Free Visual Support: Class Ready? Check in! (PDF)

Part of helping students to learn how to independently use meta-cognitive strategies for self-regulation is supporting their ability to identify their own emotional/arousal state. Scheduling a consistent time to “check in” with how one is feeling provides the structure and repetition needed to start to build the capacity. This tool was created for a student to use at the beginning of each class block. It is provided here in .pdf format for printing, but can also be made into a lock screen photo on an iPad or other device for quick access. Once the student identifies how “ready” they are to learn they are encouraged to consult the “what to do” menu in the appropriate box and to choose a regulating strategy. The video tutorial talks briefly about the design of the support and ways to individualize it.

Free Visual Support: Good Guy (PDF)

Many older individuals on the spectrum require support to understand social expectations and situations. Using a combination of Social Articles written at the appropriate developmental level and visual supports (e.g., flow charts) can be a powerful tool. Many of us know young adults with ASD who often look to others for validation of their behavior. They are frequently preoccupied with doing “the right thing” or a “good job.” This focus can often interfere with their participation in ongoing activities and interactions, especially if they are in complex social environments. Here is one example of a combination support that is helping a young adult shift his language from talking about himself as a “boy” to a more age-appropriate term, “guy,” and also helping him start to be able to self-monitor his behavior and provide his own validation. The video tutorial talks briefly about the design of the support and the rationale for the combination of supports.