Ten Essential Skills for Everyone to Learn And How to Teach Them

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Ten Essential Skills for Everyone to Learn And
How to Teach Them

• Written by
• Barbara T. Doyle and Emily Iland
• Presented by
• Emily Iland

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Emily D. Iland

• Co- Author with Barbara Doyle of
• Autism Spectrum Disorders from A to Z
  Published by Future Horizons, 2004
• 28693 Bouquet Canyon Road Suite C-333
• Saugus CA 91350
• phone [phone]
• Contact me through our website
• www.asdatoz.com

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Lifetime PlanningLook Toward the Future

• Start the Planning at Any Age
• Answer Five
• Basic Questions

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Where will he or she live?
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How will he or she Earn a Living?
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Who will be the important people in his or her
life?
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Contributing to Society Being Valued by Society
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FUN!
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What skills are needed to achieve the most
independent and successful life possible?

• What skills are required or expected for the
  workforce in general?

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Skills for the Future Workforce

• Read and do math at grade 9 or higher
• Work in groups with diverse people
• Communicate, orally and in writing
• Use personal computers for simple tasks like word
  processing
• Solve semi-structured problems where a hypothesis
  must be formed and tested

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From Teaching the New Basic Skills, Murnane and
Levy, 1996

• Found in Transition to Adult Living A Guide for
  Secondary Education
• Available California Dept of Education, 2001from
  515 L. Street Suite 270, Sacramento CA95814
• Phone [phone]
• www.cde.ca.gov/spbranch/sed

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Ten Essential Skills for a Wonderful Life

• It is never too early
• or too late
• to start teaching these things!

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Eliminate Behaviors that areDangerous
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Identify Dangerous Behaviors and Potentially
Dangerous Behaviors

• Situations now clearly dangerous
• Potentially dangerous behaviors that do not cause
  harm now but could in the future
• Dangerous situations that we now control but that
  put the person at risk as they become bigger,
  more determined or more independent.

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Use Only Safe Behaviors

• Eliminate behaviors that are a danger to self
• Eliminate behaviors that endanger others
• Eliminate behaviors that can become or be
  misinterpreted as criminal
• Eliminate behaviors that could cause the person
  to be victimized

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What does the person not know that is causing a
problem?

• Does not have a specific skill-
• does not know how...
• Does not see an expectation-
• does not know why...
• Is not following a rule-
• does not know when...
• Does not see or follow an unwritten ruledoes
  not know that...

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Problems with Pathways Cause Behavior Problems

• Executive function
• Social skills
• Language processing
• Emotion regulation
• Cognitive flexibility
• Sensory integration

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Explosive/Noncompliant Children and Adults
Implementing collaborative Problem Solving (CPS)

• By Ross. W. Greene, Ph. D
• Center for Collaborative Problem Solving
• www.ccps.info

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Relate the Desired Behavior to Something the
Person Knows and Can Do, or Rules they Already
Follow

• For example, relate wearing a bicycle helmet to
  wearing a seat belt in the car
• Relate the quiet voice used in the movie theatre
  to sharing private information in another public
  settingThe need to use the bathroom and what
  needs to be done there is not a public
  announcement!

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Approaches to changing behavior and positive
behavioral supports

• Alternatives to Punishment
• Solving Behavior Problems with Nonaversive
  Strategies
• by Gary La Vigna and
• Anne M. Donnellan
• Institute for Applied Behavior Analysis
• www.iaba.com

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Help the Person Learn Complete Care of His or Her
Own Body to the Maximum Extent Possible
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Work Toward the Greatest Independence
PossibleFor the Person to

• Use the toilet
• Be clean and smell good
• Have a neat and and clean appearance
• Pick appropriate clothing
• Know rules of privacy for self and others
• Be independent in self-care and reduce risk of
  abuse by others

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Tips for Teaching Self-care

• Teach the whole toileting routine as you want to
  see it done, start to finish, from where to
  undress, to washing hands
• Teach private parts of the body, and privacy for
  self and others
• Teach how to tell if inappropriate or
  uncomfortable touching takes place

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Know Who He or She CanAccess, Hug, Touch,
Continue to Talk to or Follow
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Use the Circle of Friends Format to Teach About
Relationships

• And the affections that go with them

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Teach What to Do If You Are Not Sure

• If someone should touch you
• If you should touch them

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Giving and Receiving Affection

• Teach rules to follow with different people on
  the circle of friends
• Teach how to look for signs if attention is
  welcome or unwelcome
• Teach skills to take no for an answer in its
  many forms and go away
• Need to know how to say NO

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Know how to access the property of others
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Learn the Limits of Touching or Using the
Property of Others

• The difference between mine and not mine
• The difference between OK to touch and not OK to
  touch
• How to ask first
• Who to ask, and how to ask to access property of
  others
• Taking NO for answer...

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Know Two Responses For

• and

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Take No for an Answer

• and
• Handle it if
• that is not
• the desired response

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Have Two Different ResponsesFor Yes and No

• Use charts, social stories, choice cards, to help
  with decision making
• Teach appropriate words to use to express
  frustration or other emotions
• Teach physical coping skills to help cope with an
  undesired answer, such as walking away, calm
  breathing, stretching...

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Know to Ask for HelpWho, When and How to Ask
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Skills in Asking for Help

• Learn to realize when help is needed
• Recognize signs that show the person needs
  help
• Have a way to ask (does not have to be verbal)
• Identify helpers in many environments

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Teach in ManySituations and Settings

• Efficient and effective ways to get adult help in
  private and public settings
• Create rules for asking, such as asking a person
  in a store wearing a nametag
• Teach the person to show their identification or
  medical information
• Teach when and how to call 911

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Learn to Identify Internal States
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Name and Express Feelings and Sensations

• Understand own level of arousal
• Know bothersome stimuli
• Make avoidance plans
• Use coping strategies
• Be able to tell others
• Use emotion words to name feelings as they occur

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Identify and Communicate About Internal states

• Use a best guess method to model language and
  concepts in many situations
• Have a sign, gesture or words to tell when
  something hurts inside
• Have safe places in all environments and teach
  the person how to go there when things are
  overwhelming
• Help the person learn to safely move away from
  upsetting or unliked stimuli

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Learning EmpathyUnderstanding the Feelings of
Others
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Learning Empathy

• Helps us react and respond appropriately to
  others
• Helps us be socially competent
• a good co-worker
• a good team member
• a good friend, especially in teenage years
• a good family member

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Teach About Feelings of Others

• That others have and express feelings, just like
  me
• That sometimes people feel the same things that I
  do at the same time
• That others like it when we care about their
  feelings
• Physical signs of emotion in others

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Fine-tuning Empathy

• Teach to recognize Danger signs when someones
  emotions are becoming explosive
• Teach specific ways to show empathy, like
  offering a tissue to a person who is crying
• Teach the boundaries and rules of expression of
  feelings what can be shared and with whom

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Giving Negative Feedback
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Recognize Aversion

• Identify when negative feelings are building up
• Name negative feelings
• Plan and practice options that are not harmful

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Use language that does not offend

• Model and teach the person to choose words to let
  the person know that you do not like what they
  are doing or saying, but that you still like them
• I dont want to
• I dont like
• I disagree with you
• I think you are wrong

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Making Plan B Repair Strategies
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There will always be unexpected occurrences

• Some people have great difficulty changing plans
  or routines
• Some people have a hard time changing their minds
• These skills must systematically be taught
• They need to know that they are still OK when we
  choose another option

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Anticipate and Plan forThe UNEXPECTED

• Learn to recognize when the unexpected is
  happening, and what it feels like
• Plan options for solving the problem, and invent
  options in advance
• STOP THINK and CHOOSE!

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Visit the C.L.E.A.R. Websitewww.CLEARscv.org

• Community and Law Enforcement Aware Response
  education and awareness to prevent crime and
  improve outcomes in problem or criminal
  situations
• Help first responders recognize autism and other
  invisible disabilities and respond effectively
• Help individuals with disabilities avoid criminal
  involvement including victimization
• Help the person participate calmly in an arrest
  or other emergency

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Teaching Ten Essential SkillsFor A Successful
Life

• Take a close look at what your child or student
  needs to learn
• Prioritize and select goals include them in IEPs
  and other personal plans and services
• Teach in all settings take advantage of
  teachable moments
• It is never too early or too late to start
  teaching... Start today!