Amy Laurent

Supporting children, parents & educators

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Power Packs for Navigating Energy Meter Levels

Power Packs for Navigating Energy Meter Levels

Power Packs are a “go-to” tool for supporting energy regulation in the moment. The cards in these Power Packs are designed to be used as a reference to an individual’s Autism Level UP! Power Plan that can be accessed quickly. There are cards for Powering UP and Powering Down. They are designed to support different regulation needs. You will see that each card has the “degree” of regulation, i.e., the number of levels one needs to shift for active engagement in the ongoing activity or environment. On the other side of each of the cards are generic energy regulation strategies corresponding to the magnitude of the shift needed (i.e., the activities are specific to the direction and number of arrows on the front of the card). Each card has several strategies to provide a range of sensory motor and language-based strategies. The cards also offer both self-regulation strategies (i.e, things that the individual can do on their own) and mutual regulation strategies (i.e., assistance they can access from others). Of note, the cards utilize a wide range of sensory motor strategies that are often highlighted by the autistic community as natural, effective, and efficient. We have also included a set of cards with blank space for individuals or teams to paste their own known most effective strategies into the cards.

Further, we have included two additional cards. These are to help a person communicate with others when they are “not sure” what they need, but know that they need something. The first, the “I don’t know” card maintains the energy focus and includes the strategy for taking a break / getting away from it all to regulate. The second, the “Something’s Different” card can be used by an individual to communicate that something “feels” different in their body and initiate asking for help or taking some time on their own.

Autistic Perspective:

First, I want to point out that “deep breaths,” “meditation,” and “counting to 10” did not make the cut for these cards….and I could not be more amped up to make that statement! I cannot understate the importance of the fact that these cards attempt to use our natural responses like flapping, rocking and echolalia as preferred strategies for regulation. When you teach autistic people that their natural responses are, in fact, very effective, encouraged and valid, you teach them about themselves – and this is not just in terms of understanding their needs and what strategies and tools are effective for them. You are teaching them that they are not broken or deficient. You are sending a message that you want to honor who they are, and you are further teaching their peers and co-workers and roommates and family members that these responses are expected because they support the autistic person! These are the kinds of subtle shifts in education and practice that are needed to spread real awareness and understanding.

Partner Stage:
Appropriate for supporting Language and Conversational Partners (objectives included for Language Partner Stage)

ER Objectives:
MR 2.2 Engages when alerted by partners
MR 2.6 Makes choices when offered by partners
SR 2 (all objectives) Uses behavioral strategies to regulate arousal level during familiar activities
SR 4.3 Uses behavioral strategies to regulate arousal level during new and changing situations

TS Objectives:
IS 1.5 Recognizes signs of dysregulation and offers support
IS 3.1 Allow child to take breaks and move around as needed.
LS 2.4 Uses augmentative communication support to enhance a child’s emotional regulation
LS 4.3 Modifies sensory properties of the learning environment

Free Visual Support: Power Packs (PDF)

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Power Plays! (pt.1)

Sometimes, we just need a quick dose of physical activity to Power Up, Power Down to proactively maintain engagement. Power Plays (pt. 1) is a menu of options designed to do just that – to increase, decrease or help maintain energy to support active engagement. It can be used to guide the individual to get the input they need, quickly, and wherever they are. By design, the activities don’t require any equipment, nor does one need very much space. Power Plays can be done in an office, classroom, hallway, bedroom… pretty much anywhere that there is just a little floor space. Our goal is to make sure that individuals, regardless of age and physical fitness level, know they have options for regulatory strategies in almost every environment. As such, this is the first in a series of supports that will highlight regulation strategies to provide vestibular and proprioceptive inputs without equipment. These strategies can be easily incorporated into an individual’s Power Plan. You can use the rating systems from the Regulator 2.0 to determine the effectiveness of these Power Plays on increasing or decreasing energy and how much the person likes or dislikes the activity. Subsequently, any of the Power Play moves (alone or in combination with any or all others) can be used as maintenance before a mismatch occurs, and when there is a mismatch in energy level. When engaging in any physical exercise or activity it is important to modify for individual fitness level and comfort.

Autistic Perspective:

Just check the pictures – doses of physical activity (or PA Bursts as I have come to call them) have become a constant source of regulatory maintenance in my daily routine. Physical activity has always been an important part of my life, but it was structured into my day for me (thank you, competitive soccer). This structure happened to be a perfect fit for my profile and kept me extremely well regulated…but without explicit knowledge of such activities as supports or tools, I had no idea how frequently I needed these inputs. My functioning looks very different when I can access PA bursts (or Power Plays) and when I cannot. This support and the eventual series attempts to increase access, serve as a visual reminder that PA may help, and to ensure autistic people gain understanding about their sensorimotor needs.

Partner Stage:
Appropriate for supporting Social, Language, and Conversational Partners (objectives included for Language Partner Stage)

ER Objectives:
MR 2.2 Engages when alerted by partners
MR 2.6 Makes choices when offered by partners
SR 2 (all objectives) Uses behavioral strategies to regulate arousal level during familiar activities
SR 4.3 Uses behavioral strategies to regulate arousal level during new and changing situations

TS Objectives:
IS 1.5 Recognizes signs of dysregulation and offers support
IS 3.1 Allow child to take breaks and move around as needed.
LS 2.4 Uses augmentative communication support to enhance a child’s emotional regulation
LS 4.3 Modifies sensory properties of the learning environment

Free Visual Support: Power Plays (pt.1) (PDF)

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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)

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The Energy Meter

Free Visual Support: Energy Meter (PDF) Combined Energy (PDF)

The Energy Meter is designed to help conversational partners reflect on their own arousal states in relation to the environment. The basic Energy Meter uses two descriptors to help individuals identify their own internal energy and the energy expectation for the activity. The first descriptor is meant to be what it “feels like” while the second is more reflective of “what it looks like.” This type of support, free of emotional labels, is particularly helpful for individuals who struggle with emotional identification and expression but are working to understand the concepts of regulation and how to adjust their energy level to successfully engage in activities. This support can be used by an individual, but can also be used interactively and dynamically by partners to provide clear visual feedback related to “Energy Needed” to match an activity and “My Energy” where the individual is operating. Remember if there is a mismatch in Energy, a regulatory strategy will be needed! The second page of the support provides general strategies for increasing and decreasing energy levels! In addition, three adaptions are included in the combined support to show how the support might be customized for students incorporating 5th grade lingo or their areas of special interest (e.g., Pokemon and the periodic table) The video tutorial describes the design and use of the support, as well as customizing options.

Partner Stage:
Conversational Partner

Child Objectives:
MR 4.5 Shares intentions for joint attention (a. comments on immediate events; c. requests information about immediate events; d. expresses feelings or opinions)
SR 4.3 Uses self-monitoring and self-talk to guide behavior
SR 5.3 Uses metacognitive strategies to regulate arousal level in new and changing situations

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