LDA in San Antonio

Several of our staff had the opportunity to attend the Learning Disabilities Association (LDA) conference in San Antonio three of which presented. 

Joanna Posey, a special education teacher, presented “Guidelines in Using Digital Media in the Classroom.” The discussion contained 3 areas: Policies and Procedures, Classroom Use Guidelines,  and Guidelines in Selecting Apps to Support the Core Curricula. A 14 page handout identified each set of guidelines along with practical applications. Teachers, educational consultants, university professors, and technical personnel from diverse school districts attended the session.

by Suzanne Grimshaw, LCSW

Dr. Jed Baker, PhD is a well -known author and psychologist who works with children on the Autism Spectrum and with those who struggle with ADD and ADHD.  He is the author of several books including, “No More Meltdowns” and “Preparing for Life: The Complete Guide to Transitioning to Adult for those with Autism and Aspergers Syndrome.”  He recently spoke at day-long conference at the Provo Marriott Hotel that was attended by nearly 300 parents, educators and clinicians.  Dr. Baker entitled his remarks “All Students Can Succeed!  Interventions for behavioral and social challenges.”  He began his presentation by sharing his belief that 90% of teaching and parenting is tolerance and that an individual’s behavior is not intended to simply challenge authority, but rather it is a reflection on his/her lack of coping skills.  In other words, even though it might feel as if “poor behavior” is directed at the teacher or caregiver it is in reality a reflection on the child’s lack of ability to cope.  Dr. Baker feels that the key to coping with problematic behavior is optimism.  Individuals on the ADS often have difficulties with abstract thinking and perspective taking as well as limited problem solving capabilities.  These factors will make it more difficult to cope with unwanted behavior, but Dr. Baker proposes a three step behavior management plan:

Step 1: Address Relationship Issues

·         This is done by consistent demonstration of warmth and caring. 

·         Implement structure with the use of visual supports such as charts, visual aids, etc.

·         Working to build confidence and competence following the 80/20 rule.  Give the child 80% of what you know they can do and then 20% of what will be challenging.

·         Avoid escalating power struggles.

Step 2: Have a Crisis Management Plan in Place

·         Use non-verbal skills to increase safety.

·         Listen, agree and apologize when necessary.

·         Be willing to collaborate and problem solve.

·         When logic is gone then use distraction.

·         Make a plan for the next time.

Step 3: Dealing with Repeat Behavior Problems

·         Explore why unwanted behaviors happen and what possible triggers might be.

·         Utilize books and other resources.

·         Develop a sound prevention plan.

Two ScenicView Staff Present at BYU Conference on Autism

By Garrett Pace, MSW Intern

Two of our therapists, Ryan Miller, LCSW, and Suzette Bartlett, LCSW, presented at BYU’s Autism Conference in March.  In addition to describing how autism presents itself in adulthood, they shared practical tools and techniques mental health professionals can use in working with adults on the spectrum.  They represented ScenicView Academy well and were very engaging to the audience.  Some attendees inquired about how to purchase ScenicView’s new social skills quick reference guide, Why Is It So Hard to Make Friends?, and others expressed an interest in touring our facility.

We Will Change the World

Becoming Blind to Our Limits

Our Change Challenge class has been going well and has provided each of us, staff included, with some great processing and learning opportunities. I wanted to share a quick write up about our lab last week and the experience we had with one of our students:

Last week our Change Challenge class (which uses a role playing game as a means to help students make changes is their personal life) left us stranded in an elevator shaft at the Sheraton in Tokyo. In order to get out of the shaft we would have to climb. Rather than climbing in the elevator shaft in our building (something I think the maintenance people would frown upon), we determined that indoor rock climbing at a local facility a better option.

Three of the four students had no problem with rock climbing as they each had some previous experience climbing or rappelling. They took turns climbing or belaying as Elein, our part-time rec. therapist, taught Adam the figure-8 follow through knot that is used to connect the harness to the rope. Finally, he was ready for his turn to go up the wall. Adam expressed to me his fear of heights, but told me that he was willing to give climbing a try.

It was difficult for him from the get-go for various reasons. The large hiking shoes he wears are not conducive to some of the smaller grips you use in rock climbing. Adam also said that “the heights played more of a role…than I let on. The breaks had a lot to do with making sure the rope actually would hold me up if I went another two feet.” Needless to say, the going was slow and with many pauses.

Gradually he made his way up the 40 foot wall until he was about 10 feet off the ground. I climbed alongside him doing my best to give him encouragement. Finally after continued attempts to go higher up the wall, Adam decided that he was done and was slowly lowered to the ground.

Adam sat off to the side while the other students climbed the wall multiple times each. Sometimes he would belay other students, but declined each time we asked him if he wanted to climb again. Finally one of the last challenges we offered the students was to climb the wall blindfolded. By participating in this challenge, the students could earn money for their character to use in the role-playing portion. The higher the students climbed the more money they could earn. The three more confident students each took a turn each reaching the top by gradually feeling their way up the wall.

Though it was nearly time to go, we approached Adam and asked if he would like to try it blindfolded. Even if he didn’t make it all the way, his character would get some money just for trying. He tied himself to the rope, blindfolded himself, and started up the wall. Immediately I could see a difference in his climbing. He reached the same spot he had been before with greater ease and in a much quicker amount of time. He didn’t seem so hesitant in where he put his hands or his feet. He put his boots on much smaller holds with far less complaining than the previous time.

We were amazed at how quickly he scaled the wall. Finally we hollered out for him to reach out his hand and touch the bar at the very top. He later told us that he was surprised that he had climbed the entire wall. He was sure that he had only reached the spot where he had gotten before—ten feet up the wall. With the blindfold on he went three times as high as he had gone without it. He talked about how with the blindfold on, he simply focused on climbing. He wasn’t worried about the height, who was belaying, or any of the fears that he had had on his first climb. He just climbed. He also said that he thinks he could now go just as high without the blindfold as he did with it.

In processing we discussed how often we subconsciously set limits for ourselves that are far below our true-potential. We tell ourselves that we can only go so far because our endurance is weak; we say we can only go so high because we are afraid of heights. As Elein put it, “when we face our fears with acceptance and blindness to the dangers, our limits will disappear, because they no longer matter.” In reality, if we can learn to become blind to our fears and our perceived limits—which we generally set because of our fears--we would push far beyond what we thought we could do and into the realm of reaching our full potential.Adam reaching the top was an energizing moment for each of us and helped us to reflect on ways that we could all set our fears aside and push past the limits we have set for ourselves.

-Ryan Hawks, TRS/CTRS

LDAU 2012 Conference

SAVE THE DATE! LDAU 2012 Conference on March 9th at Weber State University. We are working on getting more information about the scholarships available for those interested in attending. Check out the Keynote Speaker: Brandon Mull, the author of the Fablehaven series.

Health & Fitness Video

Click here to check out our new health and fitness video. What do you think?