asd student Archives - Kevin Plummer, PhD https://kevinplummerphd.com/tag/asd-student/ School Clinical & Consulting Services Thu, 06 Mar 2025 15:19:23 +0000 en-US hourly 1 https://kevinplummerphd.com/wp-content/uploads/cropped-KP-SCCS-900-1-75x75.png asd student Archives - Kevin Plummer, PhD https://kevinplummerphd.com/tag/asd-student/ 32 32 Comprehension Guides – Topic Directory https://kevinplummerphd.com/comprehension-guides-directory/?utm_source=rss&utm_medium=rss&utm_campaign=comprehension-guides-directory Mon, 24 Feb 2025 04:02:34 +0000 https://kevinplummerphd.com/?p=2343 Comprehension guides support children when comprehension breakdown is a significant contributor to their emotional and behavioral problems in the classroom. Behavior intervention programs are frequently limited in their success, because they do not adequately address student understanding of what is expected and what to expect. This is especially the case with students who have trouble […]

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]]> Comprehension guides support children when comprehension breakdown is a significant contributor to their emotional and behavioral problems in the classroom. Behavior intervention programs are frequently limited in their success, because they do not adequately address student understanding of what is expected and what to expect. This is especially the case with students who have trouble discerning the nuances of routines and situations.

Comprehension guides provide detailed and visually supported guidelines to illustrate what is expected and why. They help students understand the nuances of classroom routines and they increase the precision of behavior intervention programs.

» Improving Comprehension of the Nuances of Routine

Related Materials about Routines:

Using Classroom Routines to Create a Therapeutic Brain Settling Effect
Important Things to Remember about Routines
Guidelines for Using Routines
Social Emotional Learning Routines

» Working in a Group: Comprehension Materials
» Whole Class Instruction Comprehension Guide
» Warm up/ Staying Neutral Program: Directions
» Teacher Decisions: Comprehension Guide
» Taking a Break: Comprehension Guide
» Making an Adjustment: Comprehension Guide
» Clearing up Confusion: Comprehension Guide
» Good Sportsmanship and Self-Control in Competitive Games: Comprehension Guide
» Being a Good Sport: Comprehension Guide
» Blurting Out The Answer: Comprehension Guide

Please also see the Distress Tolerance Program – Guide to Materials, which includes a number of comprehension guides designed to support students in alleviating stress, frustration and feelings of being “worn out.”

 

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]]> Clearing up Confusion: Guide to Materials https://kevinplummerphd.com/clearing-up-confusion-guide-to-materials/?utm_source=rss&utm_medium=rss&utm_campaign=clearing-up-confusion-guide-to-materials Fri, 09 Aug 2019 16:50:17 +0000 https://kevinplummerphd.com/?p=2330 The Clearing up Confusion Routine is a step-by-step outline of the problem-solving process described in the main article, Social Comprehension Breakdown. As this routine is followed, the visual of the routine can be displayed and checked off. It is important for the student to see that there is a clear process leading to a solution, […]

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]]> The Clearing up Confusion Routine is a step-by-step outline of the problem-solving process described in the main article, Social Comprehension Breakdown. As this routine is followed, the visual of the routine can be displayed and checked off. It is important for the student to see that there is a clear process leading to a solution, going from confusion to clarity. However, once the routine is more automatic, it can go along more quickly and needs no reference to the visual support. When you reach this point…

direct pdf link: Clearing up Confusion Program Directions

Related Articles

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]]> Working in a Group https://kevinplummerphd.com/working-in-a-group-comprehension-guide/?utm_source=rss&utm_medium=rss&utm_campaign=working-in-a-group-comprehension-guide Tue, 06 Aug 2019 17:43:11 +0000 https://kevinplummerphd.com/?p=2260 The following are visual guides to help students understand nuances of how to successfully work in a group. Working in a Group Comprehension Guide  •    Working in a Group Routine  Working in a Group  –  A Comprehension Guide direct pdf download Working in a Group – Routine direct pdf download

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]]> The following are visual guides to help students understand nuances of how to successfully work in a group.

Working in a Group Comprehension Guide  •    Working in a Group Routine 

Working in a Group  –  A Comprehension Guide

direct pdf download

Working in a Group – Routine

direct pdf download

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]]> Improving Comprehension of the Nuances of Routines https://kevinplummerphd.com/improving-comprehension-of-the-nuances-of-routines/?utm_source=rss&utm_medium=rss&utm_campaign=improving-comprehension-of-the-nuances-of-routines Tue, 06 Aug 2019 17:38:40 +0000 https://kevinplummerphd.com/?p=2254 Creating Comprehension Guides “embedded within some school routines are situations that are not as intuitive to some young students” Students who fail to meet expectations often receive an abundance of correction throughout their school day (“stop interrupting, it’s not your turn, you should be listening right now, you need to try harder”). Occasional student correction […]

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]]> Creating Comprehension Guides

“embedded within some school routines are situations that are not as intuitive to some young students”

Students who fail to meet expectations often receive an abundance of correction throughout their school day (“stop interrupting, it’s not your turn, you should be listening right now, you need to try harder”). Occasional student correction can be a quick and effective form of help, but when chronic student correction is required, we should be thinking about solving the problem by designing a specific routine…

direct pdf download

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]]> When to Use Breaks, Think Time and the Safe Room https://kevinplummerphd.com/when-to-use-breaks-think-time-and-the-safe-room/?utm_source=rss&utm_medium=rss&utm_campaign=when-to-use-breaks-think-time-and-the-safe-room Tue, 07 Aug 2018 13:55:08 +0000 https://kevinplummerphd.com/?p=1845 Students in therapeutic programs are frequently in various stages of de-escalation, because they experience high levels of mood variability and they are easily triggered throughout the day. See De-escalation Guidelines for a description of the stages of de-escalation. Most de-escalation takes place in the location where the student is having difficulty. It’s unobtrusive, easy to administer […]

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]]> Students in therapeutic programs are frequently in various stages of de-escalation, because they experience high levels of mood variability and they are easily triggered throughout the day. See De-escalation Guidelines for a description of the stages of de-escalation.

Most de-escalation takes place in the location where the student is having difficulty. It’s unobtrusive, easy to administer while engaging in the other routines of the class, and it’s well-connected with the tools of the classroom…

See also: Break Flow Chart

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]]> Break Flow Chart https://kevinplummerphd.com/break-flow-chart/?utm_source=rss&utm_medium=rss&utm_campaign=break-flow-chart Tue, 07 Aug 2018 13:55:06 +0000 https://kevinplummerphd.com/?p=1841 Break, Think Time, Safe Room Flow Chart This is a flow cart that supports teachers in determining how and when to use breaks. Restorative break is a positive and constructive part of the student’s coping plan. Structured breaks are used to restore a productive mood, they are used to restore diminished tolerance, they are used […]

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]]> Break, Think Time, Safe Room Flow Chart

This is a flow cart that supports teachers in determining how and when to use breaks.

Restorative break is a positive and constructive part of the student’s coping plan. Structured breaks are used to restore a productive mood, they are used to restore diminished tolerance, they are used to provide relief within difficult tasks, and they are used to interrupt a sudden or a sustained escalation that has not yet become unsafe.

See also: When to Use Breaks, Think Time and the Safe Room

Break Flow Chart

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]]> Daily Review II https://kevinplummerphd.com/daily-review-ii/?utm_source=rss&utm_medium=rss&utm_campaign=daily-review-ii Wed, 01 Aug 2018 14:17:50 +0000 http://kevinplummerphd.com/?p=1624 Strategies for Organization and Stress for ASD Students: The Daily Review Form for Students: Version 2. Also see:  Daily Review Program Outline  

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]]> Strategies for Organization and Stress for ASD Students: The Daily Review Form for Students: Version 2.

Also see:  Daily Review Program Outline

 

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]]> Standards For Behavioral Functioning: Guideline https://kevinplummerphd.com/standards-for-behavioral-functioning/?utm_source=rss&utm_medium=rss&utm_campaign=standards-for-behavioral-functioning Sat, 03 Sep 2016 16:23:59 +0000 http://kevinplummerphd.com/?p=1100 The Standards For Behavioral Functioning is a rubric used to assess functioning and develop student goals in the following areas, Academic Work Habits And Motivation, Investment In And Attitude Toward School, Classroom Decorum, Social Competence and Adaptability. Please also see the companion Behavioral Standards Rating Sheet.

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]]> The Standards For Behavioral Functioning is a rubric used to assess functioning and develop student goals in the following areas, Academic Work Habits And Motivation, Investment In And Attitude Toward School, Classroom Decorum, Social Competence and Adaptability. Please also see the companion Behavioral Standards Rating Sheet.

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]]> Description of Social Functioning For ASD Students https://kevinplummerphd.com/description-of-social-functioning-for-asd-students/?utm_source=rss&utm_medium=rss&utm_campaign=description-of-social-functioning-for-asd-students Sun, 28 Aug 2016 15:08:44 +0000 http://kevinplummerphd.com/?p=1027 There are hundreds of rules and guidelines that are learned by children from their parents, teachers, and other children. They are also learned through observation and generalization from similar social experiences. Children with ASD have a tremendous capacity for remembering but they need to be provided with virtually all their social knowledge directly as opposed […]

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]]> There are hundreds of rules and guidelines that are learned by children from their parents, teachers, and other children. They are also learned through observation and generalization from similar social experiences. Children with ASD have a tremendous capacity for remembering but they need to be provided with virtually all their social knowledge directly as opposed to absorbing it through normal daily experiences.

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]]>