
Scan
The
ISA
Social
Scan
Hiking
trail
in
the
woods
Public
pool
Community
health
club
with
exercise
equipment
Ropes
course
on
a
college
campus
Outdoor
basketball
court
in
a
public
park
Indoor
track
at
the
local
YMCA
Community
yoga
class
Table
2
Context
Sensory
Strategies
Social
Strategies
Hiking
trail
in
the
woods
Public
pool
Community
health
club
with
exercise
equipment
Ropes
course
on
a
college
campus
Outdoor
basketball
court
in
a
public
park
Indoor
track
at
the
local
YMCA
Community
yoga
class
Unit
#9
Health
and
Wellness
Learning
Activity
9.2a
The ISA Sensory Scan Worksheet
Integrated Self-Advocacy ISA
Used with permission by Valerie Paradiz, LLC
2. Visual Scan: Pay attention to what you see or how you see in this environment. Which of the
following apply to you? Fill in as many details as you can in the Notes sections.
Light in room is too bright or too dim Type of light is distracting or challenging
Notes: Notes:
Angle of light is difficult (from above, below, etc.) Difficulty reading in this environment
Notes: Notes:
3. Olfactory Scan (Smell): Pay attention to the smells in this environment. Which of the following
apply to you? Fill in as many details as you can in the Notes sections.
Smell from objects is distracting, challenging The general smell of the room is difficult
Notes: Notes:
Smell from person(s) is distracting, challenging Other
Notes: Notes:
4. Tactile Scan (Touch/Feel): Pay attention to your reaction to touch or to the things or
people you touch/feel in this environment. Which of the following apply to you? Fill in as many
details as you can in the Notes sections.
Generally cannot tolerate others touch/type of touch Challenges with how things or surfaces
Sometimes dont feel pain the way others do Difficulty with the temperature or drafts
Notes: Notes:
Other/Notes:
6. Vestibular Scan: Pay attention to how movement affects or doesnt affect you in this
environment. Which of the following apply to you? Fill in as many details as you can in the Notes
sections.
Cannot sit for long periods of time Would like to spin in circles
Notes: Notes:
7. Proprioceptive Scan: Pay attention to your experience of your body and the space around
you. Which of the following apply to you? Fill in as many details as you can in the notes sections.
Easily bump into others or the walls Need to rock, bounce, or press
My Top Three Environmental Needs: Choose up to three results from your Sensory Scan
above. You will use these to develop an Advocacy Plan in your Self-Advocacy Portfolio.
1. 2. 3.
Unit
#9
Health
and
Wellness
Learning
Activity
9.2b
College/Program/Employment Site:
1. People: Pay attention to the people in this situation. Which of the following apply? Fill in as many details as you
can in the Notes sections.
How many people are in this environment? If its a large number, give an estimate.
Number:
There are people I know here. Describe how this makes you feel.
Notes:
I do not know any of the people here. Describe how this makes you feel.
Notes:
Other.
Notes:
2. Structure & Space: Pay attention to the structure of this situation and how people are distributed in space in
relation to you. Which of the following apply? Fill in as many details as you can in the Notes sections.
This is a formal or organized setting. People are seated in rows of chairs or at table(s) or desk(s).
Notes:
The setting is not formal or organized. People are moving about at will or standing/sitting in groups.
Notes:
I feel comfortable with the amount of space in relation to the number of people.
Notes:
I feel uncomfortable with the amount of space in relation to the number of people.
Notes:
Provide some details on your location in this setting, as well as your proximity to others.
Notes:
Other
Notes:
3. Content: Pay attention to the content of this social environment. Which of the following apply? Fill in as many
details as you can in the Notes sections.
This is a formal lecture or class, one or more people are speaking to the others, who are listening.
The topic(s) being discussed is/are:
This is an informal setting, such as a party or other loosely organized social gathering.
People are talking about:
This is a very quiet setting. People are either whispering or not talking at all.
Notes:
4. Expectations: Think about what might be expected of you in this environment. Which of the following apply? Fill
in as many details as you can in the Notes sections.
Other
Notes:
5. Mood: Pay attention to the mood or the emotions of others in this setting. Which of the following apply? Fill in as
many details as you can in the Notes sections.
Other
Notes:
There are signs or other symbols that help me to navigate this environment.
Notes:
The way people are sitting, standing or organized help me to navigate this environment.
Notes:
Other
Notes:
My comfort level with the context cues/supports this setting is (circle one):
1 2 3 4
unbearable uncomfortable not a problem comfortable
My Social Tendencies
You will use the results of this questionnaire to create a Social Advocacy Plan.
1. Review your Social Scan. Which social aspects of this setting make you uncomfortable (score of 1 or 2)?
2. Which social aspects of this setting are you comfortable with (score of 3 or 4)?
The
ISA
Social
Scan
is
used
with
permission
by
Valerie
Paradiz,
LLC.
Unit
#9
Health
and
Wellness
Homework
9.1
Fitness
as
a
Routine:
Expanded
Resource
List
Please
take
some
more
time
to
expand
upon
the
fitness
resource
list
that
you
created
in
the
learning
activity.
Use
the
internet
to
continue
identifying
fitness
opportunities
in
your
community.
When
creating
your
list
use
this
template
as
a
guide
and
adapt
as
needed.
Please
make
sure
you
complete
your
list
with
the
following
information:
Categorize
by
type
of
activity
List
agency,
address,
phone,
website
Find
the
cost
for
participation
Include
pictures
from
the
various
program
activities
if
possible
Label
all
pictures
with
the
name
of
the
program/activity,
if
attached
separately
Agency
Address
Phone
Web
Site
Cost
to
Comments
Picture
Name
participate
Unit
#9
Health
and
Wellness
Homework
9.2
Adding
Fruits
and
Veggies
During
meal
preparation
in
the
setting
where
you
support
an
individual,
choose
2
items
from
the
list
below
to
incorporate
into
planning,
cooking
and/or
eating
the
meal.
Use
a
visual
of
the
Healthy
Eating
Plate
to
discuss
or
model
serving
proportions
(50%
of
the
plate).
1. Add
fruits
in
your
cereals
or
pancakes
2. Add
vegetables
into
scrambled
eggs
or
into
hash
browns
3. Eat
fruits
and
vegetables
for
snacks
4. Add
sliced
vegetables
on
sandwiches
5. Add
fruits
and
vegetables
in
the
salad
6. Place
a
whole
bowl
of
fruits
on
the
table
7. Eat
more
than
one
variety
of
veggies
at
dinner
8. Make
a
smoothie
with
fruits
for
snack
9. Add
fruits
in
all
desserts
10. Use
a
salad
plate
for
dinner
(the
bigger
the
plate,
the
more
food
we
pile
on
to
fill
the
space)
11. Use
a
dinner
plate
for
salad
(by
using
larger
plates
will
are
more
inclined
to
serve
bigger
portions
of
salad)
Unit
#9
Health
and
Wellness
Homework
9.3
Connecting
through
Cooking
After
viewing
the
video,
Connecting
through
Cooking,
plan
to
make
applesauce
or
another
simple
and
cheap
recipe
with
the
individual(s)
you
support.
Emphasize
community
participation
and
delegate
tasks
to
individual
strengths.
Prepare
and
offer
supports
as
needed.
Complete
the
survey
below
to
help
you
prepare
for
a
successful
time.
1. Do
I
need
to
provide
a
task
analysis?
2. Do
I
need
to
offer
visual
supports?
3. Do
I
need
to
provide
communication
supports?
4. Are
there
movement
and
motor
planning
issues
that
need
to
be
addressed?
5. Are
there
sensory
concerns
that
can
be
resolved?
Make
sure
everyone
involved
with
the
preparation
has
an
opportunity
to
eat
the
final
result,
preferably
as
a
community
together
at
the
table.
Unit
#9
Health
and
Wellness
Handouts
9.2
and
9.3
CAPS
6-Minute
Brief
Examples
for
Health
and
Wellness
On
the
following
pages
youll
find
two
CAPS
6-Minute
Brief
Examples
1)
Health:
Medical
Appointment
2)
Wellness:
Community
Exercise
Unit
#9
Health
and
Wellness
Learning
Activity
9.3
CAPS
6-Minute
Brief
Combining
Health,
Wellness
and
Nutrition
Instructions:
Juan
is
a
35-year-old
man
with
ASD.
He
has
significant
sensory
challenges
and
his
communication
is
limited.
His
food
interests
are
narrow,
and
he
is
very
routine-oriented.
Physically,
is
underweight
and
there
are
concerns
regarding
nutritional
deficits.
What
strategies
could
you
implement
to
encourage
and
expand
Juans
diet?
Consider
sensory,
social,
communication,
and
environmental
interventions
and
supports.
Using
the
template
provided
on
the
following
page,
create
a
six-minute
brief
to
outline
these
supports.
Unit
#9
Health
and
Wellness
Homework
9.4
Developing
a
Personalized
Cookbook
Many
individuals
on
the
autism
spectrum
struggle
with
specific
dietary
restrictions
that
can
make
meal
preparation
and
enjoyment
of
meals
a
challenge
(with
or
without
support
from
staff/family).
A
useful
tool
for
those
with
food
allergies
or
other
conditions
requiring
special
diets
can
be
an
personalized
cookbook.
The
first
step
in
creating
a
rewarding
cookbook
is
to
meet
not
only
the
dietary
needs
of
the
individual
but
to
also
factor
in
skill
level,
preferences,
food
dislikes,
including
sensory
issues.
The
Nutrition
Survey
Form
provided
on
the
following
page
can
help
you
get
started.
Once
youve
completed
the
survey,
you
can
begin
to
collect
recipes
that
match
the
needs
and
preferences
of
the
individual.
These
can
be
found
easily
in
cookbooks
or
online
at
such
web
sites
as
www.epicurous.com
,
www.allrecipes.com,
or
www.food.com.
You
can
also
develop
recipes
from
scratch
if
youre
an
experienced
cook.
As
you
compile
the
recipes
for
the
personalized
cookbook,
focus
on
simple
recipes
that
highlight
an
easy
technique.
For
example,
if
you
teach
an
individual
the
method
for
cooking
a
chicken
breast,
they
can
customize
it
by
adding
flavors
they
like
and
incorporate
it
into
different
recipes.
When
they
feel
satisfied
with
the
recipe
it
can
lead
to
a
boost
in
confidence.
Once
they
get
used
to
making
it
they
can
feel
more
comfortable
in
the
kitchen,
too.
In
the
following
pages,
youll
see
a
case
study
of
George,
an
individual
who
has
high
cholesterol.
In
this
instance,
recipes
are
included
in
his
personalized
cookbook
that
boost
fiber
content
by
increasing
the
amount
of
vegetables
while
reducing
the
amount
of
saturated
fats
from
animal
products.
Also,
recommendations
for
pairing
main
dishes
with
vegetable
side
dishes
to
encourage
a
balanced
meal
are
included
in
the
cookbook.
One
of
Georges
goals
is
to
avoid
dairy
and
red
meat,
so
recipes
focus
on
fish
and
chicken
as
sources
of
animal
protein
and
include
vegetarian
protein
options
as
well.
Sometimes
it
can
be
useful
to
rework
preexisting
recipes
to
fit
an
individuals
needs.
Some
recipes
only
needed
a
little
change
to
adjust
difficulty
level
or
serving
size,
while
others
require
more
substantial
changes
and
substitutions
of
ingredients.
It
is
important
to
build
a
recipe
book
that
tailors
to
the
individuals
specific
needs.
In
this
case
study,
George
cooks
only
for
himself.
Thus,
the
recipes
are
in
portion
sizes
for
a
single
person.
If
possible,
take
a
moment
to
go
through
the
cookbook
with
the
individual
to
make
sure
the
layout
and
instructions
are
understood.
Be
sure
to
prepare
ingredients
lists
and
shopping
lists
that
make
it
easy
for
the
individual
to
prepare
for
going
to
the
grocery
store
(with
our
without
support
from
staff/family).
Templates
for
these
are
also
provided
on
the
following
pages.
Unit
#9
Health
and
Wellness
Homework
9.4a
Nutrition
Survey
Form
Used
with
Permission
by
Kelcey
Ryan
Complete
the
following
survey
based
upon
self-reported
responses
by
the
individual
or
by
observation
of
eating
habits,
preferences
and
health
concerns.
Are
there
any
nutritional
needs/goals
(weight
loss,
gluten
free,
vegetarian,
low
sodium
etc.)
that
you
wish
to
address?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Do
you
have
any
allergies?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Please
list
favorite
foods,
genres,
snacks
and/or
brand
preferences:
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Foods
you
dislike:
_______________________________________________________________________________
_______________________________________________________________________________
Are
you
open
to
trying
new
foods,
including
genres,
fruits
or
vegetables
(provided
that
they
are
not
foods
you
dislike/have
an
allergy
to)?
_______________________________________________________________________________
Unit
#9
Health
and
Wellness
Homework
9.4b
Create
a
Shopping
List
After
you
have
compiled
a
personalized
cookbook,
create
a
shopping
list
that
covers
items
for
enough
meals
for
1-3
days.
Use
the
template
below,
categorizing
items
into
staples
(which
might
not
need
to
be
purchased
each
time
the
individual
shops)
and
specific
items
for
recipes
that
arent
staple
items.
This
list
can
be
further
refined
by
marking
in
the
staples
section
whether
that
item
needs
to
be
purchased
on
this
trip
to
the
grocery
store
(yes/no
box).
You
can
reproduce
this
list
each
time
the
individual
goes
shopping,
or
transfer
it
to
an
erasable
white
board
in
the
kitchen
area.
See
the
following
page
for
an
example
shopping
list.
Staples
Yes
No
Specific
Items
Notes
Example
Shopping
List
Staples
Yes
No
Specific
Items
Notes
Olive oil X
Salt X
Salmon pound
Onions 2
Lettuce 1 head
Pancake mix X
Maple syrup X
Butter X
Bacon 1 package
Mayonnaise X
Unit
#10
Supporting
Transportation
Handout
10.1
CAPS
6-Minute
Brief
Supporting
Transportation:
Jon
An
example
CAPS
6-Minute
Brief
to
support
Jon
(as
shown
in
the
case
study
in
this
unit)
can
be
found
on
the
following
page.
Comprehensive
Autism
Planning
System
(CAPS)-
6
Minute
Brief
Name:
Jon
Support
Contact
Name:
Sam
B.
Phone:
614-555-5555
Date:
3/5/12
Activity/Task/Job:
Riding
the
Subway
Training
Needs
Reinforcement
to
Social
and
Sensory/
Environmental
Suggested
or
Supports
for
Include
in
Communication
Biological
Modifications
Natural
Supports
this
Activity
or
Task
Needs
and
Considerations
and
Supports
Task/Activity
Supports
and
Supports
Used
-Create
-Arriving
at
-Written
-Ride
subway
-Script
to
-Book
to
read
written
script
work
with
low
script
at
off-peak
identify
on
subway
to
identify
anxiety
and
time
medical
and
when
he
medical
ready
to
work
condition
and
arrives
at
condition
and
-Sit
instead
request
to
sit
work
early
request
to
sit
standing
on
down
down
the
subway
-Identify
book
to
read
on
the
subway
Unit
#10
Supporting
Transportation
Learning
Activity
10.1
Planning
Transportation
Advocacy
Sensory
Self-Advocacy
Used
with
permission
from
Valerie
Paradiz,
LLC
Instructions:
You
will
be
using
the
following
tools
for
this
exercise:
1.The
ISA
Sensory
Scan
for
Transportation
2.My
Transportation
Advocacy
Plan
3.My
Advocacy
Script
ISA
Sensory
Scan
for
Transportation:
1.Consider
a
transportation
setting
you
have
been
in
and
complete
a
Sensory
Scan
worksheet
(see
the
following
pages).
Settings
may
involve
public
transportation
or
private
transportation.
The
scan
is
based
upon
memory
of
the
event,
or
upon
anticipation
of
an
event
(such
as
getting
to
work
next
week,
traveling
somewhere
by
plane,
etc.)
2.
Transportation
Advocacy
Plan:
Based
upon
the
results
of
the
scan
you
have
completed,
develop
an
Advocacy
Plan,
using
the
form
on
the
following
pages.
3.
If
your
Advocacy
Plan
requires
requesting
an
accommodation
or
asking
someone
for
assistance,
turn
to
the
Advocacy
Script
worksheet
on
the
following
pages
to
create
a
script
to
go
with
your
Advocacy
Plan.
4.
After
completing
the
ISA
Sensory
Scan
planning
series,
how
might
you
support
an
individual
with
his/her
transportation
needs
using
these
tools?
Note:
All
ISA
transportation
are
used
with
permission
by
Valerie
Paradiz,
LLC.
Materials
are
presented
here
primarily
in
text
format.
For
those
who
require
more
visual
supports,
this
can
serve
as
a
starting
point
for
developing
advocacy
plans
and
scripts
that
may
or
may
not
involve
language
and/or
printed
text,
and
might
include
video,
photographic
or
other
types
of
visual
supports
such
as
cartooning,
line
drawings,
sketches,
etc.
The ISA Sensory Scan for Transportation
This
worksheet
is
part
of
AGI
Comprehensive
Residential/Daily
Living
Curriculum.
Complete
this
worksheet
with
an
individual
you
support
through
self-report
and/or
observation.
Then,
use
the
data
from
this
worksheet
to
make
a
Transportation
Advocacy
Plan.
Program/School: _________________________________________________________________________________________
1. Auditory Scan: Pay attention to the sound in this environment. Which of the following apply to you? Fill in as many
details as you can in the Notes sections.
2. Visual Scan: Pay attention to what you see or how you see in this environment. Which of the following apply
to you? Fill in as many details as you can in the Notes sections.
Light in this environment is too bright or too dim Type of light is distracting or challenging
Notes: Notes:
Angle of light is difficult (from above, below, etc.) Difficulty decoding signs or other visual cues in this
Notes: environment
Notes:
3. Olfactory Scan (Smell): Pay attention to the smells in this environment. Which of the following apply to you? Fill
in as many details as you can in the Notes sections.
Smell from objects is distracting, challenging The general smell of the environment is difficult
Notes: Notes:
Generally cannot tolerate others touch/type of touch Challenges with how things or surfaces
Notes: feel to the touch (sticky, wet, rough, etc.)
Notes:
Sometimes dont feel pain the way others do Difficulty with the temperature or drafts
Notes: Notes:
5. Vestibular & Proprioceptive (V&P) Scan: Pay attention to how movement and/or the sensation of
your body in the space around you affects or doesnt affect you in this environment. Which of the
following apply to you? Fill in as many details as you can in the Notes sections.
Cannot sit for long periods of time Motion in vehicles is disruptive/makes me feel
sick or confused
Notes:
Easily bump into others or the walls/aisles Need to rock, bounce, or press
Notes: against other things or people
Notes:
My Sensory Needs/Tendencies
You will use the results of this questionnaire to create a Transportation Advocacy Plan.
1. Review your Sensory Scan. Which sensory aspects of this transportation setting make you uncomfortable (score of 1 or 2)?
2. Which sensory aspects of this transportation setting are you comfortable with (score of 3 or 4)?
Next, complete a Transportation Advocacy Plan that addresses the items you listed in #1 above.
My top Sensory or Social What is my advocacy goal? How will I advocate for myself? Do I need someone to support me, such Implement and
Needs Briefly describe what you wish to as a translator or mentor? If so, how? rate your plan.
Refer to the ISA Sensory accomplish with your advocacy plan. Can I address my sensory or social
and Social Scans and needs independently? If so how? You might want to practice your plan first, How did it go?
record items you scored 1 ask someone to accompany you, or follow
or 2 on below. Or, do I need to develop an up with a mentor after you have executed
advocacy script to make a request your Advocacy Plan.
My Transportation Advocacy Plan
2 OK
3 great
Need 2: 1 poorly
2 Ok
3 great
Need 3: 1 poorly
2 ok
3 great
Y
I
ISA Transportation Advocacy Script Worksheet
Your name: ____________________________________________ Date: ____________________________
This worksheet is part of the AGI Residential/Daily Living Curriculum. Briefly describe the advocacy goal, need,
or preference for which youll be creating a script. This can be provided in writing below, or it can be developed
in other formats, depending upon your mode of functional communication (AAC device, image based
information, such as photographs or drawings, video, etc.)
LOCATION:
Where will you be using this script? What is the
environment like? Public, private? Will you need to
request privacy to implement your script?
WHO?
Who will you be sharing your script with? Is it one
person or more than one person?
DISCLOSURE:
Do you feel you need to self-disclose to reach your
advocacy goal? If you do, will you make a full or partial
disclosure?
OUTCOME:
What outcome do you hope to achieve? What will you
do if the outcome is different from what you expected?
SUPPORT:
Will you ask a translator, mentor or support person to be
present when you use your advocacy script? Will you
ask that person to follow up with you after you have
attempted advocating with your script?
ADDITIONAL CONSIDERATIONS:
Add any additional information that isnt covered above
yet is important to using your script.
Use the space provided below (or in an alternative format that works best for you) to illustrate and/or write your advocacy script. Be sure to
write the words and/or include the images (photos, drawings, etc.) you will use when you advocate for your need or preference.
ISA Social Scan for Public Transportation
This
worksheet
is
part
of
AGI
Comprehensive
Residential/Daily
Living
Curriculum.
Complete
this
worksheet
with
an
individual
you
support
through
self-report
and/or
observation.
Then,
use
the
data
from
this
worksheet
to
make
a
Transportation
Advocacy
Plan.
Program/School: _________________________________________________________________________________________
1. People: Pay attention to the other passengers and the transportation worker(s) in this setting. Which of the following apply? Fill in
as many details as you can in the Notes sections.
How many passengers are in this setting? If its a large number, give an estimate. Describe how the number of passengers
makes you feel.
Notes:
There are no other passengers in this transportation setting. Describe how this makes you feel.
Notes:
There are passengers I know well here. Describe how this makes you feel.
Notes:
There are passengers I recognize but dont know well here. Describe how this makes you feel.
Notes:
I do not know any of the other passengers here. Describe how this makes you feel.
Notes:
The transportation worker (driver, ticket taker, etc.) is in the area and I am able to communicate with him/her if I need to. Describe
how this makes you feel.
Notes:
I know the transportation worker well. Describe how this makes you feel.
Notes:
I recognize the transportation worker but dont know him/her well. Describe how this makes you feel.
Notes:
Other
Notes:
2. Structure & Space: In this transportation setting, pay attention to the structure of the situation. Which of the following apply? Fill in
as many details as you can in the Notes sections.
I feel uncomfortable with the number of people in relation to my location in this setting
Notes:
I feel comfortable with the number of people in relation to my location in this setting.
Notes:
Other
Notes:
3. Content: Pay attention to the content of this transportation environment. Which of the following apply? Fill in as many details as
you can in the Notes sections.
4. Expectations: In this transportation setting, think about what might be expected of you by other passengers or by the
transportation worker. Which of the following apply? Fill in as many details as you can in the Notes sections.
I am expected to let the transportation worker know when I need to get off the vehicle.
Notes:
Other
Notes:
Other
Notes:
5b. Mood (general/other passengers): Pay attention to the mood or the emotions of other passengers in this setting. Fill in as many
details as you can in the Notes sections.
Other
Notes:
6. Context Cues/Supports: In this setting, are there any context cues or supports in the environment that help you understand what
to do? Which of the following apply? Fill in as many details as you can in the Notes sections.
There are people here who can help me understand the social situation (such as an interpreter or mentor).
Notes:
There are cues to help me understand how the space is organized or to help me complete tasks.
Notes:
Valerie Paradiz, PhD for Autistic Global Initiative
3
There are cues to help me understand the type of situation to expect or the type of event(s) that will occur.
Notes:
People are acting in a way that helps me know the mood or that helps me know how to act.
Notes:
There are cues in the environment that indicate the expectations or that help me know what to do.
Notes:
Other
Notes:
My comfort level with the context cues/supports this setting is (circle one):
1 2 3 4
unbearable uncomfortable not a problem comfortable
My Social Tendencies
You will use the results of this questionnaire to create a Transportation Advocacy Plan.
1. Review your Social Scan. Which social aspects of this transportation setting make you uncomfortable (score of 1 or 2)?
2. Which social aspects of this transportation setting are you comfortable with (score of 3 or 4)?
Next, complete a Transportation Advocacy Plan that addresses the items you listed in #1 above.
My top Sensory or Social What is my advocacy goal? How will I advocate for myself? Do I need someone to support me, such Implement and
Needs Briefly describe what you wish to as a translator or mentor? If so, how? rate your plan.
Refer to the ISA Sensory accomplish with your advocacy plan. Can I address my sensory or social
and Social Scans and needs independently? If so how? You might want to practice your plan first, How did it go?
record items you scored 1 ask someone to accompany you, or follow
or 2 on below. Or, do I need to develop an up with a mentor after you have executed
advocacy script to make a request your Advocacy Plan.
My Transportation Advocacy Plan
2 OK
3 great
Need 2: 1 poorly
2 Ok
3 great
Need 3: 1 poorly
2 ok
3 great
Y
I
ISA Transportation Advocacy Script Worksheet
Your name: ____________________________________________ Date: ____________________________
This worksheet is part of the AGI Residential/Daily Living Curriculum. Briefly describe the advocacy goal, need,
or preference for which youll be creating a script. This can be provided in writing below, or it can be developed
in other formats, depending upon your mode of functional communication (AAC device, image based
information, such as photographs or drawings, video, etc.)
LOCATION:
Where will you be using this script? What is the
environment like? Public, private? Will you need to
request privacy to implement your script?
WHO?
Who will you be sharing your script with? Is it one
person or more than one person?
DISCLOSURE:
Do you feel you need to self-disclose to reach your
advocacy goal? If you do, will you make a full or partial
disclosure?
OUTCOME:
What outcome do you hope to achieve? What will you
do if the outcome is different from what you expected?
SUPPORT:
Will you ask a translator, mentor or support person to be
present when you use your advocacy script? Will you
ask that person to follow up with you after you have
attempted advocating with your script?
ADDITIONAL CONSIDERATIONS:
Add any additional information that isnt covered above
yet is important to using your script.
Use the space provided below (or in an alternative format that works best for you) to illustrate and/or write your advocacy script. Be sure to
write the words and/or include the images (photos, drawings, etc.) you will use when you advocate for your need or preference.
Now its time to do your homework! Take a bus or train trip in your community that would be
similar to a trip for which public transportation would be needed. Select a destination for your
trip either to school, work, or a community event or activity (such as to the store or a holiday
celebration). You may want to take a camera and/or take notes about your journey and to capture
landmarks and notable items along the route. This experience can help you teach others about
traveling independently. Here are the steps that should comprise your trip:
1) During class, use the internet to find the transit system (A bus or train system) that is
closest to the residence at which you work.
2) On the transit system website, locate the schedule and plan your route. Consider the
following before you travel:
_________________________________________
b. What time would you have to leave to ensure you get to the stop on time?
____________________________________________________
c. What kinds of things will you look for on the route to determine its accessibility?
____________________________________________________
d. What factors will help you determine whether your path to the transit stop is safe?
__________________________________________________________
e. When the vehicle approaches, how will you know you are boarding the correct
vehicle?
____________________________________________________________
f. What will you need to pay your fare (e.g., correct change, smart card)?
_____________________________________________________________
2
3). When you board the vehicle (bus or train), how do you pay your fare?
___________________________________________________________
___________________________________________________________
5). Were there rules regarding how you should act on the vehicle? How did you learn about these
rules?
6). How did you know where you should get off of the vehicle?
______________________________________________________________
7). How did you let the driver know where you wanted to get off?
_____________________________________________________________
Back in Classroom
If you are working in a group, share your thoughts and have a discussion with your classmates
regarding:
If you are studying independently, write down the answers to the following:
How did your experience help you understand how to help others travel independently?
Unit
#10
Supporting
Transportation
Additional
Activities
The
following
pages
contain
additional
transportation
related
activities
developed
by
Easter
Seals
Project
ACTION.
You
or
your
team
may
consider
continuing
your
professional
development
by
implementing
some
of
these
additional
tools
with/for
individuals
you
support.
Mobility Options for an Individual
This tool will help you think about the various transportation options that might be
available to an individual and includes a chart on which you can record information
about the transportation needs of an individual.
1) Use the information you learned from your exploration of transportation options
through How to Find a Ride (learning activity 10.1) and you recorded on the Mobility
Options for the Community Chart (learning activity 10.2).
2) Before you begin thinking about the transportation needs of a particular individual,
review the completed Mobility Options for an Individual Chart provided as an
example.
3) Use the blank Mobility Options for an Individual Chart to record information about the
specific transportation needs of an individual.
The chart has five columns. What follows is a brief description of the information
intended for each column.
Column 1: Providers
The name of each transportation provider who offers service that is usable by
the person needing the trip.
Column 4: Availability
Is this option available when and where the person needs it?
Column 5: Cost/Fare
Is the cost of this trip reasonable for the person who needs it?
Review the Sample Mobility Options for an Individual chart to gain a better
understanding of the use of the chart. Then use the blank chart to start recording
information pertinent to a specific person.
Sample Chart - Mobility Options for an Individual
Vehicle/Service
Providers Eligibility Availability Cost/Fare
Access
Yes/reasonable for
Yellow Cab Yes/does not need short trips on an
an accessible vehicle Yes Yes/any trip occasional basis
Name: ______________________________
Vehicle/Service
Providers Eligibility Availability Cost/Fare
Access
Easter Seals Project ACTION is funded through a cooperative agreement with the U.S.
Department of Transportation, Federal Transit Administration, and is administered by
Easter Seals, Inc. This document is disseminated under the sponsorship of ESPA in the
interest of information exchange. Neither Easter Seals nor the U.S. DOT, FTA assumes
liability for its contents or use thereof.
Mobility Options for the Community
This tool will help you think about the various transportation options that might be
available in a community and includes a chart on which you can record information
about transportation services, and their characteristics.
1) Use the information you learned from your exploration of transportation options
through How to Find a Ride (learning activity 10.1).
2) Before you begin thinking about the various transportation options and their
characteristics in a community, review the completed Mobility Options for the
Community Chart provided as an example.
3) Use the blank Mobility Options for the Community Chart to record information about
the characteristics of transportation services across your community.
Column 1: Providers
The name of each transportation provider you find who offers some level of
service to the community.
Column 3: Eligibility
Who is eligible to use the service;
Often restricted to a particular population such as 65 and older, people using
particular service programs, etc.
Column 4: Availability
When is the service available;
Where does it go?
Column 5: Cost/Fare
An estimate of the cost of a ride for a single trip.
Review the Sample Mobility Options for the Community chart to gain a better
understanding of the use of the chart. Then use the blank chart to start recording
information pertinent to your community.
Sample Mobility Options for the Community
5:00 AM 7:30 PM
Mon/Fri
10:00 AM 4:30 PM
weekends
Metro Transit For specific routes in
100% Everyone the county $.50 - $1.50
5:30 AM 7:30 PM
Mon/Fri
10:00 AM 4:30 PM
People with weekends
Metro Access disabilities unable to Anywhere within the
100% use Metro Transit county $1.00
Based on length of
Yellow Cab 24 hours/7 days a trip
0% General public week Average cost $12.00
Easter Seals Project ACTION is funded through a cooperative agreement with the U.S.
Department of Transportation, Federal Transit Administration, and is administered by
Easter Seals, Inc. This document is disseminated under the sponsorship of ESPA in the
interest of information exchange. Neither Easter Seals nor the U.S. DOT, FTA assumes
liability for its contents or use thereof.
Transportation Choices
Sharon needs to get to work at the Paradise Valley Mall at 11:00 a.m. She lives on 35th
Avenue and wants to make sure she gets to work on time. What time should she pick
up her bus?
Sharon needs to get back home by 6:00 p.m. to meet with her speech pathologist. But
first she needs to stop at the pharmacy to pick up a prescription. Her pharmacy is
located at Thunderbird at 7th street. What time should Sharon leave her job to get home
in time?
Group Activity: With a colleague, discuss what factors were important in determining
which bus Sharon should use to get to work and back on time.
Self study: Make notes regarding what factors were important in determining which bus
Sharon should use to get to work and back on time.