ABA Info

VB-MAPP (The Verbal Behavior Milestones Assessment and Placement Program) by Dr. Mark Sundberg.
Available at AVB Press and Dr. Mark Sundberg's website.


The VB-MAPP is a criterion-referenced assessment tool, curriculum guide, and skill tracking system that is designed for children with autism, and other individuals who demonstrate language delays. The VB-MAPP is based on B.F. Skinner’s (1957) analysis of verbal behavior, established developmental milestones, and research from the field of behavior analysis. There are five components of the VB-MAPP, and collectively they provide a baseline level of performance, a direction for intervention, a system for tracking skill acquisition, a tool for outcome measures and other language research projects, and a framework for curriculum planning. Each of the skills in the VB-MAPP is not only measurable and developmentally balanced, but they are balanced across the verbal operants and other related skills. For example, many aspects of an intraverbal repertoire are based on an existing tact and listener repertoire. The VB-MAPP balances the curriculum in an attempt to avoid the common trap of developing rote responding due to deficiencies in the related verbal repertoires.

The first component is the VB-MAPP Skills Assessment. This part of the assessment is designed to provide a representative sample of a child’s existing verbal and related skills. The assessment contains 170 milestones balanced across the verbal operants and 3 developmental levels (0-18 months, 18-30 months, and 30-48 months). The skills assessed include the mand, tact, echoic, intraverbal, listener, motor imitation, independent play, social and social play, visual perceptual and matching-to-sample, linguistic structure, group and classroom skills, and early academics. Included in the VB-MAPP Skills Assessment is a subtest developed by Dr. Barbara Esch CCC-SLP. Dr. Esch’s Early Echoic Skills Assessment (EESA) provides a detailed assessment of early echoic behavior. Dr. Esch’s many suggestions as both a Speech and Language Pathologist and a Behavior Analyst trained under Dr. Jack Michael have been invaluable to the development of the VB-MAPP.

The second component is the VB-MAPP Barriers Assessment, which provides an assessment of 22 common language and learning barriers faced by children with autism and developmental delays. The barriers include instructional control, behavior problems, defective mands, defective tacts, defective imitation, defective echoic, defective matching-to-sample, defective listener skills, defective intraverbal, prompt dependency, defective generalization, scrolling, defective scanning, defective conditional discriminations, weak motivators, response requirement weakens the motivators, self-stimulation, defective articulation, obsessive compulsive behavior, reinforcer dependency, defective attending, and defective social skills. By identifying these barriers, the clinician can develop more effective intervention strategies and allow for more effective learning. The Skills Assessment along with the Barriers Assessment provides a solid overall view of a child.

The third component is the VB-MAPP Task Analysis and Skills Tracking System, which provides a further breakdown of the skills (the steps supporting the milestones), and serves as a more complete and ongoing language and learning skills curriculum guide. There are over 1000 skills presented covering the 16 areas of the VB-MAPP. This VB skills task analysis presents a new sequence of the verbal behavior curriculum that is developmentally balanced and represents over 30 years of field-testing and revisions.

The fourth component is the VB-MAPP Transition Assessment, which contains 18 assessment areas and can help to identify if a child has acquired the skills necessary for learning in a less restrictive educational environment. The assessment is comprised of several summary measures from other parts of the VB-MAPP, as well as a variety of other skills that can affect transition. The assessment includes measures of the overall score on the VB-MAPP Skills Assessment, negative behaviors, group skills, social skills, independence, classroom routines, play skills, toileting, eating, spontaneity, reinforcer effectiveness, natural environment learning, generalization, rate of acquisition, retention, transfer skills, self-care, and safety.

The fifth and final component is the VB-MAPP Placement Guide and IEP Goals, which correspond with the assessments above. The placement guide provides specific direction for each of the 170 milestones in the Skills Assessment as well as specific suggestions for IEP goals. The placement recommendations can help the program designer balance out an intervention program, and ensure that all the relevant parts of the necessary intervention are included.

The overall results of the VB-MAPP will provide valuable information that will serve as a guide for the development of an effective individualized language, social skills and learning curriculum.

Teaching Language to Children with Autism Or Other Developmental Disabilities by Drs. Mark Sundberg and James Partington.
Available at Behavior Analysts, Inc. and Different Roads to Learning.


Most children with autism or other developmental disabilities experience severe language delays or disorders. Teaching language to these children can be quite a challenge to parents and professionals. This book presents a state-of-the-art language assessment and intervention program based on B.F. Skinner's behavioral analysis of language, and the extensive body of empirical research that supports Skinner's analysis. The first section of the book provides information regarding preparation for language intervention, including a brief language assessment and a system to interpret the assessment in order to determine the best place to start intervention for an individual child. Section One also contains a chapter on augmentative communication and information on how to decide if it is necessary; and if so, which type might be the best for an individual child. Section Two focuses on the development of initial communication skills for nonverbal children, and Section Three focuses on teaching more advanced language and social skills. Section Four presents issues relevant to the implementation of a language program in a child's natural and school environments. In addition, there are a variety of data sheets and skills tracking forms located throughout the book. (312 pages)



Assessment of Basic Language and Learning Skills by Drs. Mark Sundberg and James Partington.
Available at Behavior Analysts, Inc. and Different Roads to Learning.


The Assessment of Basic Language and Learning Skills (The ABLLS) is an assessment, curriculum guide, and skills tracking system for children with language delays. The ABLLS contains a task analysis of the many skills necessary to communicate successfully and to learn from everyday experiences. The ABLLS is comprised of two separate documents: The ABLLS Scoring Instructions and IEP Development Guide (The ABLLS Guide) and The ABLLS Protocol that is used to record scores for each child. The ABLLS Guide provides instructions for scoring The ABLLS Protocol and for completing the skills tracking grids for an individual student. The ABLLS Guide also provides strategies to assist parents, educators and other professionals to use the information obtained from the completed assessment protocol to develop an effective Individualized Education Program (IEP) for the child. The ABLLS Protocol provides both parents and professionals with criterion-referenced information regarding a child’s current skills, and provides a curriculum that can serve as a basis for the selection of educational objectives. The ABLLS Protocol also includes a set of grids that comprise a skills tracking system that make it possible to observe and document the child’s progress in the acquisition of critical skills. The ABLLS Protocol is only available as part of an introductory two-book set (The ABLLS Guide and The ABLLS Protocol) and to registered owners of The ABLLS Guide.

Assessment of Basic Language and Learning Skills-Revised by Dr. James Partington.
Available at Behavior Analysts, Inc. and Different Roads to Learning.

The Assessment of Basic Language and Learning Skills-Revised (The ABLLS-R) is a new revised version of the ABLLS™ that includes many new task items that were not included in the previous edition. There are numerous changes in the descriptions and criterion for individual task items, as well as in the sequencing of many task items. Individuals who have used the earlier version are advised to review the information regarding the changes. The ABLLS™-R Protocol and The ABLLS™-R Guide are two books in a series of publications from Behavior Analysts, Inc., that can help parents and educators with the process of identifying specific skills that should be the focus of intervention for a child with language delays. If you are ordering the ABLLS-R Protocol for the first time, you must first purchase the ABLLS-R Combo Set (which includes the ABLLS-R Guide & Protocol). This policy is necessary because of the substantial changes in tasks, criterion and sequences.

A Collection of Reprints on Verbal Behavior by Drs. Mark Sundberg and Jack Michael.

Available at Behavior Analysts, Inc.

This volume of reprints brings together research and analyses published by Sundberg and/or Michael and their collaborators over the past 15 years in journals such as The Analysis of Verbal Behavior, JEAB, JABA, Behaviorism, and The Behavior Analyst. The book includes sections on establishing operations and the mand, teaching verbal behavior to individuals with language impairments, teaching verbal behavior to nonhumans, topography-based and selection-based verbal behavior, automatic reinforcement and punishment, conceptual issues, research topics and reference lists. (302 pages.)

Mariposa School "Training Manual" by Tracy Vail and Denise Freeman.
Available at Mariposa School

This manual was compiled from handouts written by Tracy Vail and Denise Freeman and edited by Cindy Peters for Verbal Behavior Training Seminars July - October 2002.



Carbone CD Seminar Set by Dr. Vincent J. Carbone.
Available at ABA Toolchest.

Now available on CD, this comprehensive CD Seminar Set will describe the behavioral approach to teaching communication skills to children with Autism and other developmental disabilities. This approach is based on B. F. Skinner's analysis of verbal behavior and the research of Michael, Sundberg, Partington, and others. You will learn how to: Conduct a Behavioral Language Assessment; Select the most appropriate form of communication for a child or adult, such as vocalization, signing, pointing to or exchanging pictures, or activating an augmentative device; Select the communication responses and supporting skills that should be taught first. The CD Seminar Set will include the recommended teaching procedures for children who have no formal communication skills, to children who are near conversational speakers. The CD Seminar Set will also describe and demonstrate errorless teaching, specific quick-transfer (prompting and fading) procedures, and the use of both discrete trial training in the natural environment and during intensive teaching sessions. CD Seminar Set includes over 7 hours of video instruction, contained on 7 CDs: 1. Introduction to Applied Behavior Analysis (ABA) and Verbal Behavior; 2. Teaching Learner Cooperation: Part I; 3. Teaching Learner Cooperation: Part II; 4. Instructional Variables and Teaching Procedures; 5. B.F. Skinner’s Analysis of Verbal Behavior; 6. Selecting an Augmentative/Alternative Method of Communication; 7. Teaching Non-Vocal Learners to Talk

Teaching Verbal Behavior: An Introduction to Parents Teaching Language by Dr. James Partington.
Available at Behavior Analysts, Inc. and Different Roads to Learning.

Behavior Analysts, Inc. is extremely proud to announce a new addition to our publications, with the release of Teaching Verbal Behavior: An Introduction to Parents Teaching Language. This 50 minute video, narrated by Dr. Jim Partington, follows the first ten months of an intensive language intervention program conducted by the mother of Dani, a young girl diagnosed with autism. Dani's progress demonstrates the importance of parents learning to capture their child's motivation, as we see Dani's family teaching her how to ask for items and activities that she enjoys (mand training). Dr. James Partington reviews the process for the identification of initial skills to be taught, and presents an analysis of effective teaching strategies. Dr. Partington additionally describes the progression of a language-based curriculum that focuses on the development of specific expressive language skills and other basic learner skills. Through the development of these skills, Dani, like many other children with language delays, gradually becomes more able to learn from less structured teaching activities. With Dr. Partington's clear and systematic presentation, parents and professionals can learn the essential elements of programs like Dani's, designed to help children with language delays be successful participants in the learning process.

The Early Learner at Home by Autism Teaching Tools™
Available at Autism Teaching Tools™

The Early Learner at Home is an intimate look at the curriculum of an early learner with autistic spectrum disorder. The teaching procedures used in the video are depicted with detailed explanations via diagrams, subtitles and voiceover. Examples of the teaching depicted include the following: requesting via picture exchange and speech, non-verbal social interaction, introduction to labeling (will go into more detail with later videos), teaching prepositions and actions, generalization, teaching via activities, requesting help, all done, waiting, sensory integration techniques including a full brushing/joint compression treatment, massage, labeling emotions, addressing problem behaviors, white boards for curriculum maintenance, beginning data collection, goal setting, gaining attention and maintaining motivation. Lastly, there is a brief section on prompt independence. The movie shows how [the family chooses] goals or make programming decisions and why. It is a good example of a child-first programming paradigm.

Evy's Progress by Autism Teaching Tools™
Available at Autism Teaching Tools™

This video is a 22 minute glimpse at what [Evy] was like before diagnosis and therapy and what he was like 1 year and 8 months into therapy--including strengths and weaknesses. There is a brief tour of the toy/therapy room with a look at the white board system [used] to guide Evy's natural environment teaching. Unlike The Early Learner at Home which goes into detail about curriculum, this video shows how [Evy's parent captures] moments in simple daily routines and try to turn them into learning experiences. Evy was diagnosed with high functioning autism at 2 years old (HFA mainly due to his social abilities--his language abilities were classified at 3-6 month old receptive and 6-9 month expressive). His language use was classified severe (though vocal) on the ATEC. Evy had one year of strict Discrete Trial therapy, but then [the family] moved away from that style to incorporate a broader range of ABA teaching procedures, as well as successful techniques from other programs.

The Verbal Behavior Network
Available at The Verbal Behavior Network

The Verbal Behavior Network: Where those who are guided by the principles of Applied Behavior Analysis (ABA) that emphasize the teaching of verbal behavior to children with developmental disabilities. Share time saving documents & templates; View video demonstrations of best practice teaching procedures; Learn through "targeted and sustained" training; Create IEPs, program books & team web sites

"The History of Applied Behavior Analysis (ABA) and Verbal Behavior" Presented by Dr. Vincent J. Carbone.
Available at POAC

A brief online video clip discussing the development of the science of behavior analysis and its applications (ABA), including VB. (about 50 minutes.)

Suggestions for Implementing an Effective ABA/VB Program
Available at The Mariposa School.

A list of available resources on teaching verbal behavior to students.

Quick Tips Binder Set by Behavior Analysts, Inc.
Available at Behavior Analysts, Inc.

Like the study guides you might have seen for “essentials of chemistry” (or math or geography), or a really condensed version of Cliff Notes, these double-sided, laminated sheets include both an “in-a-nutshell” version of various behavioral teaching topics and guided exercises for training. Each QuickTip sheet has condensed readings on one side and suggestions for additional readings, with the second side filled with training exercises and “post-on-the-fridge” idea space – even a checklist for evaluating training skills for that topic. These short, focused guides are the perfect length for program team meetings, initial new staff training sessions, or training parents, grandparents, or anyone else involved in a child's program. Durably laminated and hole-punched for easy placement in program binders, QuickTips are sure to become your standard reference for teaching stragies, as they have become ours. Our first series of QuickTips, on behavioral teaching strategies, includes the following topics: Reinforcement; Pairing (establishing yourself as a reinforcer); Instructional Control; Prompting and Fading; Shaping; Discrete Trials; Correction Procedure. QuickTips are available as single sheets or as a binder collection.

The Pocket ABLLS and The Pocket FFC
Available at The Mariposa School.

THE PROBLEM: Most Verbal Behavior programs emphasize the importance of keeping the focus on the child, not the data. Traditional methods for recording data in a notebook are:

Disruptive to the student focus

Bulky and awkward to handle during instruction

Time consuming to set up and manage

Difficult to carry over into the natural environment (NET)

Not conducive to timely exchange of information between teachers.

Another important emphasis is the use of transfer procedures to build new skills based on existing ones. This is often overlooked in home programs because there are so many separate goals.

THE SOLUTION: The Pocket-ABLLS and Pocket-FFC systems were designed to overcome these challenges. Data is captured on reusable cards which can be carried anywhere. In most cases, it is necessary to circle only whether a student response was prompted or independent. At a later time (when the instructor is not working with the student) this information is transferred to corresponding data sheets so that the program supervisor may review trends. By grouping related goals together on one card, it is easier for instructors to make sure that all relevant targets are taught before something is considered "mastered".

FEATURES:

Laminated, pocket sized cards are portable for use anywhere the child goes

Data can be captured quickly on cards and recorded later, so that the instructor's attention is focused on the student

Important notes (techniques, insights) can be written directly onto the cards for other instructors to see

Helps to ensure that all targets are probed and taught each day

Provides a quick "snapshot" of current and mastered goals

Easy to make sure mastered goals are maintained by cycling through the cards

The Complete ABLLS Kit by VB Teaching Tools.
Available at VB Teaching Tools.

The complete ABLLS kit comes with teaching materials needed to administer your child's assessment. The quality materials included can then be used for the IEP or home program you develop. This Kit is furnished with every material you will need for your VB program based on the recommendations of well-qualified VB consultants. The only materials excluded from this kit are reinforcers that are specific to your child's individual needs and motivation. The kit is not only comprehensive, but user friendly. It comes in a handy embroidered rolling duffle bag ideal for easy transportation. Items are labeled separately with the corresponding ABLLS code to make assessment quick and easy. All kit materials come in clear plastic containers for clear organization and safe keeping.

Mark Sundberg's website
Available at www.MarkSundberg.com

Vince Carbone's website
Available at www.CarboneClinic.com

Various ABA/VB Training DVDs
Available at Establishing Operations, Inc.

Free Informational Autism and ABA Online Videos
Available at ChildNett.tv

Regina Frey's terrific VB Wiki
Visit http://verbalbehavior.pbwiki.com/

Robert Schramm's Knospe-ABA site, with Educate Towards Recovery
Available at http://www.knospe-aba.com/en/index.php

Mary Barbera's The Verbal Behavior Approach
Available at http://www.verbalbehaviorapproach.com/index.html

Practical ABLLS Blog
Available at http://ablls.blogspot.com/

Social Cognition and Perspective Taking….What it it?

taken from http://autismtrainingsolutions.wordpress.com/

tags: aspergers syndrome, friends, knowledge, perspective taking,pragmatics, social cognition, social skills, theory of mind

by autismtrainingsolutions

Do you work with a child who is at the advanced learner end of the spectrum? Wants to have friends, but doesn’t quite know how? Is pushy or rude?
Teaching him social cognition may be a good direction to head in. Well you may ask, what is social cognition?I am going to attempt to wet your tastebuds, and hopefully motivate you to learn more!

Many kids with HFA or Asperger’s have difficulties with the social cognitive skills it takes to make friends, and maintain friends, basically alot of social skills and pragmatics. Social cognition can target inferencing, social problem solving, understanding and using sarcasm, idioms, intentions, deception, understanding and using humor as well as facial expressions, non verbal language. These difficulties can be targeted in programming and data collected.

In the area of social cognition and theory of mind, some research has been done, but there is much more to be done. About 5 years ago, I completed an analytic review of the literature on the topic of interventions targeting teaching perspective taking in children with autism. One of the main discussion points I made was that there is no one curriculum for teaching these skills. Two of the main probes for testing Theory of Mind are the Sally Anne Task and the Smarties Task. There are many resources, but bringing it all together is something that has not yet been done. I think improving the technologies of teaching this is yet to come. We are always learning better ways to teach it.

Some of the best teaching materials we use here at ABC Group and ATS come from Michelle Garcia Winner at www.SocialThinking.com . One of my favorites is SuperFlex, where we have taken these ideas and put together a systematic continuum of teaching for our kiddos on the spectrum. ABC Group is even having a training on Saturday where we will present many of her ideas in our training on teaching social cognition presented by our very own Emaley McCulloch. I can definitely say everyone is very excited to have her wealth of knowledge among us! This is a much needed training, and several of our advanced learners will benefit from some of these programs we are introducing to them to target their deficits in social cognition. Exciting stuff!

With that said, do some research on social cognition, and find some good books, such as the ones onwww.SocialThinking.com and get reading. I think it will give everyone a great perspective for those kids whose difficulties are more difficult to pinpoint, and give the teachers and providers a curriculum guide to follow! You will probably start analyzing social cognitive behavior wherever you go.

Be a social detective! And as Michelle Garcia Winner says, start thinking about how others are thinking about you!! And that is what social cognition is in a nutshell! Enjoy!

I really love Michele Garcia Winer's Books!!

ABLLS vs VB MAPP: What is the difference?

tags: Assessment, Autism, baseline, curriculum, data, learner,Verbal Behavior, Verbal Behavior Approach

by autismtrainingsolutions

In the last week, we have added three new clients to our practice, and we have begun the task of starting our assessments with them. Whenever I start out new clients in our practice, I always describe the assessments we will use to get a “picture” of where the learner is, if he is a beginner, intermediate, or advanced learner. Our baseline is our starting point, and gives us our “map” of where we are going with our treatment program. It is always a given that many parents ask what the difference is between the two assessments that we use. Many times, this is the first time that either the ABLLS or VB MAPP has ever been conducted on these learners!

The Assessment of Basic Language and Learning Skills (ABLLS) was written by Dr. James Partington and Dr. Mark Sundberg in 1998. The ABLLS is a criterion referenced tool with 25 reperoire areas. The way I think of criterion referenced is that it is task analyzed according to repertoire area, and the child “competes” against himself to master out the objectives in each repertoire area, and “close the gap” between typical language development and his own. We have been using the ABLLS here since about 2002, using it as our primary assessment tool, and curriculum that links directly to the assessment itself. What I mean by this, is that given the results of the baseline assessment, we take objectives that the child does not have in his repertoire, and introduce them within the program binder. The bonus is that at the end of the quarter or after about 6 months, we know which objectives have been mastered out, so it makes re-assessment easy! One downfall is that the ABLLS is not developmentally sequenced, and many times, I have had to look up the age levels at which typically developing children acquire certain behaviors to make sure I should even be teaching it!
The Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP) was more recently written by Dr. Mark Sundberg and published by AVB Press (http://www.avbpress.com/) in 2008. For me, the VB MAPP makes more sense. It has many advantages that outweigh using the ABLLS. Seehttp://www.marksundberg.com/vb-mapp.htm It is a developmentally based criterion referenced assessment tool, that was field tested with typically developing children and children with ASD. I have had the honor of being able to participate in the field testing of it, utilizing my typically developing daughter’s profile to help Dr. Sundberg. This was great practice for me, in starting this assessment with my daughter when she was not yet 1 year old, and updating it every 3-4 months! She will have a nice record of her language development when she grows up!

The VB MAPP assesses individual skills within each repertoire area, such as the echoic, mand, tact, intraverbal, etc. It also assesses the child’s barriers to learning, and has a nice echoic assessment written by Barbara Esch, PhD., an SLP and BCBA. The MAPP also contains a transition assessment which is to aide teachers and providers in making placement decisions about the level of inclusion or group instruction that may be appropriate for that learner. These added features really make the VB MAPP the paramount tool! The VB MAPP has three specific developmental levels (0-18mo, 18-30mo, 30-48mo) so you can compare the skills of a child with autism with skillset of typically developing children in each range. Once the VB-MAPP is completed, the totals within each level can be added up to obtain a fraction or score which can be valuable when comparing scores over time. This is what I like! The graphs act as reinforcement for us practitioners, and parents, and reinforces our good teaching behavior!

Overall, I feel that the VB MAPP is more comprehensive and easier to administer tool! It is just a much needed improvement on the technology. It was difficult for us as a group to switch over entirely from the ABLLS to the VB MAPP in aligning it to our curriculum, but that has been getting easier over time, and soon I think we will be able to say that we are solely using the VB MAPP. Both the VB-MAPP and ABLLS can be used as assessments, curriculum, as well as skills tracking guides. They both also provide a nice visual display of the data in color.

The ABLLS, ABLLS-R (A revised ABLLS published by Dr. Partington in 2006) and the VB MAPP assessment tools are all available at http://www.difflearn.com/ and information regarding BCBA’s can be found at http://www.bacb.com/.

After you complete your baseline assessments of either the VB MAPP or ABLLS, some wonderful programming advice can be found in Mary Barbera’s book: The Verbal Behavior Approach: How to Teach Children with Autism and Related Disorders (http://www.verbalbehaviorapproach.com/). (Thanks Mary! – We use your book to give out to all of the parents of our clients, as well as to all of our employees!!~ We love that it is easy to read, and not overwhelming to parents or providers new to the vocabulary and acronyms!!). Mary also posts a blog with great information related to verbal behavior on her website above. Also, Mark Sundberg has some wonderful information including downloads, on his site www.MarkSundberg.com. There is also a link to the AVB press site where you can purchase this valuable tool.

When I first bought the ABLLS, I think it sat with dust on it for several months, until I began to try to get through it with 1 client. I recall how overwhelming it was to think that I had to assess all 25 repertoire areas, and really had no one to hold my hand in doing so. Autism Training Solutions (ATS) training videos on the VB MAPP and ABLLS will be released soon to give some more specific guidance to those who would like a more step by step approach in utilizing these assessment tools. We hope to give you a hand to hold when learning to implement these valuable tools. When making the decision which tool to use for your child , it is recommended that you consult with a Board Certified Behavior Analyst (BCBA) who is familiar with using Skinner’s Analysis of Verbal Behavior in language programming.

Best of luck! Just remember that learning to adminster these assessments, and linking up a curriculum based on your assessments doesn’t happen overnight! It takes many years of trial and error in programming to make it the most efficient it can be! Don’t be afraid to ask for support! Stay tuned for ATS training videos on the VB MAPP and ABLLS, and also handouts and tracking sheets to make your journey into these assessments more errorless!

For more information on the ABLLS see:http://en.wikipedia.org/wiki/Assessment_of_Basic_Language_and_Learning_Skills

For more information on the VB MAPP see:

http://www.marksundberg.com/vb-mapp.htm

taken from http://autismtrainingsolutions.wordpress.com/

IEP Tote

This is great idea to bring everything in one tote so you are prepared throughout the meeting. Be sure to highlight test scores (yellow), if you have question about something (pink). Keep notes throughout the meeting and be sure all key points are in the meeting summary (ie items you might have concern with or disagreement). I suggest post it flags (flag anything you may want to return to) and notes (to jot down questions). Bring your calendar so if the meeting needs to reconvene or mark when progress notes will be sent home. Have contact log off all teachers/ administrators on the team. Lastly I al ways try to bring a sweet treat to the meeting (usually store made :).

Hope this is helpful Bec

Taken from wrightslaw.com:

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What do most parents want the most for their children with Asperger's? Friends. We are social beings and because of that, we desire friendships. Some people are more social, needing to be surrounded by other people constantly, while some of us are much less social, preferring to spend some of our time alone.

Socialization is difficult for kids with Asperger's. Friends are hard to come by. Other kids do not understand the characteristics of Asperger's Syndrome and may think your son is awkward, aloof, or conceited. There are things your son can do to improve his chances for friendships, if he so desires. Here are a few suggestions.

* Social skills classes help kids with Asperger's Syndrome learn ways to interact with their peers. Some schools offer these classes to their special needs students through the speech and language therapy department.

* Peer mentoring picks up where social skills classes leave off. Typically developing peers are matched with students with Asperger's. Friends are made while these peers act as social guides. This can be quite effective at opening dialogue between peers while a protective peer mentor is in control.

* Special interest groups or clubs, both at school and in the community, will give your son opportunities to practice his newly acquired social skills with kids that share his special interest or topic. For example, your son could join a computer club or band at school while enjoying bird watching or local history meetings on the weekends.

* Personal hygiene is sometimes a forgotten concept in kids with Asperger's. Friends may not be so accepting if your son has poor hygiene habits. Create a visual schedule to help him remember the basics to cleanliness.

There is another thought to keep in mind regarding Asperger's. Friends are not the most important thing to some people with Asperger's Syndrome. Some people truly are more comfortable with very few friends and spending most of their time alone. If your son is obviously happy and content, as you say, there may not be an issue here at all. If you notice your son struggling with who he is, or with depression or anxiety, you may want to intervene. For now, make sure he is learning proper social skills and interacting with people appropriately. As long as he is happy and productive, take your cues from him.

from Dave Angel http://www.parentingaspergerscommunity.com/public/343.cfm?utm_source=getresponse&utm_medium=email&utm_content=The%20Truth%20about%20Aspergers%20and%20Friendship&utm_campaign=aspergersmini

Tips for Teaching High-Functioning People with Autism

by Susan Moreno|Mary Anne Neiner|Carol O’Neal

Source: MAAP Services for Autism and Asperger Syndrome

Topics: Autism Spectrum Disorders and Special Education

People with autism have trouble with organizational skills, regardless of their intelligence and/or age. Even a "straight A" student with autism who has a photographic memory can be incapable of remembering to bring a pencil to class or of remembering a deadline for an assignment. In such cases, aid should be provided in the least restrictive way possible. Strategies could include having a student put a picture of a pencil on the cover of his notebook or reminders at the end of the day of assignments to be completed at home. Always praise the student when he remembers something he has previously forgotten. Never denigrate or "harp" at him when he fails. A lecture on the subject will not only NOT help, it will often make the problem worse. He may begin to believe he can't remember to do or bring these things.

These students seem to have either the neatest or the messiest desks or lockers in the school. The one with the neatest desk or locker is probably very insistent on sameness and will be very upset if someone disturbs the order he has created. The one with the messiest desk will need your help in frequent cleanups of the desk or locker so that he may find things. Simply remember that he is probably not making a conscious choice to be messy, he is most likely incapable of this organizational task without specific training. Train him in organizational skills using small, specific steps.

1. 1. People with autism have problems with abstract and conceptual thinking. Some may eventually acquire a few abstract skills, but others never will. Avoid abstract ideas when possible. When abstract concepts must be used, use visual cues, such as gestures, or written words to augment the abstract idea.
      
   2. An increase in unusual or difficult behaviors probably indicate an increase in stress. Sometimes stress is caused by feeling a loss of control. When this occurs, the "safe place" or "safe person" may come in handy, because many times the stress will only be alleviated when the student physically removes himself from the stressful event or situation. If this occurs, a program should be set up to assist the student in re-entering and/or staying in the stressful situation.
      
   3. Don't take misbehavior personally. The high-functioning person with autism is not a manipulative, scheming person who is trying to make life difficult. Usually misbehavior is the result of efforts to survive experiences which may be confusing, disorienting, or frightening. People with autism are, by virtue of their handicap, egocentric and have extreme difficulty reading the reactions of others. They are incapable of being manipulative.
      
   4. Most high-functioning people with autism use and interpret speech literally. Until you know the capabilities of the individual, you should avoid:

   • Idioms (save your breath, jump the gun, second thoughts, etc.)
   • Double meanings (most jokes have double meanings)
   • Sarcasm, such as saying, "Great!" after he has just spilled a bottle of ketchup on the table.
   • Nicknames
   • "Cute" names, such as Pal, Buddy, Wise Guy, etc.

   Be as concrete as possible in all your interactions with these students. Remember that facial expression and other social cues may not work. Avoid asking questions such as, "Why did you do that?" Instead, say, "I didn't like the way you slammed your book down on the desk when I said it was time for gym. Please put your book down on the desk quietly and get up to leave for gym." In answering essay questions that require a synthesis of information, autistic individuals rarely know when they have said enough, or if they are properly addressing the core of the question.

If the student doesn't seem to be able to learn a task, break it down into smaller stepsor present the task in several different ways (e.g., visually, verbally, physically).

1. Avoid verbal overload. Be clear. Use shorter sentences if you perceive that the student isn't fully understanding you. Although he probably has no hearing problem and may be paying attention, he may have a problem understanding your main point and identifying the important information.
   
2. Prepare the student for all environmental and/or routine changes, such as assembly,substitute teacher, rescheduling, etc. Use his written or visual schedule to prepare for change.
   
3. Behavior management works, but if incorrectly used, it can encourage robot-like behavior, provide only a short term behavior change, or result in more aggression.Use positive and chronologically age-appropriate behavior procedures.
   
4. Consistent treatment and expectations from everyone is vital.
   
5. Be aware that normal levels of auditory and visual input can be perceived by the student as too much or too little. For example, the hum of fluorescent lighting is extremely distracting for some people with autism. Consider environmental changes such as removing some of the "visual clutter" from the room or seating changes if the student seems distracted or upset by his classroom environment.
   
6. If your high-functioning student with autism uses repetitive verbal argumentsand/or repetitiveverbal questions, try requesting that he write down the question or argumentative statement. Then write down your reply. As the writing continues, the person with autism usually begins to calm down and stop the repetitive activity. If that doesn't work, write down his repetitive verbal question or argument, and then ask him to formulate and write down a logical reply or a reply he thinks you would make. This distracts him from the escalating verbal aspect of the argument or question and sometimes gives his a more socially acceptable way of expressing his frustration or anxiety.
   
   If the student does not read or write, try role playing the repetitive verbal question or argument with you taking their part and them answering you. Continually responding in a logical manner or arguing back seldom stops this behavior. The subject of their argument or question is not always the subject which has upset them. The argument or question more often communicates a feeling of loss of control or uncertainty about someone or something in the environment.
   
   Individuals with autism often have trouble "getting" your points. If the repetitive verbal argument or question persists, consider the possibility that he is very concerned about the topic and does not know how to rephrase the question or comment to get the information he needs.
   
7. Since these individuals experience various communication difficulties, don't rely on the student with autism to relay important messages to their parents about school events, assignments, school rules, etc. unless you try it on an experimental basis with follow-up, or unless you are already certain that the student has mastered this skill. Even sending home a note for his parent may not work. The student may not remember to deliver the note or may lose it before reaching home. Phone calls to the parent work best until this skill can be developed. Frequent and accurate communication between the teacher and parent (or primary care-giver) is very important.
   
8. If your class involves pairing off or choosing partners, either draw numbers or use some other arbitrary means of pairing. Or ask an especially kind student if he or she would agree to choose the individual with autism as a partner. This should be arranged before the pairing is done. The student with autism is most often the individual left with no partners. This is unfortunate since these students could benefit most from having a partner.

Tips For Teaching High Functioning
People with Autism

By Susan Moreno and Carol O'Neal
This paper was reprinted with permission of Susan Moreno on the O.A.S.I.S. (Online Asperger's Syndrome Information and Support)

1. People with autism have trouble with organizational skills , regardless of their intelligence and/or age. Even a "straight A" student with autism who has a photographic memory can be incapable of remembering to bring a pencil to class or of remembering a deadline for an assignment. In such cases, aid should be provided in the least restrictive way possible. Strategies could include having the student put a picture of a pencil on the cover of his notebook or maintaining a list of assignments to be completed at home. Always praise the student when he remembers something he has previously forgotten. Never denigrate or "harp" at him when he fails. A lecture on the subject will not only NOT help, it will often make the problem worse. He may begin to believe he can not remember to do or bring these things.

   These students seem to have either the neatest or the messiest desks or lockers in the school. The one with the messiest desk will need your help in frequent cleanups of the desk or locker so that he can find things. Simply remember that he is probably not making a conscious choice to be messy. He is most likely incapable of this organizational task without specific training. Attempt to train him in organizational skills using small, specific steps.

2. People with autism have problems with abstract and conceptual thinking. Some may eventually acquire abstract skills, but others never will. When abstract concepts must be used, use visual cues, such as drawings or written words, to augment the abstract idea. Avoid asking vague questions such as, "Why did you do that?" Instead, say, "I did not like it when you slammed your book down when I said it was time for gym. Next time put the book down gently and tell me you are angry. Were you showing me that you did not want to go to gym, or that you did not want to stop reading?" Avoid asking essay-type questions. Be as concrete as possible in all your interactions with these students.

3. An increase in unusual or difficult behaviors probably indicates an increase in stress. Sometimes stress is caused by feeling a loss of control. Many times the stress will only be alleviated when the student physically removes himself from the stressful event or situation. If this occurs, a program should be set up to assist the student in re-entering and/or staying in the stressful situation. When this occurs, a "safe-place" or "safe-person" may come in handy.

4. Do not take misbehavior personally. The high-functioning person with autism is not a manipulative, scheming person who is trying to make life difficult.They are seldom, if ever, capable of being manipulative. Usually misbehavior is the result of efforts to survive experiences which may be confusing, disorienting or frightening. People with autism are, by virtue of their disability, egocentric. Most have extreme difficulty reading the reactions of others.

5. use and interpret speech literally. Until you know the capabilities of the individual, you should avoid:
   • idioms (eg., save your breath, jump the gun,second thoughts)
   • double meanings (most jokes have double meanings)
   • sarcasm (e.g., saying, "Great!" after he has just spilled a bottle of ketchup on the table)
   • nicknames
   • "cute" names (e.g., Pal, Buddy,Wise Guy)

6. Remember that facial expressions and other social cues may not work. Most individuals with autism have difficulty reading facial expressions and interpreting "body language".

7. If the student does not seem to be learning a task, break it down into smaller steps or present the task in several ways (e.g., visually, verbally, physically).

8. Avoid verbal overload. Be clear. Use shorter sentences if you perceive that the student is not fully understanding you. Although he probably has no hearing problem and may be paying attention, he may have difficulty understanding your main point and identifying important information.

9. Prepare the student for all environmental and/or changes in routine such as assembly, substitute teacher and rescheduling. Use a written or visual schedule to prepare him for change.

10. Behavior management works, but if incorrectly used, it can encourage robot-like behavior, provide only a short term behavior change or result in some form of aggression. Use positive and chronologically age-appropriate behavior procedures.

11. Consistent treatment and expectations from everyone is vital.

12. Be aware that normal levels of auditory and visual input can be perceived by the student as too much or too little. For example, the hum of florescent lighting is extremely distracting for some people with autism. Consider environmental changes such as removing "visual clutter" from the room or seating changes if the student seems distracted or upset by his classroom environment.

13. If your high-functioning student with autism uses repetitive verbal arguments and/or repetitive verbal questions you need to interrupt what can become a continuing, repetitive litany. Continually responding in a logical manner or arguing back seldom stops this behavior. The subject of the argument or question is not always the subject which has upset him. More often the individual is communicating a feeling of loss of control or uncertainty about someone or something in the environment.

    Try requesting that he write down the question or argumentative statement. Then write down your reply. This usually begins to calm him down and stops the repetitive activity. If that doesn't work, write down his repetitive question or argument and ask him to write down a logical reply (perhaps one he things you would make). This distracts from the escalating verbal aspect of the situation and may give him a more socially acceptable way of expressing frustration or anxiety. Another alternative is role-playing the repetitive argument or question with you taking his part and having him answer you as he thinks you might.

14. Since these individuals experience various communication difficulties, do not rely on students with autism to relay important messages to their parents about school events, assignments, school rules, etc., unless you try it on an experimental basis with follow-up or unless you are already certain that the student has mastered this skill. Even sending home a note for his parents may not work. The student may not remember to deliver the note or may lose it before reaching home. Phone calls to parents work best until the skill can be developed. Frequent and accurate communication between the teacher and parent (or primary care-giver) is very important.

15. If your class involves pairing off or choosing partners, either draw numbers or use some other arbitrary means of pairing. Or ask an especially kind student if he or she would agree to choose the individual with autism as a partner before the pairing takes place. The student with autism is most often the individual left with no partner. This is unfortunate since these students could benefit most from having a partner.

16. Assume nothing when assessing skills. For example, the individual with autism may be a "math whiz" in Algebra, but not able to make simple change at a cash register. Or, he may have an incredible memory about books he has read, speeches he has heard or sports statistics, but still may not be able to remember to bring a pencil to class. Uneven skills development is a hallmark of autism.

Big Bang theory

This show is great, check out this episode on You Tube, The big Bang Theory- The Friendship algorithm.