1. The Incredible 5 Point Scale February, 2011 A Simple Strategy

2. Main Points of This Afternoon's Talk People with ASD appear to learn most effectively through predictable, visual systems The 5-Point Scale is a predictable visual system The scale can be used to teach difficult social and emotional concepts as well as self regulation and perspective taking.

3. A 5 is too Loud!

4. Check In (5=most excited) 5 I am really excited to be here! The Incredible 5 Point Scale rocks! 4 I am glad to be here. I am pretty sure I will learn something. 3 I am here. I hope I learn something. 2 I am here. I am pretty sure this will be a waste of time, but at least I’m getting paid, right? 1 5 point scale, my foot! Someone made me come, but they can’t make me stay. I’m leaving at the break.

5. The 5-Point Scale addresses problems of social understanding and emotional regulation

6. Today’s Math Topic 5 - I am lost! I need a lot of help. 4 - Hard stuff. I get some of it. I will need help. 3 - So-so. I have to really think hard. A review before the quiz would help. 2 - Hey, I get it! Don’t wait too long for the quiz, I might forget. 1 - Easy! I could help somebody else.

7. Autism Friendly Strategy Takes into consideration the perspective of the student. Takes advantage of visual learning strengths. Isn’t ‘just another behavior management’ program.

8. Personal Speed Scale 5432154321 Indy 500! Running Full speed Very slow Snail OKAY NOT OKAY Running/ jogging Fast walk/ skipping Walking Where am I? Who am I with? What am I doing? What’s going on?

9. -Breaks down a concept / behavior into 5 concrete levels, 1 - 5, often differentiated by intensity. -There is mutual agreement to what each number represents. - Helps your student (& you) better understand what is being asked. Incredible 5 Point Scale

10. My Bus Ride Report 5 = Terrible because:_________________ Help me resolve this! 4 = Kind of bad because:_________________ I’m over it. I might need a bit of a break. 3 = Okay. I had a little issue:________________ I was able to work it out safely. 2 = Good ride! No problems I:____________ 1 = Excellent ride because:_____________ I feel great! To help me have a 1 - 2 - 3 bus ride, I could ______

11. My Energy Level Too Much Energy - Bonkers! A lot of Energy -Excited Average Energy - Awake Calm Energy- Peaceful No Energy - Drowsy 5 4 3 2 1 WHEN, WHERE, with WHOM would these energy levels Be Okay and Not Okay?

12. Typical Questions Is a 5 always bad? A 5 can be either good or bad – it is usually the biggest illustration of the concept. What age or cognitive level does a student have to be? No rules. If you talk to your child or student, you can use a scale or some kind of visual system.

13. Knowing When Things I Am Told To Do Really Need To Get Done

14. Threatening words Angry words Hurtful words Just fine words Sweet words

15. My Verbal Responses to Requests 5 - hurtful 4 - negative 3 - neutral 2 - constructive 1 - positive From Who’s Perspective? How does tone of voice, volume and facial expression impact opinion?

17. Use of road signs to increase Motivation and clarity

19. Look at your blank scale. Think about the issue of Personal Distance What is the worst infringement of Personal Distance - this is a #5. Against the law. What is the opposite end of that? This is a #1. What kind of touch or closeness is OK in social situations? This is a #2. What kind of touch or closeness is OK only in certain situations? This is a #3. What kind of touch is not OK but not quite against the law? This is a #4. Compare your thoughts.

20. Understanding My Feelings The student is part of the process for problem solving and self-awareness

21. Stress Interview

22. Making Complaints, and the Level of Support Needed Combining Rating Scales

25. Making a Social Decision Where am I? (Who sees me?) What am I doing? Who am I with?

29. It is important to compare perspectives of those involved.

30. Perspective Taking Define the Rating Scale Your rating My rating Your Mom’s rating Your sister’s rating Are they the same? More than 1 point apart?

31. When perspective ratings are more than one number apart… …What has to be done to promote social harmony -or- at least prevent social discord?

34. Social Behavior Scale 5 = Physically hurtful/ threatening 4 = Scary behavior 3 = Odd behavior 2 = Reasonable behavior 1 = Very informal social behavior

36. Involving your student in the process

37. Using the Check in Scale at Camp Before morning activity Before relaxation at noon Before evening activity Initially just have campers check in to get used to the routine Staff check in too Use numbers to describe what you are seeing in an objective way.

38. 5 = No question. Against the Law! 4 = Could be against the law if someone is afraid. Will get you fired and people will be angry. 3 = Unexpected behavior. People don’t know what to think 2 = OK – other people are feeling OK about you. 1 = Great! This might even make someone happy.

39. Refer to your student card again Create a scale that could address the issue described on the card. What is the problem? How can you break down the problem to make it easier to visualize and comprehend?

40. Check Out 5 I am so glad I came! The 5 Point Scale really does rock! 4 I am glad I came. I learned something I can use. 3 I came. It was okay. 2 I sure am glad I got paid to come. 1 5 point scale, my foot! I should have left at the break.