an autism information web page
My Behavior Token System
I use 3"x5" size laminated cardstock. I put 4 pieces of soft side Velcro across the bottom and one in the upper right corner. I print "I want" at the upper left side. For tokens I use small poker chips, buttons, or counters with scratchy Velcro. These are just the right size to keep in my pocket. The back of each card can have Velcro for storing icons or tokens. If I keep the token card on a wall, I place a strip of soft Velcro nearby to store tokens.
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First I need to get the child to "buy into" the system. If I'm not sure what the child might like to work for, I show him 2-3 things in a clear sandwich bag and ask him to choose what he wants.
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Teacher: "Joe, what do you want?" (He reaches for an item or otherwise indicates what he wants. I put the icon, item, or even the baggie on the token card.)
Teacher: "Joe, fold your hands." Give him token #1 and verbal praise. (You can use any direction the child readily understands. It can be a physical movement or even putting a block into a cup.) It is important that he is 100% successful the first several times with this system.
Teacher: "Good for you, Joe. You get a token." Make sure he sees the token and icon on the card.
Teacher: "Clap your hands, Joe." Give him token #2 (Again, use any command the child can or will do and pair the reward with praise.)
Less than a minute later, give a slightly different command, then upon compliance, give verbal praise with token #3.
After about one more minute, give another slightly more difficult command, reward with verbal praise, and give token #4.
Immediately show the icon for the prize, and give the prize. Be sure to give lots of praise with the reward.
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I like to let the child play with the toy or eat the little snack, then move it away, but keep it in view, and do the whole system again. You might need to keep everything very close so the child understands he will get it again soon.
The second time, stretch the time between tokens just a little bit by seconds -- not minutes. You will have to judge when to make more demands on the child or how long to make the time between tokens. For some children, I have the token chart on the wall and give rewards throughout the day. Others earn their 4 tokens to get a star on a big chart for a bigger reward.
A few of my students only seem to be able to respond to this system during a 1:1 work time. For these students, I often use a large piece of laminated paper and put the reward itself on the token chart. Almost all of them seem to be able to buy into this system. Most of them have learned that the reward stays at the station it was earned.
Don't forget to pair your token rewards with verbal praise. Good luck!
~*~ Chris ~*~
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Below are a few helpful hints from teachers and parents. Parents are also quite inventive and have terrific insight Communication Cue Cards What if the child can't WAIT? ? or Recognize differences: Don't alter your expectations, but alter your approach. ~~Educator, Annie Benford Duvall Problem behaviors?? Where do you start?? Asking for help (If the child can read this is quite successful.) They may not remember what you said.
when it comes to "what really works" with their kids.
Thanks!
Communication is extremely important when working with students with autistic spectrum disorders. Here are a few of the cue cards that we have developed to improve communication skills.
This just might be one of the most difficult areas for parents and children. Well, I have invented the WAIT card. This little card works magic!
I use a 3x5 index card and just print the word "wait" on it. Practice for this takes two or three seconds several times per day. Each time you practice using the "wait" card, increase the time.
Hold a "goodie" in your lap, and tell the child you are going to give it to him or her. Hand the "wait" card to the child while saying "Please wait." Almost immediately, give the child the "goodie" with one hand while taking the "wait" card with the other and saying "Thank you for waiting." Slowly increase the "wait" time. Remember a younger child cannot wait too long anyway, but this system really helps them learn how to wait.
The "wait" card can be used to help children take turns in circle, wait in line to leave the classroom, and I like to hand one to a child along with the computer icon to help them wait when I need to change a program. Objects can also “wait.” For instance, a puzzle that needs to be finished at a later time can “wait” for the child to return. Just put the “wait” card on top of it.
The "wait" card is a promise I never break. If I ask a child to wait, I always come back to him or her.
Some very young children do not quite understand the concept of "wait" but do seem to understand they cannot get the "goodie" without the wait card. I hold out my hand and they might have to pick the card up off the floor, but they know it is the "ticket" to the prize.
Try this ~~ it really works! We call this the "wait" card.
"No" symbol: Cut this from a 3" circle of red paper and laminate it. Put double-stick tape or Velcro on the back. Place the "no" symbol on a part of a schedule that must be skipped over or an activity that is not going to be done today. When used on the schedule, it is a visual cue that the schedule is basically the same, but part of it will be skipped over for now. The symbol can also be used to designate an area that is “off limits.”
OK “It’s OK.” We say this a lot to children, but unless they learn exactly what it means, it really doesn’t help. In a classroom with students who have autism, a small event can take on gigantic proportions if not handled correctly. Our OK card helps us deal with life’s little disruptions. When something spills, we just say “That’s OK,” hand a child an OK card, and clean it up. If a puzzle or game is missing a piece, we put a small OK card on it and continue on without it. If the big tragedy is a soiled spot on a shirt, the word OK can be written on a piece of masking tape and placed on the spot, and what used to be a major problem becomes insignificant. This idea has been a lifesaver!
or 
means "caution" or "something different" is on the schedule: This question mark or orange cone means something different is going to happen. It can be placed on the student’s schedule at a time during the day when something off the schedule will take place. For group events that are "something different" or something new to pay attention to is on the schedule, such as a school assembly, I have a large chart on the wall on which I place the symbol and an icon, photo, or description of what the event will be.
We have placed the question mark on the schedule at odd times during the day to prepare students for unexpected events. They have learned that it is O.K. to have something happen that is not on the schedule. I also placed a large orange triangle on the classroom door when the room got new cabinets. They knew when they walked into the room that they would see “something different.”
Here is a simple way to prioritize behaviors: Sometimes a child may have so many challenging behaviors that I just don't know where to start when dealing with him or her. Give this system a try.
I begin by making a list of everything the student does that might need to be corrected. List absolutely EVERYTHING! (I call this the Bug Me List -- it's everything that "bugs" me.) It seems a bit harsh to list everything, but it helps me see improvement later.
Next I go down the list and write 1, 2, or 3, next to each thing. I prioritize the behaviors.
1 = safety issues (kicking, biting, throwing chairs)
2 = things that really bug me (nose picking, hands in pants, spitting)
3 = things that they shouldn't do but I can deal with (shoes off, dumping lunch, tearing papers)
Now, I begin to work on the things that are safety issues. I try to ignore the rest for a while. As behaviors which are safety issues are reduced, I can begin to deal with some of the #2's on the list -- those things that really bug me.
I usually never get to the #3's on the list, and they tend to disappear or change. The list is also a good way to justify to others why I'm not working on ALL the behaviors. I can't, but sometimes other teachers don't understand that. I say, "That's not a priority right now. We're working on safety issues."
If you know where to start working on things, you will at least feel like you are doing SOMETHING. In about a month, go back and look at the list. You will probably be pleasantly surprised. Things will still need work, but you should be able to see some progress.
Children with autistic spectrum disorders often have difficulty expressing their wants and needs. It is often easier and more efficient for them to throw a temper tantrum than to figure out how to say “I want........” or “I don’t want........” The tantrum serves the purpose, and just might get the attention of a few more people.
In both of these situations, Social Stories by Carol Gray are helpful. They are little “if-then” dialogs which can be used to solve many problems. I have used Social Stories, and also have found that writing a script for the child as the tantrum is happening has been very successful. If the child can read, it makes it easier, but if not, it can still work.
Here is a system that I have found to be quite successful when dealing with a child having a temper tantrum.
Situation:
The students are working at their desks. Suddenly, Billy gets mad and throws his papers and pencil up and begins screaming. (“I’m not going to do it! NO! NO! I don’t want it! etc.) Try and analyze the situation in terms of “What’s wrong with this picture?” instead of “There he goes again.”
Chances are, asking Billy what is wrong will not get the answer you want, but give it a try. Ask a few questions “Is this too hard?” “Did you break your pencil?” Once again, you often will get only more tantrum as your answer.
I take my time, and give the student a chance to diffuse the situation himself, or calm down a bit. You might not have that luxury.
While trying to get a look at the paper, or the surroundings, or whatever you think might be causing the problem, begin making statements and writing a few short sentences on a piece of paper to help Billy do some problem solving.
Write the obvious, first.
1. Billy is mad.
He might argue that he isn’t mad, but you see mad, and that is what you write down. (Continue writing.)
2. When Billy is mad, he needs to take a break (or deep breath, or whatever you think is appropriate.)
3. When you take a break, you sit quietly.
Now, hopefully, you have kind of figured out what is wrong with the paper or the surroundings that led to the tantrum. Possibly, Billy is now arguing about not wanting to sit quietly, or still getting mad at the paper. If Billy calms down a bit, praise him for doing so.
Ask a few more questions of Billy and let him see what you are writing. With luck, you might discover that he was trying to make a letter or number, and just could not do it correctly. (Continue writing.)
4. Billy had a problem. Billy could not make a number the right way.
5. When Billy has a problem, he needs to ask for help.
6. When you ask for help, you give the teacher the “I need help” card (or raise your hand for the teacher to come help.)
Try to go through this at a slow enough pace so you can be sure the child is understanding each sentence. This may take several minutes that you don’t have right now, but it will help shorten the tantrums in the long run.
Now, repeat #5 and #6 while pointing to the “I need help” card or having Billy model raising his hand.
If you’re lucky, Billy just might understand this on the first try. The more general your list is the more situations it will fit. You may have to go through this scenario in a variety of situations, but it is a good system, and DOES work.
Remember, every child is different, but every child is a little bit the same.
*What about the child who cannot speak, and does not seem to always understand what you are saying? That often makes it much more difficult to analyze the situation, but give it a try. Really narrow down the solution, and use an if-then sentence, such as: “Oh, you want more.” “If you want more, then sign more.”
Although these solutions may seem a bit obvious, please remember that these children do not always see what may be obvious to us. The suggestions here can help the child learn to analyze a situation independently and seek out help in a more appropriate manner.
They may not remember what you did.
But they will always remember how you made them feel.
