1. How To Prevent a Meltdown Or at least make it not so bad…

2. Autism Spectrum Disorders Autism is a neurological or developmental disability that impairs a person’s sensory processing, verbal and nonverbal communication, social interaction, problem solving, and development. The term “spectrum” is used because no two people have exactly the same symptoms. Symptoms range from mild to severe. Symptoms range from mild to severe.

3. Classic Characteristics of ASD Social skills deficits Communication deficits Engagement in repetitive activities Resistance to change Unusual responses to sensory experiences

4. Emotional Disabilities Emotional and/or behavioral problems are behaviors exhibited that are deemed inappropriate and adversely affect the student’s educational performance over a long period of time and to a marked degree. The student may have an inability to learn that cannot be explained by intellectual, sensory, or health factors The student may have an inability to build or maintain interpersonal relationships The student may display inappropriate types of behavior under normal circumstances The student may have a general pervasive mood of unhappiness or depression

5. EMD may look like this: Refusal to follow directions Use of inappropriate language Failure to interact with peers and teachers Unprovoked aggressive behaviors Skewed sense of reality

6. What would you do if this was your student?

7. This won’t work!

8. Or this…

9. Not this either!

10. How Does It Feel to Have Autism? Emotional Disability? Recite the D_cla@ation of In&pendenc3. Volunteers? How many stone aged are complet a ton? Who maanddees electricity? What is the Theory of ddheelvfs jdenc?

11. Share… How did you feel emotionally? What did you see? Hear? Feel tactilely?

12. Stages of a Meltdown Anxiety/Starting Out – a noticeable change in behavior Can be an increase or a decrease Examples:

13. Stages of a Meltdown Defensive/Picking Up Steam – beginning stage of loss of rationality Student may become belligerent Student may challenge authority Examples

14. Stages of a Meltdown Acting-Out/Point of No Return – total loss of control which results in physical or emotional acting out episode It’s on!!!!! Flight or fight mechanism is triggered Examples

15. Stages of a Meltdown Tension Reduction/Recovery Period – a decrease in physical and emotional energy that occurs after one has acted out This is your goal Can happen after any stage Examples

16. Your Response Supportive – be non-judgemental and empathic to attempt to alleviate anxiety Listen Show concern Ask questions Acknowledge the student’s feelings Understand that students with ASD and EMD sometimes do not have automatic sensory regulation

17. Your Response Directive – an approach to take control of a potentially escalating situation Set limits Re-direct Offer choices – positive, positive; positive, negative; or negative, positive

18. Your Response CPI techniques – all staff members working with students prone to meltdowns should be CPI certified, especially if the meltdowns tend to become physical Remove the audience Allow the student to vent and just listen Allow the student to vent and just listen Silence is ok Do not attempt to touch the student unless he is a threat to himself or others

19. Your Response Once the student has reached tension reduction, re- establish communication Reassure the student that your relationship is not damaged Allow “down” time

20. Keys to Verbal Intervention and Setting Limits Simple and clear ReasonableEnforceable Stay calm Be aware of body language Give undivided attention

21. Why the Meltdown? Precipitating Factors – internal or external causes of acting out behavior over which staff have little to no control examples: poverty, rejection, bullying Sensory Processing Problems– the inability to filter external sensations or organize sensory messages Sensitivity to light, noise, touch, taste, or smell Perfumes, crowded areas, scratchy clothing, bright lighting

22. Why the Meltdown? Difficulty with Abstract Thinking – inability to imagine what is not directly perceived by the senses If I can’t see it, hear it, or touch it, it must not be true! Difficulty with Perspective Taking – the inability to feel empathy (to feel what others feel) Inflexibility – inability to accept change or alter what is expected

23. Video clip

24. What Can You Do? Offer sensory breaks Teach social skills Teach social skills Give specific directions and questions Break tasks into smaller steps Use visual images to teach abstract thoughts Use visual schedules Use timers for transitions Warnings about schedule changes Use video modeling Help peers understand their behavior and ask them to be supportive and accepting

25. What can you do? Use rewards, punishment is not as successful with EMD students Be consistent Be structured Positive reinforcement Structure the classroom setting to offer a quiet place to work Avoid demanding eye contact Implement the use of a “safe person” for needed breaks Avoid a power struggle

26. Your Turn Suggestions, ideas, thoughts???

27. Robert Downey, Jr Steven Speilberg Dan Akroyd Ludwig van Beethoven Jean-Claude Van Damme Jane Pauley

28. Courtney Love Daryl Hannah Andy Warhol Mark Twain Albert Einstein Satoshi Tajiri, Pokemon

29. Dr.Temple Grandin, Doctor of Animal Science, Professor at Colorado State University, author, inventor, advocate and… Autistic

30. Zachary Tyler Corley My 1 in 88!

31. The information we shared today can be employed with any student that is headed for meltdown mode. Students don’t act out in a vacuum and we need to be able to think on our feet so that we act in accordance with what has been proven successful and best for the child.

32. Bibliography: Baker, J. (2008). No More Meltdowns. Arlington, TX, USA: Future horizons. CPI. Nonviolent Crisis Intervention. Milwaukee, WI, USA. Harlan, J. C., & Rowland, S. T. (2002). Behavior Management Strategies for Teachers (Vol. 2nd edition). Springfield, IL, USA: Charles C Thomas.

33. Other Resources www.Interventioncentral.org Behavior Intervention Manual How to Talk So Kids Can Learn by Adele Faber and Elaine Mazlish The Social Skills Picture Book by Jed Baker, Ph.D. The Out-of-Sync Child by Carol Kranowitz, M.A. A Treasure Chest of Behavioral Strategies by Beth Fouse, Ph.D and Maria Wheeler, M.Ed.