How To Prevent a Meltdown Or at least make it not so bad…
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Transcript of How To Prevent a Meltdown Or at least make it not so bad…
How To Prevent a
Meltdown
Or at least make it not so bad…
Autism Spectrum Disorders
Autism is a neurological or developmental Autism is a neurological or developmental disability that impairs a person’s sensory disability that impairs a person’s sensory processing, verbal and nonverbal processing, verbal and nonverbal communication, social interaction, problem communication, social interaction, problem solving, and development. solving, and development.
The term “spectrum” is used because no two The term “spectrum” is used because no two people have exactly the same symptoms. people have exactly the same symptoms.
Symptoms range from mild to severe.Symptoms range from mild to severe.
Classic Characteristics of ASD
Social skills deficitsSocial skills deficits
Communication deficitsCommunication deficits
Engagement in repetitive activitiesEngagement in repetitive activities
Resistance to changeResistance to change
Unusual responses to sensory experiencesUnusual responses to sensory experiences
Emotional DisabilitiesEmotional and/or behavioral problems are behaviors exhibited Emotional and/or behavioral problems are behaviors exhibited that are deemed inappropriate and adversely affect the student’s that are deemed inappropriate and adversely affect the student’s educational performance over a long period of time and to a educational performance over a long period of time and to a marked degree.marked degree.
The student may have an inability to learn that cannot be The student may have an inability to learn that cannot be explained by intellectual, sensory, or health factorsexplained by intellectual, sensory, or health factors
The student may have an inability to build or maintain The student may have an inability to build or maintain interpersonal relationshipsinterpersonal relationships
The student may display inappropriate types of behavior under The student may display inappropriate types of behavior under normal circumstancesnormal circumstances
The student may have a general pervasive mood of unhappiness The student may have a general pervasive mood of unhappiness or depressionor depression
EMD may look like this:
Refusal to follow directionsRefusal to follow directions
Use of inappropriate languageUse of inappropriate language
Failure to interact with peers and teachersFailure to interact with peers and teachers
Unprovoked aggressive behaviorsUnprovoked aggressive behaviors
Skewed sense of realitySkewed sense of reality
What would you do if this was your student?
This won’t work!
Or this…
Not this either!
How Does It Feel to Have Autism? Emotional
Disability?Volunteers?
How many stone aged are complet a ton?
Who maanddees electricity?
What is the Theory of ddheelvfs jdenc?
Share…
How did you feel emotionally?How did you feel emotionally?
What did you see?What did you see?
Hear?Hear?
Feel tactilely?Feel tactilely?
Stages of a Meltdown
Anxiety/Starting Out – a noticeable Anxiety/Starting Out – a noticeable change in behaviorchange in behavior
Can be an increase or a decreaseCan be an increase or a decrease
Examples:Examples:
Stages of a Meltdown
Defensive/Picking Up Steam – Defensive/Picking Up Steam – beginning stage of loss of beginning stage of loss of rationalityrationality
Student may become belligerent Student may become belligerent
Student may challenge authorityStudent may challenge authority
ExamplesExamples
Stages of a Meltdown
Acting-Out/Point of No Return – total loss of Acting-Out/Point of No Return – total loss of control which results in physical or emotional control which results in physical or emotional acting out episodeacting out episode
It’s on!!!!!It’s on!!!!!
Flight or fight mechanism is triggeredFlight or fight mechanism is triggered
ExamplesExamples
Stages of a Meltdown
Tension Reduction/Recovery Period – a Tension Reduction/Recovery Period – a decrease in physical and emotional energy decrease in physical and emotional energy that occurs after one has acted outthat occurs after one has acted out
This is your goalThis is your goal
Can happen after any stageCan happen after any stage
ExamplesExamples
Your Response
Supportive – be non-judgemental and empathic Supportive – be non-judgemental and empathic to attempt to alleviate anxietyto attempt to alleviate anxiety
ListenListen
Show concernShow concern
Ask questionsAsk questions
Acknowledge the student’s feelingsAcknowledge the student’s feelings
Understand that students with ASD and EMD Understand that students with ASD and EMD sometimes do not have automatic sensory sometimes do not have automatic sensory regulation regulation
Your Response
Your Response
CPI techniques – all staff members working with CPI techniques – all staff members working with students prone to meltdowns should be CPI certified , students prone to meltdowns should be CPI certified , especially if the meltdowns tend to become physicalespecially if the meltdowns tend to become physical
Remove the audienceRemove the audience
Allow the student to vent and just listenAllow the student to vent and just listen
Silence is okSilence is ok
Do not attempt to touch the student unless he is a Do not attempt to touch the student unless he is a threat to himself or othersthreat to himself or others
Your Response
Once the student has reached tension Once the student has reached tension reduction, re-establish communicationreduction, re-establish communication
Reassure the student that your relationship is Reassure the student that your relationship is not damagednot damaged
Allow “down” timeAllow “down” time
Keys to Verbal Intervention and Setting
LimitsSimple and clearSimple and clear
ReasonableReasonable
EnforceableEnforceable
Stay calmStay calmBe aware of body languageBe aware of body language
Give undivided attentionGive undivided attention
Why the Meltdown?Precipitating Factors Precipitating Factors – internal or external – internal or external causes of acting out behavior over which staff causes of acting out behavior over which staff have little to no control have little to no control
examples: poverty, rejection, bullyingexamples: poverty, rejection, bullying
Sensory Processing ProblemsSensory Processing Problems– the inability to – the inability to filter external sensations or organize sensory filter external sensations or organize sensory messagesmessages
Sensitivity to light, noise, touch, taste, or smellSensitivity to light, noise, touch, taste, or smell
Perfumes, crowded areas, scratchy clothing, bright lightingPerfumes, crowded areas, scratchy clothing, bright lighting
Why the Meltdown?
Difficulty with Abstract Thinking – inability to Difficulty with Abstract Thinking – inability to imagine what is not directly perceived by the imagine what is not directly perceived by the senses senses
If I can’t see it, hear it, or touch it, it must not be true! If I can’t see it, hear it, or touch it, it must not be true!
Difficulty with Perspective Taking – the inability to Difficulty with Perspective Taking – the inability to feel empathy (to feel what others feel)feel empathy (to feel what others feel)
Inflexibility – inability to accept change or alter Inflexibility – inability to accept change or alter what is expectedwhat is expected
Video clip
What Can You Do?
Offer sensory breaksOffer sensory breaks
Teach social skillsTeach social skills
Give specific directions Give specific directions and questionsand questions
Break tasks into smaller Break tasks into smaller stepssteps
Use visual images to Use visual images to teach abstract thoughtsteach abstract thoughts
Use visual schedulesUse visual schedules
Use timers for transitionsUse timers for transitions
Warnings about schedule Warnings about schedule changeschanges
Use video modelingUse video modeling
Help peers understand Help peers understand their behavior and ask their behavior and ask them to be supportive them to be supportive and acceptingand accepting
What can you do?
Use rewards, Use rewards, punishment is not as punishment is not as successful with EMD successful with EMD studentsstudents
Be consistentBe consistent
Be structuredBe structured
Positive reinforcementPositive reinforcement
Structure the classroom Structure the classroom setting to offer a quiet setting to offer a quiet place to workplace to work
Avoid demanding eye Avoid demanding eye contactcontact
Implement the use of a Implement the use of a “safe person” for needed “safe person” for needed breaksbreaks
Avoid a power struggleAvoid a power struggle
Your Turn
Suggestions, ideas, thoughts???Suggestions, ideas, thoughts???
Robert Downey, Jr
Steven Speilberg
Dan Akroyd Ludwig van Beethoven
Jean-Claude Van Damme
Jane Pauley
Courtney Love
Daryl Hannah
Andy Warhol
Mark Twain
Albert Einstein
Satoshi Tajiri, Pokemon
Dr.Temple Grandin, Doctor of Animal Science,
Professor at Colorado State University, author,
inventor, advocate and…
Autistic
Zachary Tyler Corley
My 1 in 88!
The information we shared today can be The information we shared today can be employed with any student that is headed for employed with any student that is headed for meltdown mode. Students don’t act out in a meltdown mode. Students don’t act out in a vacuum and we need to be able to think on vacuum and we need to be able to think on our feet so that we act in accordance with our feet so that we act in accordance with what has been proven successful and best for what has been proven successful and best for the child. the child.
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.
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.