Parent training on shopping, compliance, waiting and discipline

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Parent training on shopping, compliance, waiting
and discipline
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• Shopping can be a hard time
• What problems do you have.
• How long after you enter the store do you have
  problems.
• What can we do to avoid the problems.
• Go to the same stores when possible (limits new
  stimuli)
• Allows for staff to get to know you and your
  child.
• What are you reinforcing?
• Make sure to have a reinforcement plan-

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• Timer program for the store
• 1) set the timer for a period of time that the
  child is likely to be able to have good behavior
  for.
• 2) when the timer goes off give the child access
  to a high preference food or toy item.
• 3) if it is a toy item use a give back procedure
  (my turn).
• 4) have the child select what item from the bag
  they want next.
• 5) set the timer and remind them that if they
  follow the rules they can have the item when the
  alarm goes off.

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• Embed rewards near the end of the shopping trip
  for good behavior (buying favorite snack).
• Remember that success breeds success, plan your
  trips when possible.
• Have some tasks for the child to do, have them
  help shop.
• Make sure to catch them being good and reinforce
  good behavior- such as holding onto the cart,
  staying near you, not touching items.

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• Prompt the child to look with their eyes.
• If the child does not have really well developed
  verbal skills consider using pictures or visual
  cues to have them help with shopping.
• If the child has problems when driving by certain
  places without stopping consider using a visual
  sequence card letting the child know where you
  are going to, When needed reference back to it.
• Using a visual schedule means that you are not
  the bad guy the schedule is.

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Where are we going?

• This is the same idea as the field trip schedule
  we use at school. Whether the student is
  verbalizing the question over and over to Mom and
  Dad or is wondering silently, the pictures are
  there to answer the question
• where are we going?.

Grocery Store
Gas Station
Mc Donalds
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Shopping

• Using a visual shopping list allows students to
  participate in the making of a list as well as
  the purchasing. When you run out of a students
  favorite snack, place a visual representation of
  the food (can be a picture or product symbol
  taken from the empty box or bag) on the shopping
  list to cue the student that it will be available
  soon. It also serves as a reminder to you.
• You can also use the shopping list to purchase
  ingredients needed for a recipe.

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First-Then Board at Home

• The first-then board can be used at home as well
  as at school. One parent even asked us to make
  an if-then-then board for her childs doctor
  visits. The first issue was the child refusing
  to get in the car. The second issue was not
  wanting to go to the doctor. The child was
  willing to complete the first two activities when
  he knew a trip to McDonalds would be the third
  activity.

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Mini-Schedules at Home

• We had one family tell us their child was doing
  just fine with the morning routine, but upon
  further reflection she realized this was because
  she gave numerous verbal prompts every day.
  Putting the routine into pictures allows parents
  to fade the verbal prompts and promotes
  independent completion of the tasks.

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Picture Sources/Velcro Sources

• Picture sources for creating visual supports
• Boardmaker computer program from Mayer Johnson
  (www.mayer-johnson.com)
• images.google.com
• Writing With Symbols computer program
• PixWriter computer program
• digital camera photos
• magazine and catalog pictures
• labels from food products, toy boxes, etc.
• Velcro sources
• www. feinersupply.com
• www.fastenation.com (Dual Lock clear Velcro)
• www.textol.com
• www.hookandloop.com

We found the most effective way to use the Velcro
is to keep the soft loop (female) Velcro on the
home surface and the rough hook (male) Velcro on
the movable pictures. The important thing is to
be consistent in how you apply the Velcro
throughout your program so that all of your
pictures can be used with any home surface.
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Compliance training

• Often children learn that they can ignore
  directions
• Often directions from certain people will be
  followed and directions from others will not.
  This often has to do with the history of
  reinforcement
• Working on compliance is always an initial target
  of school based and home based autism programs

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Cooperation Training

• Helps the child to listen and learn
• Use concise directions
• Give unmistakable cues
• Prompt the student to cooperate if needed
• Provide consistent feedback for all occurrences
  of cooperation

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How to do it

• Make sure you prioritize the instructions you
  frequently give in order of importance. These
  instructions (4-5 max to start) is what you are
  going to start focusing on.
• Practice giving each question in the following
  order
• A) ask for eye contact
• B) clearly state the instruction (sit down)
• C) provide immediate reinforcement when the
  movement in that direction is seen

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• D) if the child fails to respond repeat the
  instruction 1 time
• E) wait 2-3 seconds, if no movement provide a
  physical prompt to initiate the movement
• F) once movement has begun, even if prompted,
  provide verbal praise.
• G) for movement which is independent provide
  praise and a back up goody.

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• Make sure you never give a direction more than
  twice!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
• Never give an instruction to a child learning to
  cooperate that is not delivered in close
  proximity.
• Instructions which are quickly met with
  compliance should be rewarded fast and with a
  quality reinforcer

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10. Communicating No

• Often the questions we hear students asking over
  and over are receiving a negative response.
  Rather than getting caught in the NO game we
  recommend using the universal NO symbol.
• We have placed these on cabinets, closets, desks,
  etc. which are off limits to students. They can
  also be superimposed on pictures to communicate
  negation or unavailability.

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• Waiting can be a very abstract concept Where do
  I wait? How long do I wait? What do I do while
  I wait?
• Pictures, visual timers and wait cards can help
  give meaning to the word wait.
• We made wait cards for each of our students.
  When a student is asked to wait his turn, wait
  for a snack or activity, wait in line, etc. they
  are given a wait card and asked to wait,
  please. After the wait we say thank you for
  waiting and hold out our hand to receive the
  card.
• This gives a beginning and an ending to the
  wait time and helps distinguish it from a no
  response. Keep wait cards handy wherever you
  would use them most.

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Wait training without cards

• Getting a child to wait without a card is a
  similar procedure.
• When the child wants something get eye contact
  and say wait and turn your head/ break eye
  contact.
• Hold up a hand, wait 2-3 seconds and immediately
  go to the child and praise them for waiting.
• As the child is successful use your hand to
  count down from 5 before giving them attention
• Increase the time delay between putting down each
  finger
• Fade the hand.

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Discipline the child with ASD

• The first key to resolving discipline
  disagreements is making a compact between
  parents- must have agreement about how to handle
  situations
• Have a plan and work your plan.
• Determine if it is successful
• Change your plan

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• The best discipline is positive, so parents must
  rely on providing incentives for desirable
  behavior before using punishment to control
  undesirable behavior. The "token economy" schemes
  used in many classrooms can be successfully
  adapted for home use, for example. Parents should
  also learn about alternative strategies for
  addressing the roots of problem behavior, such as
  relaxation techniques

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• Punishment must fit the crime. Whenever possible,
  the only punishment should be experiencing the
  natural and logical consequences of an
  undesirable action. For example, if Joe bites his
  friend Jane, Jane will go home. If Joe pours his
  juice on the table, Joe has to clean it up and
  does not get another glass of juice.

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• Parents must agree on basic guidelines for
  stopping undesirable behavior, such as whether
  physical punishment is ever acceptable, what form
  discipline will take, and under what
  circumstances it will be meted out

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• If physical punishment is ever to be used, it
  should be a last resort and used in a controlled
  fashion

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• Often most effective strategy is time out- it
  removes the toys or activities and attention
• Use time out correctly, no attention, ignore the
  behavior but not the child
• Pair with a firm no paired with a signed no
• Use a time out chair facing a wall
• Use a timer. After being calm facing the wall
  for 1 min. they can get up. If they try to get
  up before then the timer is reset.
• Do not give attention while in time out.

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• Parents need to support each other in the effort
  to remain calm during behavior problems. If a
  parent is losing control, he or she should feel
  free to turn the situation over to the other
  partner long enough to take a "parental
  time-out."

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• Parents must not, however, give one partner the
  permanent role of disciplinarian. The old "wait
  'til Daddy gets home" scenario lets one parent
  off the hook, and encourages children to be
  fearful and manipulative. For children with
  neurological problems, delayed discipline can be
  particularly confusing.

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• Most importantly, parents must present a united
  front, even when they don't actually agree.
  Arguments over discipline should not occur in
  front of the child. If Mom thinks Joe needs a
  time-out for throwing blocks, but Dad thinks a
  reprimand is sufficient, Dad can let her know how
  he feels while Joe is in time-out. Next time it
  happens, they'll be in full agreement about the
  proper consequence for throwing things.

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Boundaries

• Common things that parents allow when a child is
  young that become a problem over time..
• Walking around the house naked- cute at 4 not so
  cute at 24.
• Peeing outside- this can quickly become a major
  problem. Always have the ASD child use a toilet.
• Doing dressing and undressing when the child can
  do it.

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• Force feeding the child rather than teaching them
  to feed themselves