1. Social Scripts
-Creating a show around a social situation, teaching reaction and control sentences to remember
2. Discrete Trial Training
-Teaching how to communicate through actions
3. Peer Mentors
-Acting with other kids
4.Functional Communication Training
-Motivation through positive reinforcements
5. Danver and Greenspan Method
-Children controlling situation/play in their world, sharing emotions
6. TEACCH Method
-Visual set schedule, visual positive reinforcement, visuals of emotions
7. ABA
-set observable goals, focus on observations, "playing" situations
8. Relationship Development Intervention
-developing relationships with others.
Tuesday, December 20, 2011
Monday, December 5, 2011
Social Story
Social Stories
When I Feel Angry
[ by Michele Gardner ]
The story
Sometimes I feel angry.
All people feel angry at one time or another.
When I get angry I will find my teacher, Mommy, Daddy or another adult.
When I find them I will try to use words to tell them that I am angry.
I can say "I'm angry!" or "That makes me mad!"
It is okay to use words when I feel angry.
They will talk to me about what happened and about how I feel.
This might help me to feel better.
Wherever I am I can try to find someone to talk to about how I feel.
http://www.polyxo.com/socialstories/ss0002.html
When I Feel Angry
[ by Michele Gardner ]
The story
Sometimes I feel angry.
All people feel angry at one time or another.
When I get angry I will find my teacher, Mommy, Daddy or another adult.
When I find them I will try to use words to tell them that I am angry.
I can say "I'm angry!" or "That makes me mad!"
It is okay to use words when I feel angry.
They will talk to me about what happened and about how I feel.
This might help me to feel better.
Wherever I am I can try to find someone to talk to about how I feel.
http://www.polyxo.com/socialstories/ss0002.html
Saturday, December 3, 2011
Social Scripts
Obviously with a show we will use scripts. Scripts of social situations are actually used with children with autism to understand social cues and specific behavior during a situation. Because children with autism have trouble understanding others ideas and motivations in social situations, social scripts are used to make a person more comfortable in a situation.
These scripts are used to give people a better perspective of reactions. It also provides appropriate responses. Social Scripts are written in first-person, present-tense. They use descriptive sentences to provide who, when, where, and why a person is doing a certain action. Perspective sentences provide the emotions and thoughts behind an action, directive sentences give appropriate responces, and control sentences are used to help remember the script. These can be presented in writing, on tape, on film, or illustrated.
Here is a link to some sample social scripts
These scripts are used to give people a better perspective of reactions. It also provides appropriate responses. Social Scripts are written in first-person, present-tense. They use descriptive sentences to provide who, when, where, and why a person is doing a certain action. Perspective sentences provide the emotions and thoughts behind an action, directive sentences give appropriate responces, and control sentences are used to help remember the script. These can be presented in writing, on tape, on film, or illustrated.
Here is a link to some sample social scripts
Sunday, November 27, 2011
Friday, November 25, 2011
Marcus Autism Center
This week I mentioned my MYP project to a women I babysit for and she told me she actually volunteers for the Marcus Autism Center, and would be happy to help me get in contact with them. I greatly apprecitae this.
The Marcus Austism Center was created in 1991 as the Marcus Development Resource Center at Emory University. Since then it has supplied clinical services, educational programs, outreach clinics,support services, and telemedicine. It also is currently researching ways to diagnose autism earlier. Since it's creation it has served around 40,000 children.
I will be contacting them, and will hopefully be able to voulnteer and advance my project.
http://www.marcus.org/
The Marcus Austism Center was created in 1991 as the Marcus Development Resource Center at Emory University. Since then it has supplied clinical services, educational programs, outreach clinics,support services, and telemedicine. It also is currently researching ways to diagnose autism earlier. Since it's creation it has served around 40,000 children.
I will be contacting them, and will hopefully be able to voulnteer and advance my project.
http://www.marcus.org/
Monday, November 21, 2011
Friday, November 18, 2011
Speech Therapy
Part of autism is trouble communicating. Children with autism have trouble expressing and understaning their and other's feelings. This is believed to at least partially cause the outbursts and behavioral problems- frustration over not understanding or not being able to express what they mean.
There are a few different kinds of speech therapy:
1. Augmentative and alternative communication (AAC)- using other devices such as pictures, electronic devices, signs, etc. to express or enhance communiction.
2. Discrete trial training- communicating through actions
3. Functional communication training- using positive reinforcements to motivate kids to communicate
4. Generalized imitation- imitating the shapes of the mouth before making the sound
5. Mand training- the use of prompts to get the children to communicate independently
6. Peer mentors- communicating with other children
7. Relationship development intervention- developing relationships with others
8. Story scripts/social stories- stories and scripts used to learn about different social situations
I believe I will be using mostly the story script and discrete trial training in this program as well as a little peer mentors and functional communication training. Obviously we will be using scripts, because it is acting, but I would also like to focus on communicating the same thing through actions and movements because words aren't everything in acting. Interacting with their peers and positive motivation will also play a role in my program.
There are a few different kinds of speech therapy:
1. Augmentative and alternative communication (AAC)- using other devices such as pictures, electronic devices, signs, etc. to express or enhance communiction.
2. Discrete trial training- communicating through actions
3. Functional communication training- using positive reinforcements to motivate kids to communicate
4. Generalized imitation- imitating the shapes of the mouth before making the sound
5. Mand training- the use of prompts to get the children to communicate independently
6. Peer mentors- communicating with other children
7. Relationship development intervention- developing relationships with others
8. Story scripts/social stories- stories and scripts used to learn about different social situations
I believe I will be using mostly the story script and discrete trial training in this program as well as a little peer mentors and functional communication training. Obviously we will be using scripts, because it is acting, but I would also like to focus on communicating the same thing through actions and movements because words aren't everything in acting. Interacting with their peers and positive motivation will also play a role in my program.
Sunday, October 30, 2011
Other Methods
The ABA and TEACCH method are two of the most popular and observed methods, but there are others.
The Denver and Greenspan methods are two similar methods. They emphasize play, social interactions, and the shring of emotions. They allow the children to control what is going on and what will discuss. They emphasize going into the childs world in order to make them more comfortable. They also promote a positive relationship between the children, and seem to be the most helpful with emotions and social situations. I believe I will base most of my program after these methods. I will allow the children to develop their own script and how they want to participate in the program. I want them to be in charge, and focus alot on the emotions behind what they do. I want them to especially focus on interactions during social situations.
Other people enroll their children skills groups and focus on social interactions. Experts suggest writing "scripts" of what to do during social interactions, videotaping others and the children having conversations, and discussing things they enjoy. I can most definitely use all of these ideas in my program. Obviously I will have a script for the final performance. I will let the children develop it themselves, (utilizing the Denver and Greenspan method) but request it be about different social situations. I can videotape how others and they themselves perform, and show them the differences. I believe this will help them both in their performing and their everyday social situations.
The Denver and Greenspan methods are two similar methods. They emphasize play, social interactions, and the shring of emotions. They allow the children to control what is going on and what will discuss. They emphasize going into the childs world in order to make them more comfortable. They also promote a positive relationship between the children, and seem to be the most helpful with emotions and social situations. I believe I will base most of my program after these methods. I will allow the children to develop their own script and how they want to participate in the program. I want them to be in charge, and focus alot on the emotions behind what they do. I want them to especially focus on interactions during social situations.
Other people enroll their children skills groups and focus on social interactions. Experts suggest writing "scripts" of what to do during social interactions, videotaping others and the children having conversations, and discussing things they enjoy. I can most definitely use all of these ideas in my program. Obviously I will have a script for the final performance. I will let the children develop it themselves, (utilizing the Denver and Greenspan method) but request it be about different social situations. I can videotape how others and they themselves perform, and show them the differences. I believe this will help them both in their performing and their everyday social situations.
Thursday, October 27, 2011
Wednesday, October 26, 2011
Link to example of TEACCH's visual ideas in action
TEACCH doesen't necesarily have to only be applied to schedule. When completing work, parents have found that if a child can place completed work in a "completed" area, they can visualy see what they have done and what they haven't. This keeps them more motivated and focused.
http://www.shoeboxtasks.com/autism-articles/nc-teacch-home-structured-work-sessions
http://www.shoeboxtasks.com/autism-articles/nc-teacch-home-structured-work-sessions
Monday, October 24, 2011
TEACCH Method
Many children have trouble recognizing abstract ideas and audio instructions, but thrive with visuals. They work best in patterns and routines, especially when they can visualize them.
The TEACCH or Treatment and Education of Autistic and related Communication- handicapped Children program takes advantage of this capability. It provides a visual schedule of a set routine of what will be done with pictures and words. It has been found if the children know what is coming next, they will be more comfortable and able to move on to the next task. Children are also less affected by change in the routine if they can see that it has been changed.
This is very helpful for me seeing as it can be used in addition to other methods. I will most likely develop a set schedule that I will display in a very obvious place. I will have to follow the routine, and review it before every session to make sure the children know what's coming next. It also gives me ideas for methods outside of the schedule. For example, I can take advantage of the visual learning by observing the visual indicators of emotion and motivation in theater.
The TEACCH or Treatment and Education of Autistic and related Communication- handicapped Children program takes advantage of this capability. It provides a visual schedule of a set routine of what will be done with pictures and words. It has been found if the children know what is coming next, they will be more comfortable and able to move on to the next task. Children are also less affected by change in the routine if they can see that it has been changed.
This is very helpful for me seeing as it can be used in addition to other methods. I will most likely develop a set schedule that I will display in a very obvious place. I will have to follow the routine, and review it before every session to make sure the children know what's coming next. It also gives me ideas for methods outside of the schedule. For example, I can take advantage of the visual learning by observing the visual indicators of emotion and motivation in theater.
Thursday, October 20, 2011
ABA Therapy at Work
This is a great video to observe ABA therapy in action. You can see the importance of using every moment to teach as well as being firm, but not yelling. I also saw the importance of "tokens" or rewards to motivate kids.
Sunday, October 16, 2011
ABA- Applied Behavior Analysis
There is no medical cure for Autism. This means treatment is mostly targeted to helping the behavior. This week I researched one of the most popular methods- Applied Behavior Analysis.
Developed by Dr. Ivar Lovaas in the 1960s, it focuses on developing speech, play, self-sufficiency, social, academic, and attention skills.
It is an expensive and intensive program that is usually done within the home for 30-40 hours a week. Obvioulsy I cannot do this with every child, but I can use the basic prinicpals and incorporate them into my program.
ABA focuses on reaching clear objectives that can be observed. It usually starts with simple academic goals such as ABCs, numbers, etc. Then asking questions about the child and the world around them. Then the program focuses on play and developing skills that can be used in different social situations.
I definitely cannot spend this much time on each individual and be so focued, but I can set observable goals and focus on observing the world and "playing" different social situations.
Developed by Dr. Ivar Lovaas in the 1960s, it focuses on developing speech, play, self-sufficiency, social, academic, and attention skills.
It is an expensive and intensive program that is usually done within the home for 30-40 hours a week. Obvioulsy I cannot do this with every child, but I can use the basic prinicpals and incorporate them into my program.
ABA focuses on reaching clear objectives that can be observed. It usually starts with simple academic goals such as ABCs, numbers, etc. Then asking questions about the child and the world around them. Then the program focuses on play and developing skills that can be used in different social situations.
I definitely cannot spend this much time on each individual and be so focued, but I can set observable goals and focus on observing the world and "playing" different social situations.
Monday, October 3, 2011
Penn State Video
http://www.youtube.com/watch?v=bG0vko7GHDQ
This is a great video put out by Penn State Public Broadcasting about the basics of children with Autism.
This is a great video put out by Penn State Public Broadcasting about the basics of children with Autism.
Friday, September 30, 2011
My mother is a preschool curriculum cordinator, which means she designs and decides what the children will learn. She leant me this book from the school's library. It is a great book to learn about the basics of autism, and especially helpful on how to interact and help children with autism. Although incredibly informative, it is not too complicated or too boring. It is perfect for those wanting to learn more.
Saturday, September 24, 2011
Preliminary Research
Over the past few weeks I have been doing research on the basics of autistic spectrum disorder. I seperated the research into 3 sections:
1.The history and basics of autism
2.The symptoms of autism
3.The causes of autism
Autism was first described by Dr. Leo Kanner, a child psychiatrist at John Hopkins University, in 1943. He had a wide range of kids who all showed little social interest, needed routines, and didn't communicate well with others. We now know these kids, who varied in severity, had autism spectrum disorder. The word autism comes from the Greek word autos, meaning self. The disorder, although ranging from no speech ability to just quirky individuals, all include problems with social interactions, problems with communication, and unusual behaviors and interests.
To be diagnosed with autism, children must meet oll the criteria specified in the DSM-IV. These syptoms include:
1. Social Interaction
-Hard time identifying nonverbal cues
-Failure to develop relationships with others
-Little sharing of self with others
-Does not recipricate others emotions
2. Communication
-Delay in laguage development
-Difficulty with conversation
-Unusual and repetitive language
-Play not usual for age
3. Behaviors and Interests
-Intense interest on one unusual thing
-Need to follow a routine
-Repetitive movement
-Focus on parts of an object
Autism can also be misdiagnosed by its individual symptoms as ADHD/ADD, hearing impairments, learning disabilities, OCD, selective mutism, social anxiety disorder, tourettes syndrom, etc. It can also often occurs along with ADHD, depression, tourettes, and anxiety disorders.
Scientists do not yet know the cause of autism, but they now know that the original "refigerator mom" theory that said mothers were so cold to their children that they retreated into themselves, is not true. It has a biological cause. There are many theories on what cause autism, and they all may contribute, or some may not. These include:
-Too many neurons in the limbic system that is important to social and emotional interactions
-Larger ventricles (areas of fluid in the brain as opposed to brain tissue)
-Small vermis (the part of the brain controlling propreoception)
-Damage to the frontol lobes (less blood flow and electrical activity)
-Medial Temperol Lobe damage that is important to emotional expression
-Genetics
-Chromosomes 7 and 15
One specific cause has not been found, and a "cure" has not been found, but parents can seek therapy and adjust their lives to fit that of a autistic child.
1.The history and basics of autism
2.The symptoms of autism
3.The causes of autism
Autism was first described by Dr. Leo Kanner, a child psychiatrist at John Hopkins University, in 1943. He had a wide range of kids who all showed little social interest, needed routines, and didn't communicate well with others. We now know these kids, who varied in severity, had autism spectrum disorder. The word autism comes from the Greek word autos, meaning self. The disorder, although ranging from no speech ability to just quirky individuals, all include problems with social interactions, problems with communication, and unusual behaviors and interests.
To be diagnosed with autism, children must meet oll the criteria specified in the DSM-IV. These syptoms include:
1. Social Interaction
-Hard time identifying nonverbal cues
-Failure to develop relationships with others
-Little sharing of self with others
-Does not recipricate others emotions
2. Communication
-Delay in laguage development
-Difficulty with conversation
-Unusual and repetitive language
-Play not usual for age
3. Behaviors and Interests
-Intense interest on one unusual thing
-Need to follow a routine
-Repetitive movement
-Focus on parts of an object
Autism can also be misdiagnosed by its individual symptoms as ADHD/ADD, hearing impairments, learning disabilities, OCD, selective mutism, social anxiety disorder, tourettes syndrom, etc. It can also often occurs along with ADHD, depression, tourettes, and anxiety disorders.
Scientists do not yet know the cause of autism, but they now know that the original "refigerator mom" theory that said mothers were so cold to their children that they retreated into themselves, is not true. It has a biological cause. There are many theories on what cause autism, and they all may contribute, or some may not. These include:
-Too many neurons in the limbic system that is important to social and emotional interactions
-Larger ventricles (areas of fluid in the brain as opposed to brain tissue)
-Small vermis (the part of the brain controlling propreoception)
-Damage to the frontol lobes (less blood flow and electrical activity)
-Medial Temperol Lobe damage that is important to emotional expression
-Genetics
-Chromosomes 7 and 15
One specific cause has not been found, and a "cure" has not been found, but parents can seek therapy and adjust their lives to fit that of a autistic child.
Tuesday, September 20, 2011
Idea Approved!
So today my advisor returned my proposal letter. It's all a go! Now I need to do initial research on autism in general. I'm really interested in the communication and social challenges of those with Autism. I feel these are the most important aspects to focus on when designing the theater program. This is mind, it's time to start my research!
Sunday, September 11, 2011
Intoduction
Hi! I'm Maggie Neel and I go to North Atlanta High School. I am part of the International Studies Middle Years Program. 10th Grad is the last year of MYP, and in order to graduate into the Diploma Program,we have to do a year long personal program. I have decided to design a theater program for children who have autism. I contacted a director I have worked with before who does a similar program. I will be updating this blog everytime I've done something new, and hopefully it will be a great year!
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