The Incredible 5 Point Scale

February, 2011

A Simple Strategy

Main Points of This Afternoon's Talk

• People with ASD appear to learn most effectively through predictable, visual systems

• The 5-Point Scale is a predictable visual system

• The scale can be used to teach difficult social and emotional concepts as well as self regulation and perspective taking.

A 5 is too Loud!

Check In (5=most excited)

5 I am really excited to be here! The Incredible 5 Point Scale rocks!

4 I am glad to be here. I am pretty sure I will learn something.

3 I am here. I hope I learn something.2 I am here. I am pretty sure this will be a waste of

time, but at least I’m getting paid, right?1 5 point scale, my foot! Someone made me come,

but they can’t make me stay. I’m leaving at the break.

The 5-Point Scale addresses problems of social understanding and emotional regulation

Today’s Math Topic

5 - I am lost! I need a lot of help.

4 - Hard stuff. I get some of it. I will need help.

3 - So-so. I have to really think hard. A review before the quiz would help.

2 - Hey, I get it! Don’t wait too long for the quiz, I might forget.

1 - Easy! I could help somebody else.

Autism Friendly Strategy

Takes into consideration the perspective of the student.

Takes advantage of visual learning strengths.

Isn’t ‘just another behavior management’ program.

Personal Speed Scale

5

4

3

2

1

Indy 500!Running Full speed

Very slowSnail

OKAY NOT OKAY

Running/jogging

Fast walk/skipping

Walking

Where am I? Who am I with? What am I doing? What’s going on?

-Breaks down a concept / behavior into 5 concrete levels, 1 - 5, often differentiated by intensity.

-There is mutual agreement to what each number represents.

- Helps your student (& you) better understand what is being asked.

Incredible 5 Point Scale

My Bus Ride Report5 = Terrible because:_________________Help me resolve this!

4 = Kind of bad because:_________________I’m over it. I might need a bit of a break.

3 = Okay. I had a little issue:________________ I was able to work it out safely.

2 = Good ride! No problems I:____________

1 = Excellent ride because:_____________I feel great!

To help me have a 1 - 2 - 3 bus ride, I could ______

My Energy Level

Too Much Energy - Bonkers!

A lot of Energy -Excited

Average Energy - Awake

Calm Energy- Peaceful

No Energy - Drowsy

5

4

3

2

1

WHEN, WHERE, with WHOM would these energy levels Be Okay and Not Okay?

Typical Questions

• Is a 5 always bad? A 5 can be either good or bad – it is usually the biggest illustration of the concept.

• What age or cognitive level does a student have to be? No rules. If you talk to your child or student, you can use a scale or some kind of visual system.

Knowing When Things I Am Told To Do Really Need To Get Done

Sit down, Listen to speaker, Turn in assignment

Brush teeth when mom says Take the dog out Excuse self after burping

5

now/hour in ___ minutes

Resource materials Wash your hair

4

By end of morning End of afternoon, Before bed

Peer proof read assignment Turn in permission slip

Clean your room Mow the lawn

3 within #__ of days Turn in fund raiser Return library books

Clean out garage 2

within #__weeks Turn in final project Get job

1

Within # of months ____

School Home Urgency Do it by:

Threatening words

Angry words

Hurtful words

Just fine words

Sweet words

My Verbal Responses to Requests

5 - hurtful

4 - negative

3 - neutral

2 - constructive

1 - positive

From Who’s Perspective? How does tone of voice, volume and facial expression impact opinion?

Use of road signs to increaseMotivation and clarity

Look at your blank scale.

Think about the issue of Personal DistanceWhat is the worst infringement of Personal Distance - this is a #5. Against the law.What is the opposite end of that? This is a #1.What kind of touch or closeness is OK in social situations? This is a #2.What kind of touch or closeness is OK only in certain situations? This is a #3.What kind of touch is not OK but not quite against the law? This is a #4.

Compare your thoughts.

Understanding My Feelings

The student is part of the process for problem solving

and self-awareness

Stress Interview

Making Complaints, and the Level of Support Needed

Combining Rating Scales

COMPLAINTS

5 - The most serious. Physically threatened, hurt. 4 - Very serious. You are uncomfortable to be in this situation. Emotionally difficult. 3 - Very irritating. Not dangerous, but could ‘fester’ if not dealt with. 2 - A complaint but not too big of a deal. 1- Annoying. These are things that you might say, “no biggie”, and go on with your schedule.

COMPLAINT MANAGEMENT Level of Assistance Required

5 - Parent, administrator, advocate/outside authority

4 - Parent and school advocates

3 - School advocate/ally to assist.

2 - A minute to vent to an ally/ regroup 1 - Self assistance /regroup/ breathe

Making a Social Decision

Where am I? (Who sees me?)

What am I doing?

Who am I with?

WHERE AM I?

5 - Unknown place any size, anywhere

4 - Known larger public space like mall, park

3 - Known smaller public place like work, school, favorite coffee shop

2 - Comfortable place/ good friend’s home

1- Most comfortable/safe place/my own room

WHAT AM I DOING? 5 - Things that are against laws that hurt others, self and/or property 4 - Things that might be illegal but aren’t dangerous to others. 3 - Things I have to do. Necessary. (Work, self-care) 2 - Things I like to do (legal). 1- My most favorite (legal) things.

WHO AM I WITH?

5 – strangers (least familiar, least trusted)

4 – acquaintance

3 - ally/friend

2- Advocate/trusted person/trusted friend

1- self (most familiar, most trusted people)

It is important to compare perspectives of those

involved.

Perspective Taking

Define the Rating ScaleYour ratingMy ratingYour Mom’s ratingYour sister’s rating

Are they the same? More than 1 point apart?

When perspective ratings are more than one number apart…

…What has to be done to promote social harmony

-or- at least prevent social discord?

Social Behavior Scale

5 = Physically hurtful/ threatening4 = Scary behavior3 = Odd behavior2 = Reasonable behavior1 = Very informal social behavior

Involving yourstudent in theprocess

Using the Check in Scale at CampBefore morning activityBefore relaxation at noonBefore evening activity

Initially just have campers check in to get used to the routine

Staff check in tooUse numbers to describe what you are seeing in an

objective way.

5 = No question. Against the Law!4 = Could be against the law if someone is afraid. Will get you fired and people will be angry.3 = Unexpected behavior. People don’t know what to think2 = OK – other people are feeling OK about you.1 = Great! This might even make someone happy.

Refer to your student card again

Create a scale that could address theissue described on the card.

What is the problem?

How can you break down the problem to make it easier to visualize and comprehend?

Check Out5 I am so glad I came! The 5 Point Scale really does

rock!

4 I am glad I came. I learned something I can use.

3 I came. It was okay.

2 I sure am glad I got paid to come.

1 5 point scale, my foot! I should have left at the break.