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October 16, 2019 By Paul Allan Harrington

The Power Plan

The Power Plan is the fifth tool in the Autism Level UP! Energy Regulation Suite. The Power Plan is where it ALL COMES TOGETHER. Using information derived from My Energy, The Regulator, and The PIC, autistic individuals and their teams can create a comprehensive plan to Power UP or Power Down Energy Levels when there is a mismatch identified on The Energy Meter. Teams should use this support only after the others in the suite have been completed. It is designed to be used in conjunction with the other supports in the series – which provide all the information for personalization of the The Power Plan. The plan is designed to be used as a quick reference for both proactive strategies (i.e., everyday routine strategies and strategic prevention strategies ) and reactive strategies (e.g., power up levels and power down levels strategies). In addition, strategies are organized by type of input (i.e., sensory motor or language based). Determination of the appropriate strategy in a specific context will depend on the source of the energy mismatch and also on the developmental level of the person. This support includes a “generic power plan” for shifting energy up and down to provide a model of how to complete the plan in addition to blank forms to be filled out based on the individual.

Autistic Perspective:

The Power Plan is a stand-alone regulatory tool in my mind. I love that this plan pulls together the critical pieces of information from all of the previous supports that have been completed and tailored to my profile, the environments in which I exist and the activities that I actually do on a daily basis. It is one thing to be able to express and communicate my current energy state and compare it to the energy needed for the activity, but it is so critical that I know, no matter what the mismatch is and in which direction, there is a plan in place with explicit tools and strategies to be used in every scenario. Further, these strategies are based on what is soothing and alerting and takes into account which domains are most effective for me personally. I also love knowing that I can share this with partners and they will have the same explicit, formulaic information about what to do for a variety of energy mismatches. Essentially, I know that if I can access the energy meter, I can access A LOT of high quality, effective support whether it is a visual reminder for myself or an explicit plan for a partner… which brings me back to The Power Plan as a stand-alone regulatory tool.

Partner Stage:
Conversational Partner

Child Objectives:
SR4.5 Identifies and reflects on strategies to support regulation
MR4.5(d) Shares intentions for joint attention- expresses feelings and opinions

Partner Objectives:
IS 1.6 Provides information or assistance to regulate state
IS 5.3 Provides guidance and and feedback as needed for success in activities
LS 2.4 Uses augmentative communication support to enhance child’s emotional regulation

Free Visual Support: The Power Plan (PDF)

Filed Under: Support of the Month, Supports and Resources Tagged With: Conversational Partner, IS 1.6, IS 5.3, LS 2.4, MR 4.5(d), SR 4.5

October 12, 2019 By Paul Allan Harrington

El Medidor de Energía (Energy Meter)

El Medidor de Energía (Energy Meter) se creado para asistir los socios conversacionales a pensar en sus propios estados de excitación relativo al medio ambiente. El Medidor usa dos palabras para asistir las personas a identificar su energía interna y la energía necesaria en la actividad. La primera palabra describe lo que se siente, mientras le segunda palabra muestra cómo lo que se parece (según a las otras). Esto tipo de apoyo, es decir uno que no hay etiquetas de emoción, puede ser especialmente útil para las personas que tienen dificultades para identificar y expresar emociones, pero está trabajando a aprender como se puede cambiar la energía interna para poder a participar en diversas actividades. Por supuesto, las personas autísticas pueden usar esta herramienta, pero la familia, la escuela, los amigos, los vecinos y mas pueden usarlo también para obtener información sobre la energía de la persona y actividad y usarla para informar sobre las herramientas y estrategias mejores para cambiar la energía de la persona, o las reglas o la estructura de una actividad. Esto apoyo se puede adaptar y personalizar de acuerdo a las intereses de la persona autística. Se proporcionan algunos ejemplos en ingles (por ejemplo usando Pokémon o frases típicas de los niños o adolescentes).

¡Por favor, dinos sus piensas sobre esta herramienta y sus experiencias usándola!

Perspectiva Autistica:

Soy autista y me encanta esto apoyo porque elimina la obligación a nombrar una emocione. Con frecuencia, una barrera para pedir ayuda es saber que no puedo expresar lo que siento con palabras. En lugar de obligarme a elegir una emoción, esto me permite describir o indicar mi experiencia de manera más precisa y fiel a mí mismo. Y no puedo pensar in nunca más importante ni convalidando.

Recurso visual gratis – ¡descarga aquí! El Medidor de Energía (PDF)

Filed Under: Supports and Resources Tagged With: Conversational Partner, IS 1.6, IS 5.3, LS 2.4, MR 4.5, MR 4.5(d), SR 4.3, SR 4.5, SR 5.3

September 16, 2019 By Paul Allan Harrington

The PIC (Person In Context)

The PIC (Person in Context) is the fourth tool in the Autism Level UP! Energy Regulation Suite. The PIC is all about being a detective and problem solving. This support is designed to help autistic individuals, their families and/or their educational teams identify risk and protective factors influencing the individuals’ (My) Energy and the match/mismatch of that energy within the activities and environments that they are engaged (Energy Meter). To do this, individuals and their partners discuss and achieve consensus about the Person’s Profile (PIC, Part 1)- How the person experiences different aspects of themselves regardless of context. Strengths and challenges are highlighted. Next, they reflect on the nature of a single Activity (PIC, Part 2), as well as the properties of the Environment (PIC, Part 3) where the activity is occurring using those same categories. Once Person, Activity, and Environment Profiles have been created, it’s time to Put the PIC Together (PIC, Part 4). Here’s where the magic happens and patterns emerge in understanding regulation challenges and energy mismatches for the autistic individual in a comprehensive way. This visual display of the degree of “goodness” of fit in a wide variety of areas amongst the three profiles forms the basis for problem solving appropriate supports IN CONTEXT for an individual . Depending on the source of the energy mismatch, individuals and partners determine whether activity and environmental modifications are needed or if personal supports may be more effective in a given situation. The Regulator 2.0 can be referenced to select individual strategies previously identified as alerting or soothing with respect to energy levels. This support includes four worksheets that when used together create one powerful path for planning Energy support especially if parts 2 and 3 are generated for multiple activities and environments.

Autistic Perspective:

Presume Competence…in Context! The PIC is invaluable in that it provides a respectful and realistic cognitive framework for how to think about supporting autistic people.

The determinants of an autistic person engaging, learning, participating, playing, contributing or collaborating are not how difficult, rebellious, non-compliant or unmotivated we are feeling at any given time. Rather, it is how predictable, appropriate, realistic, supportive, accommodating and trustworthy the combination of the environment, partners and activity are and how well regulated we are entering into this context. It is the goodness of fit between an autistic person (e.g., current developmental level, knowledge, skills, abilities and regulation), the activity at hand (e.g., social and cognitive demands), and the environment in which it is to occur (e.g., sensory and physical layout).

We do not need “functioning” labels for human beings. We need to understand our own risk and protective factors; and we need partners, peers, family, coworkers and society to honor these factors and recognize that our competence, performance, functioning, etc., are all influenced by this complex interaction of individual, activity-related and environmental factors. Functioning is a two-way street, and too often the responsibility and the burden of “functioning” falls solely on the autistic person with far too little consideration of the “functioning” of the activity or environment (both of which have likely been designed by and for neurotypical people).

I think this support, in particular, can really help illuminate some of the simple and most effective changes that can be made to facilitate autistics’ engagement and participation. It should assist neurotypical people in shifting their thinking to be able to provide real assistance and to build trust. In very simple terms, The PIC asks you to consider the following:

If I could do it yesterday, or 1,000 times before, but I cannot do it today, ask:
– What challenges are present in the environment now that were not before?
– What supports are missing that are usually in place?
– How can this activity and environment be modified or replaced in order to increase the likelihood of engagement?

Before you ask or say things like:
– I know you understand; I know you can do this…Why are you being difficult?
– You’re trying to get out of doing this.
– You’re not allowed to [insert stim, use regulatory tool] until you can complete this task.

Partner Stage:
Conversational Partner

Child Objectives:
SR4.5 Identifies and reflects on strategies to support regulation
MR4.5(d) Shares intentions for joint attention- expresses feelings and opinions

Partner Objectives:
IS 1.6 Provides information or assistance to regulate state
IS 5.3 Provides guidance and and feedback as needed for success in activities
LS 2.4 Uses augmentative communication support to enhance child’s emotional regulation

Free Visual Support: The PIC (PDF) The PIC – Example (PDF)

Filed Under: Supports and Resources Tagged With: IS 1.6, IS 5.3, LS 2.4, MR 4.5(d), SR 4.5

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  • “I have been using the volume meter you shared with us having made some modifications that correspond with my music curriculum. It has been quite successful in the music classroom and the students respond well to the visual. Just wanted to thank you and share some successes.” Kim Oden, Music teacher
    Cobb County Georgia

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