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Invierno 2020

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Data Collection Infographic

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November/December 2020

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Octubre 2020

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October 2020

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Task Analysis

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To say that schools have changed a lot in the past few months is an understatement. And, as a result, our students need to learn new rules and routines before they can start learning about academics. At the beginning of each school year, you typically teach this information. This year, it is much more important that you teach and practice rules and routines to protect the health of our students, ourselves, and the community. This will take time. You may find that you don't focus on academics during the first week or two of school as much you have during the past. This is good.
If you spend the first week of school directly teaching, modeling, and practicing routines, challenges in the classroom will dramatically decrease.
Kathleen Quill Download this toolkit
The following supports will help ALL students from preschool through high school. They are evidence based, increase learning, and reduce anxiety.

Skills to Teach

There are four skills that students must learn to use across the school day: social distancing, wearing a mask, how and when to wash hands, and keeping hands to self.

How to Social Distance

It is generally accepted that in indoor settings, students should stand six feet away from each other. Students can be taught to distance themselves using boundary markers, hula hoops, or using outstretched hands as an informal measurement.

The following resources provide information on social distancing:

How to Wear a Mask

The mask should completely cover the nose and mouth with the elastic straps tucked behind the ears. It is important to teach students, "I wear a mask to protect you; you wear a mask to protect me.

Mask protocol and the importance of masks are discussed here:

How to Wash Your Hands

Experts suggest that you scrub your hands for at least 20 seconds. It is important to teach students to watch all parts of their hands. For example, the most used part of the hand-the thumb-is also the least washed. The following resources teach handwashing:

Don't Touch

People should avoid touching their face without first washing their hands. To prevent the spread of germs and COVID-19, avoid touching surfaces that can be touched by a variety of people, such as doorknobs, light switch, keyboards, etc.In addition, students should be encouraged not to touch each other-no high fives or holding hands.

Routines

The following are routines that children need to learn to stay safe and be active learners. Six evidence-based strategies are highlighted that can be used to teach them.

A table indicates for each routine which of the 6 strategies are effective. A brief description of ideas as well as multiple examples is included for each of the recommended strategies.

The Six Strategies

1. Schedule / To Do List

1. The schedule visually tells what activities will occur and their order. The schedule helps the student move from one task to the next.

2. The to do list visually tells what tasks the student needs to complete and in what order to complete them.

3. A student will benefit from a combination of a schedule and to do lists. For example, the student's schedule may indicate that the day begins with Morning. The to do list contains all of the tasks that should be completed during Morning Work time.

2. Physical Structure
Physical structure refers to the way furniture and materials are arranged to help students understand what happens each area.

3. Social Narrative
Social narratives are stories that use words and sometimes pictures to explain a variety of social situations. These can be read over and over. Often written in first person, the social narrative typically tells the reader what to expect to do, what others will do, and how people will react. The social narrative is written positively to encourage the person to do what is expected.

4. Video Modeling
Video modeling is a visual teaching strategy that demonstrates a skill, routine, or behavior to a person. The person will often re-watch the video in order to put the target skill, routine, or behavior into practice.

5. Signs/Cards
Signs or cards visually present information to support comprehension. These visuals are static, allowing for multiple opportunities to reference to support recall.

6. Reinforcement
A preferred item is provided following a desired behavior to increase the likelihood that the behavior will occur again.

Related Resources

The Indiana Resource Center for Autism website offers free edit-and-print Word documents of visual supports and social narratives, along with examples of visual schedules and structure. Browse our visual supports

COVID-19 specific visual supports and social narratives are also available. Browse our COVID-19 visual supports

Get This Toolkit

We're making this introduction and detailed routines available for free to anyone who needs it as a downloadable PDF. Distribute it to teachers in your school or district, or use it yourself in your own classroom.
Download this toolkit

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Amy Moore Gaffney, M.A., CCC-SLP, Educational Consultant for Indiana Resource Center for Autism

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Transitioning Back to School During COVID: Using Visuals and Other Evidence-based Strategies for Children with Autism

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To say that schools have changed a lot in the past few months is an understatement. And, as a result, our students need to learn new rules and routines before they can start learning about academics. At the beginning of each school year, you typically teach this information.

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Six Tips for Helping Kids Wear Face Masks

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Six Tips for Helping Kids Wear Face Masks

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By Master Trainer Lisa LaMela

I'm willing to bet you've heard, and thought about, and talked about "CDC recommendations" more in the last 5 months than in the last 3 (or 30?) years combined. If you're like me, you've even lost a little sleep contemplating how to follow these recommendations, and what they mean for you and your loved ones.

One such recommendation is for the use of cloth face covers. Messaging around whether face masks were necessary, safe and/or appropriate, to be worn by the general public changed a few months back. In the early days of coronavirus, I remember the news actually telling me not to wear a mask. When that messaging changed, at least where I live here in Pennsylvania back in mid-April, I was confused, but also intuitively relieved. If our goal is to stop the spread of this illness-causing virus that travels through our noses and mouths, doesn't a barrier between one's nose/mouth and the air breathed by others make sense?

It felt weird at first. It was stuffy and hot and my sunglasses kept fogging up. Another widely publicized, took-some-practice-for-me, recommendation for slowing virus spread: "don't touch your face" felt nearly impossible when I started wearing a face mask in public. But over the last month+, I've come to accept this new accessory as just another part of our "new normal." But if this much practice, adjustment, and effort is necessary for me as an adult, imagine it from a child's perspective.

The Centers for Disease Control and Prevention's advice is for children 2 years and older to wear cloth face coverings when in public settings. The whole idea is to help prevent people, including children, who may be infected, but not know it, ( a bit on asymptomatic spread here) from transmitting the virus. A few months back, a colleague of mine wrote about improving hand-washing and cleanliness habits, which seemed like a daunting enough task in the midst of a global health crisis. In the same vein, my goal now is to provide you with some practical steps to help make the practice of wearing masks easier for your little ones.

Make Sure It Fits

Adult size masks won't work on those little faces. Masks should fit snuggly, cover the nose, mouth, and chin, and shouldn't have gaps or openings on the top, bottom, or sides. An ill-fitting mask will be more tempting to touch and readjust, which means less protection! Remember that the goal here is to keep from touching once it's on, period. Many who are producing masks make them in children's sizes (you can check them out on sites like Etsy, or 15 retailers recommended here), or you could make your own. It may take some trial and error to get the right fit, but once you do it'll be safer for everyone.

Model

We can help to normalize wearing face masks by doing it ourselves for our kids to see. For some children, having something on the face can seem weird or scary. As our children's role models, we can show them it that it's no big deal through or own actions. If we make it seem terrible/uncomfortable/like such a burden, it will be. But if we model that it's no big deal, it'll be more likely that our kids share our opinion.

Practice at Home

You've heard this before, and you'll hear it again, if you don't have to go out it's usually best to stay at home. However, when our little ones do need to be in public spaces, for example if you need to bring the kids along on a grocery run or other essential errand, in many parts of the country that signals that it's time to mask-up. We can make this feel easier if it's something we've already practiced. Explaining the "rules" (e.g. no touching), and practice, practice, practice!

Keep Those Hands Busy

It's one thing to simply explain that we shouldn't touch our masks and faces. It's another to make it less likely, or less possible! (For you Safety-Care users out there, think incompatible behaviors and differential reinforcement). While practicing wearing a mask, it can be a good idea to give children something else to do. If they're sitting idly, thinking about this new, funny thing on their face, they'll probably be tempted to touch it, play with it, take it off, etc. But if they're occupied, all that becomes less likely. For some additional mask-practice, pop it on while coloring, holding onto the ropes of a backyard swing, or flipping the pages of a favorite book! Occupy those hands!

REWARD!

And with all this practice, don't forget the rewards! Rewarding that proper mask-wearing-behavior can help to establish safe, healthy habits. I mean, what kind of behavior analyst would I be if I didn't talk about the power of positive reinforcement!? Remember, providing access to the good stuff after the behaviors that we want to see will make it way more likely that we continue seeing those desired behaviors in the future!

So consider having your child(ren) "work toward" something they love. Think "if you _____, you'll get ____" type incentives. Start small and gradually build up the time you're expecting the mask to be worn. Just make sure to follow up on those rewards that you've promised! If we say "you'll earn fruit snacks" and then forget to give the fruit snacks, this'll never work.

Make It Fun

Incorporating activities and play themes that your child already likes into the world of face mask wearing can help to keep it light and fun. If you have a budding artist on your hands, consider decorating masks with fabric paint or stickers! If your child has a favorite stuffed animal, maybe stuffy gets a mask of its own, or perhaps Barbie and Ken put on their masks before jumping in the convertible. Make it fun by pairing the mask theme with things your child already enjoys.

It's hard to know what the future holds. In my area, and cities and towns across the country, plans are underway to open schools back up in the fall. At the same time, alternative plans are under development in case reopening schools isn't a safe option come fall. Whatever happens, it does seem likely that masks will continue to be a part of day-to-day for the time being, especially as restrictions continue to lift and more business reopen. As long as children are expected to cover their faces it'll be up to many of you parents and professionals out there to support and encourage their proper use.

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Six Tips for Helping Kids Wear Face Masks - QBS Inc.

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By Master Trainer Lisa LaMela I'm willing to bet you've heard, and thought about, and talked about "CDC recommendations" more in the last 5 months than in the last 3 (or 30?) years combined. If you're like me, you've even lost a little sleep contemplating how to follow these recommendations, and what they mean for you and your loved ones.

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How can I teach my child to wear a mask?

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How can I teach my child to wear a mask?

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Association for Science in Autism Treatment

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As the country further re-opens during the COVID-19 pandemic, I would like my son with autism to be able to visit some places he used to enjoy. However, I know that face masks are now required, and he is resistant to wearing one. How can I teach my son to cooperate with wearing a face mask?
Answered by Erin Richard White, PhD, BCBA-D
Alpine Learning Group

In response to the COVID-19 pandemic and the recommendations of the Centers for Disease Control and Prevention (Centers for Disease Control and Prevention, 2020), it has suddenly become a relevant goal for many individuals with autism to learn to cooperate with wearing a face mask to help minimize exposure and prevent the spread of the virus.

While this is a new skill for us to teach, the field of applied behavior analysis has a number of evidence-based procedures that you can draw upon to teach this skill. These procedures have been used to teach cooperation with other feared or unpleasant stimuli such as cooperating with doctor visits (Gillis et al., 2009), dental appointments (Allen et al., 1992), haircuts (Schumacher & Rapp, 2011), and blood draws (Shabani & Fisher, 2006). These techniques have also been used to teach cooperation with wearing eyeglasses (DeLeon et al., 2008), prostheses (Richling et al., 2011), and medical alert bracelets (Cook et al., 2015).
Selecting a Mask
Presumably, your son does not want to wear a mask because he finds something about it aversive. Therefore, try to make the mask as pleasant as possible. There are a variety of masks available, and after trying out different options, you may find that your son is less resistant to certain ones. Options include those that connect to the head using elastic loops around the ears; others that either use ties or elastic to wrap around the back of the head; and various fabric options. They are available in different fabrics and patterns. Having your son select his own masks may be helpful. Washing the mask in a pleasant-smelling detergent or fabric softener may also make the mask more pleasing.

Many people find masks cause discomfort to their ears, but there are options available to ease the pressure put on the ears. Selecting a mask that secures around the back of the head will eliminate any pressure to the ears. If your son chooses to wear one with ear loops, there are several products that allow the mask to be attached to the product, rather than the wearer's ears. One of these is called "ear savers," which are pieces of plastic or cloth that you attach the mask's ear loops to. Another option is buying or making a hat or headband that has buttons sewn near one's ears. There are also masks available with adjustable ear loops, to allow for a customized and comfortable fit.

If your son wears glasses, the condensation that builds up on his lenses may make the mask more unpleasant. Anti-fogging wipes and solutions can stop condensation from forming on lenses (check to ensure that these products are compatible with any specialty coatings on his lenses). There are also masks specifically designed for people who wear glasses. Finally, if your son wears his glasses a little lower on his nose, it will create more space between his face and his lenses, giving his breath more room to escape.
Developing a "Cooperates with Wearing a Mask" Skill Acquisition Program
What is unique at this time is that schools are still largely closed for in-person instruction. Thus, parents have become teachers, hopefully with the consultation of their child's teacher or behavior analyst. This can be a big undertaking, but when you are ready to begin, follow these steps:

1. Decide how to measure your son's progress. One simple way is to score each opportunity as correct or incorrect and then summarize the data across the day. For example, if he cooperates with wearing it for 3 min during 7 out of 10 trials, his percentage for the day would be 70%. Then, decide when you will determine a step is mastered. If you have a BCBA with whom you work, consult them regarding an appropriate criterion.

2. Begin by running a baseline session to determine how long your son can cooperate with wearing his mask and what step you will begin teaching. For example, baseline may indicate that he will wear the mask for 1.5 min, so you can begin teaching with step 3 on the sample teaching steps below.

3. At the start of each trial, have your son select a reward he can earn for wearing the mask for the duration requested. Eventually, going out in public to a favorite location will be a natural reinforcer. Until that time, another motivator would likely be needed to promote cooperation. Once he demonstrates mastery of the skill, your rewards may need to be faded based on what is acceptable/available in the final setting where your son demonstrates the skill. To do this, you could have him wear it several times successfully before earning his reward or by reducing the size of the reward (e.g., reducing internet access from 5 min to 3 min, then 1 min, and then eliminating it and just providing praise).

4. If your son cooperates with wearing the mask for the target duration as requested, praise his enthusiastically (e.g., "Super job! You wore your mask the whole time!) and offer him the reward he selected.

5. Do not move on to the next teaching step until the previous one is mastered. As he progresses through steps, your goal will be to increase the demand gradually so that he will remain relaxed and calm.

6. If your son does not cooperate, simply restart the trial. It is important to avoid ending a session when your son removes the mask. If he is unsuccessful after 2 tries, go back to a previous step so that you can end on a positive note. Take a look at the additional strategies below for ones that you can incorporate into your teaching to increase your son's success. Also, look for signs of agitation before you start a teaching session and if you see them, wait until he has a more positive affect before starting a trial.

7. To promote generalization, vary the masks you use, where your son wears the mask (e.g., kitchen, front porch, bedroom) and, if possible, who is asking him to wear the mask.

8. As your teaching progresses, you can also incorporate other skills related to wearing a mask and caring for one properly including following the instructions to put on, take off, and adjust his mask; and learning to put it in his hamper when he's finished wearing it (or garbage if it is disposable).

Based on your son's skill set, there are additional strategies you should consider incorporating into your teaching:

Provide a signal to your son for how long he'll need to wear the mask. You can use a timer, give him an appointment, or write in his daily schedule when he'll put the mask on a take it off (e.g., put on mask, do laundry, do a puzzle, take off mask).

Model wearing the mask yourself. Provide photos of his favorite people or characters also wearing their masks.

Provide choice to your son as to which masks you will buy and which mask he will wear each time he needs to put one on.

As the sessions increase in length, have your son do something fun while wearing his mask (e.g., playing a favorite board game, reading a book).

Use written rules and pictures to help your son learn why we are wearing masks and when he might need to wear one, as well as other information regarding important skills for preventing the spread of COVID-19, such as washing his hands properly, avoiding touching his face, and social distancing. You can make customized materials or find ones online by searching "COVID-19 social stories."

Sample Teaching Steps
1. Cooperates with putting on a mask

a. For a mask with ear loops:

i. Holds mask up to face

ii. Holds mask up to face and wears 1 ear loop

iii. Wears mask with both ear loops

b. For a tie-back mask:

i. Wears mask with 1 string tied loosely

ii. Wears mask with 2 strings tied loosely

iii. Wears mask with strings tied tighter

iv. Wears mask with strings tied snuggly

c. For any mask:

i. Wears mask covering chin

ii. Wears mask covering bottom lip

iii. Wears mask covering both lips

iv. Wears mask covering nose

2. Cooperates with wearing a mask for 1 min

3. Cooperates with wearing a mask for 2 min

4. Cooperates with wearing a mask for 3 min

5. Cooperates with wearing a mask for 4 min

6. Cooperates with wearing a mask for 5 min

7. Cooperates with wearing a mask for 10 min

8. Cooperates with wearing a mask for 15 min

9. Cooperates with wearing a mask for 20 min

10. Continue to increase until you reach the terminal goal

The actual progression of steps will vary based on the progress your son makes. Perhaps increasing by 1 min at a time will be too challenging for his, and you will only increase by 15 sec at each step. On the other hand, you may be able to collapse steps if the duration of your son's toleration increases rapidly.

Teaching your son to cooperate with wearing masks might be challenging, especially when you may not have as much help from his school as usual. However, as noted above, teaching people with autism to cooperate with other unpleasant stimuli has been researched in the past, and these previous findings provide strategies that will, hopefully, guide you in teaching your son this newly relevant skill. If you would like to hear more in-depth information on this topic and view video examples of teaching techniques, a related webinar is available online at https://www.alpinelearninggroup.org/media-center/video-library.php.
References
Allen, K. D., Lobien, T., Allen, S., & Stanley, R. T., (1992). Dentist-implemented contingent escape for management of disruptive child behavior. Journal of Applied Behavior Analysis, 25(3), 629-636. https://doi.org/10.1901/jaba.1992.25-629

Centers for Disease Control and Prevention (2020). About cloth facial coverings. https://www.cdc.gov/coronavirus/2019-ncov/prevent-getting-sick/about-face-coverings.html

Cook, J. L., Rapp, J. T., & Schulze, K. A. (2015). Differential negative reinforcement of other behavior to increase wearing of a medical bracelet. Journal of Applied Behavior Analysis, 48(4), 901-906. https://doi.org/10.1002/jaba.228

DeLeon, I. G., Hagopian, L. P., Rodriguez-Catter, V., Bowman, L. G., Long, E. S., & Boelter, E. W. (2008). Increasing wearing of prescription glasses in individuals with mental retardation. Journal of Applied Behavior Analysis, 41(1), 137-142. https://doi.org/10.1901/jaba.2008.41-137

Gillis, J. M., Hammond Natof, T., Lockshin, S. B., & Romanczyk, R. G. (2009). Fear of routine physical exams in children with autism spectrum disorders: Prevalence and intervention effectiveness. Focus on Autism and Other Developmental Disabilities, 24(3), 156-168. https://doi.org/10.1177/1088357609338477

Richling, S. M., Rapp, J. T., Carroll, R. A., Smith, J. N., Nystedt, A., & Siewert, B. (2011). Using noncontingent reinforcement to increase compliance with wearing prescription prostheses. Journal of Applied Behavior Analysis, 44(2), 375-379. https://doi.org/10.1901/jaba.2011.44-375

Schumacher, B. I., & Rapp, J. T. (2011). Increasing compliance with haircuts in a child with autism. Behavioral Interventions, 26(1), 67-75. https://doi.org/10.1002/bin.321

Shabani, D. B., & Fisher, W. W. (2006). Stimulus fading and differential reinforcement for the treatment of needle phobia in a youth with autism. Journal of Applied Behavior Analysis, 39(4), 449-452. https://doi.org/10.1901/jaba.2006.30-05
Citation for this article:
White, E. R. (2020). Clinical Corner: How can I teach my son to cooperate with wearing a face mask? Science in Autism Treatment, 17(8).
Other ASAT articles that may be of interest: Related Media Watch letters: ASAT Responds to Spectrum News 1 "Face Masks Create New Challenges for People with Autism or Sensory Disorders" ASAT Responds to News12 New Jersey "Flemington Man with Autism Makes Hundreds of Masks to Donate to Area Hospitals"

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How can I teach my son to cooperate with wearing a face mask?

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As the country further re-opens during the COVID-19 pandemic, I would like my son with autism to be able to visit some places he used to enjoy. However, I know that face masks are now required, and he is resistant to wearing one. How can I teach my son to cooperate with wearing a face mask?

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Social Story

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Social Story

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Social Story

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Social Story

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Social Story

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Social Story

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Social Story

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Social Story

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Septiembre 2020

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September 2020

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Behavior Supports for the Home Setting .mp4

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Agosto 2020

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Anxiety & Autism

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Anxiety and Autism: Family-based strategies for returning to school after shelter in place

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August 2020

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Description of each phase both in terms of student behavior and staff behavior.

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Free online course in behavior principals for parents

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About this Course

Everyday Parenting gives you access to a toolkit of behavior-change techniques that will make your typical day in the home easier as you develop the behaviors you would like to see in your child. The lessons provide step-by-step instructions and demonstrations to improve your course of action with both children and adolescents. Among many techniques, you will learn how even simple modifications to tone of voice and phrasing can lead to more compliance. The course will also shed light on many parenting misconceptions and ineffective strategies that are routinely used.

The key to the course is practice. It is not enough to know the strategies; you have to do them to reap the rewards. Using the techniques on a temporary basis will lead to permanent change. Chances are your parenting is perfectly fine and working the way you would like. But if you have any frustrations with your child or would like improve your effectiveness in changing your child's behavior, these videos will be a very useful guide. Subtitles available in Chinese and Spanish.

Reset deadlines in accordance to your schedule.

Approx. 21 hours to complete

Subtitles: Arabic, French, Portuguese (European), Chinese (Simplified), Greek, Italian, Vietnamese, German, Russian, English, Spanish

Reset deadlines in accordance to your schedule.

Approx. 21 hours to complete

Subtitles: Arabic, French, Portuguese (European), Chinese (Simplified), Greek, Italian, Vietnamese, German, Russian, English, Spanish

Instructor rating

4.91/5 (924 Ratings)

Offered by

Yale University

For more than 300 years, Yale University has inspired the minds that inspire the world. Based in New Haven, Connecticut, Yale brings people and ideas together for positive impact around the globe. A research university that focuses on students and encourages learning as an essential way of life, Yale is a place for connection, creativity, and innovation among cultures and across disciplines.

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Syllabus - What you will learn from this course

Content Rating 98% (22,747 ratings)

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What will I get if I purchase the Certificate?

Is financial aid available?

More questions? Visit the Learner Help Center.

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Everyday Parenting: The ABCs of Child Rearing

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Everyday Parenting gives you access to a toolkit of behavior-change techniques that will make your typical day in the home easier as you develop the behaviors you would like to see in your child. The lessons provide step-by-step instructions and demonstrations to improve your course of action with both children and adolescents.

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For home-based strategies

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Functions of Behavior (Behaviorbabe) / slower version

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Functional Behavior Assessment Task Analysis

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Functional Behavior Assessment Task Analysis

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Functional Behavior Assessment Task Analysis (1)

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Motivation Assessment Scale

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Functional Analysis Screening Tool

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Behavior 101- Foundational Knowledge and Strategies for the Classroom 

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The science in which tactics derived from the principles of behavior are applied to improve socially significant behavior and experimentation is used to identify the variables responsible for the improvement in behavior.

(John O. Cooper. Applied Behavior Analysis, 2nd Edition, Pearson, 2007.)

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ABC Recording (anecdotal observation)- behaviors are continuously observed and a descriptive, temporally sequenced account of antecedents, behaviors and consequences are recorded. The form below serves as a suggested guide.

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Supporting Students with Emotional Disturbance

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Supporting Students with Emotional Disturbance

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Supporting Students with Emotional Disturbance

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Distance Learning Positive Reinforcement 

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Distance Learning Positive Reinforcement 