Process schemes

Additional Info

Goal:

Included in school/society, Pupil well-being, Cognitive accessibility, Independent/life skills, Academic skills, Social communication

Students age range:

3, 18

Curriculum area:

Not related

Year period:

Any moment

Step by step description, including actions to be developed for preparation and implementation:

The form of the process schemes is very individual and depends of the level of abstract thinking and generalization of the person. We can use: objects, photographs, pictures, pictures with supporting text, text. Preparation of process schemes: • Hands –simple, similar to children̕ s hands • Interesting toy, but not too much • Story • Interesting ending- motivation to finish the game • We focus on the area of self care , which we intend to improve Rules in making a process schemes: • Respecting actual level of play skills- process schemes has to meet child̕ s needs and respect his abilities • Process schemes is based on the individual interests and preferences of a child- using favourite activities, toys, topics etc. • Pace- slow, child needs appropriate time in order to follow the steps of the process schemes • Once a child is familiar with a process schemes- we can speed up the steps of the process schemes • Repetition of the steps of one task – we repeat each step in a longer period of time in order to differentiate it from the other steps • The aim of process schemes is achieving independence so the person does not rely on help of others (including independence from verbal instructions) • The aim of the process scheme is not detailed visualization of the process, but process scheme which maximize his/her independence in accomplishing the entire process. • When considering appropriate training method we need to reflect the main deficits characteristic for people with autism: o Problems with imitation – we use physical guidance (physical prompts) o Problems with social modelling – we use social demonstration together with a physical prompt in modelled situation, o Problem with sequence memory – we break a task into a sequence of simple steps o Problem with orientation and organization/ focusing on unimportant detail – we stress out (visualize) the important, egg: side of clothes o Problem with understanding of concept of the task – we use so called BACKWARDS CHAINING – meaning: we do as many last steps of the process, as the person is able to follow, in order to make the steps of the process clear. o When considering appropriate training method we need to reflect the main deficits characteristic for people with autism: o Problems with imitation – we use physical guidance (physical prompts) o Problems with social modelling – we use social demonstration together with a physical prompt in modelled situation, o Problem with sequence memory – we break a task into a sequence of simple steps o Problem with orientation and organization/ focusing on unimportant detail – we stress out (visualize) the important, egg: side of clothes o Problem with understanding of concept of the task – we use so called BACKWARDS CHAINING – meaning: we do as many last steps of the process, as the person is able to follow, in order to make the steps of the process clear. How to show a process schemes to a child: Step 1: introducing a process schemes • Child only watches each step of the process schemes • Our task: make sure a child pays attention to it Step 2: watching steps of process schemes and modelling in parallel • Child watches and an adult, who performs a task according to the process schemes Step 3: doing a task simultaneously with watching the process schemes • Child is actively involved into performing a task • Our task: adult uses physical prompts Step 4: playing process schemes independently • Gradually decreasing prompts and assistance to support independent work • Adult assists only to help a child to finish the task successfully Step 5:decreasing support of the process schemes • Gradually decreasing use of the schemes • The aim is to learn the skill to perform the task independently without any support; to generalize and use the skill in a practical situations It is very important to know that these steps can be freely rearranged, skipped or repeat. If it is necessary for maximum independence and spontaneous use by a person with autism The visual aids are not meant to be used permanently. If a child is able to do the task without visual support, we gradually stop using them. Also when we see that a child is able to do a certain step in the process without visual support, we take this step away from the process scheme. Other rules: • Use the same toys as in the process schemes • Make verbal commenting to support and motivate the child • Putt other things away • We insist on the completion of activities according the process schemes ( if child is too nervous, the activity can be simplified) Repetition and frequency: Repetition at step1: introduction • We show a process schemes to a child once and we watch how he/ she responds to it- if he/ she likes it, we can show a few more times; if he/ she does not play attention, we try to motivate him/ her; if they are still not interested or refuse to watch it, we do not force a child and stop.

Resources to be used, including human resources, materials and spaces:

The level of abstraction of the process scheme depends on the person, the process scheme is made for. It can use: words, photographs, pictures, objects. Technical equipment: • Video camera, camera, mobile phone, iPad, tablets, smartphone • Appropriate room • Material for schemes Human resources: • Students • Teachers • Other children Materials: • Interesting toy/ or all the materials to accomplish a new skill • Sounds • Technical equipment Space: • At the table • On the floor • In the natural environment/ kitchen, workshop, garden etc.

Difficulties found while implementing it:

Possible risks: • Individual and creative approach is necessary- we have to take into account individual needs of children- different level of functioning, understanding, their reactions, perception, motivation, … • This is a long-term continuous training –it is necessary to continuously invent and make new process schemes • Problems with generalization can occur - children can have difficulties with transition of the task to real life or repeat them when environment is changed. Possible setbacks: • Attention deficit • Diverting attention to something else • Uninteresting schemes • Child watches the schemes too many times- losing interest • Very simple game • Very challenging game • Computer problems

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