THE INCREDIBLE 5- POINT SCALE
THE INCREDIBLE 5- POINT SCALE
Kari Dunn Buron & Mitzi Curtis
Assisting students with ASD to
- understand social interactions
- controlling emotional responses
- where social interactions fall apart
- why social interactions fall apart
ASD students experience problems:
Lack of social competence
Lack of understanding of their impact on social interactions
Social dysfunction
Objective:
Use of a basic 5 point scale to teach social understanding
Scales work well for students w/ASD
Scales are familiar in their environments (relatable)
Talk in numbers preferred over social or emotional words
Scales are visual
Scales reduce abstract ideas to simple numbers
Matches ASD learning traits
PROCESS
Listen for descriptions of challenging behaviors
Keep 5 point scale in mind
5 Point Scales work for ASD students who:
have social readiness skills
attending skills
identify numbers and colors
Best introduced in 1:1 session
Once rating scale understood; apply in small groups
Once rating scale understood; apply at school and home
Writing a social story or memo ( older students) to go along
with the scale good way to introduce the purpose of scale
& how the scale works
SOCIAL STORY/ MEMO
Describes social situations
Written description of problem
Give clear, concise concrete social information
State the perspective of people involved
Gently directs
SCALE
Breaks down behaviors into concrete parts
Kids able to better understand what is being asked
Rate the behavior from 1-5
Write it down
Direction used on scale (up/down) doesn’t matter
Want student to help identify each number if possible
How we act, react, and interact in difficult situations depends
on ability to quickly & efficiently assess what is happening
& consider action consequences
Students lacking social competence benefit from direct instruction
& breaking repetitive problems down to clear, concise, concrete
parts
EXAMPLES
Voice volume is too big
Compares volume to big and little
Known concept to student
Adults carry scale on card
Prompt student when too loud by showing scale & point to level
he should be at for that specific activity
No verbal directions given
Just point to scale.
Do not react to students response or outburst related to scale #
NONVERBAL PROMPT
Levels
5- Emergencies
4- Outside; at a ball game
3- In the classroom; at lunch
2- In the library; quiet time
1- When someone else is talking
VOICE VOLUME RATING SCALE
5- Screaming/ emergency only
4- outside game/ outside voice
3- Classroom voice/ talking
2- Soft voice/ whisper
1- No talking at all
VOICE VOLUME WHEN TOO SOFT
Student soft spoken; often waits for adult prompt to respond to needs or answers
Demonstrate scale with verbal examples (prewarned)
This scale included pictures as struggle with number concepts
And difficulty discriminating colors.
Scale was modeled when student was waiting for materials rather than asking for crayons in a whisper. Try a 3 .
5- yelling
4- loud
3- conversation
2- whisper
1- no sound
WHEN WORDS HURT
Student upsets others when he says mean or hurtful things
Response occurs when someone says something that bothers him
Can’t put self in other’s shoes to see why upsets them when he
is telling the truth – “ignorant”
THE TOUCHING AND TALKING SCALE
5- Punching / kicking
4- Being mean (saying mean things)
3- Talking in a friendly way
2- Looking in a friendly way
1- Thinking in a friendly way
THE OBSESSIONAL INDEX
Often obsessional tendencies become so intense that student thinking becomes illogical.
5 point scale design can teach student to recognize need for supports when dealing with obsessions
Intervene early in the obsession escalation
With obsession tendencies, being told to stop can lead to increased anxiety and acting out behaviors.
Memo ( replacing social stories for older students) can be written.
Explains new scale
Steps to check in with safe adult to self rate using the scale
OBSESSIONAL INDEX
5- I can ‘t control it. I will need lots of support.
4- I am feeling very nervous and will probably need
some support.
3- I am thinking about my obsessions, but I may need to talk to
someone about it. I think I have some control.
2- I am feeling pretty relaxed today. I can probably think
about my obsessions but still do well in class.
1-It is a great day! My obsessional personality is a neurological
work of art.
MEETING AND GREETING OTHERS
Used for student who has difficulty approaching others approp-
riately.
Scale to control frustration
Socially acceptable ways
LEARNING ABOUT CONTROL
Student likes being in control. Becomes upset if he perceives
something is wrong.
Aggressive response to other’s behavior varies day to day-
even for the same offense.
Scale designed to teach student to recognize his own ability
to control his reactions.
Check in several times a day to rate level of control.
If rated 4 or greater; student will have alternate activity.
- alternatives designed to provide more structure.
- Works since student likes school
- Rigid- does not like going home / change in his day
- Needs more support/ supervision in large settings
|Rating |Looks like |Feels like |I can try to |
|5 |Kicking or |My head will prob- |Mom comes |
| |hitting |ably explode |To take me home |
|4 |Screaming at |Nervous |Talk to mom on |
| |People ; almost | |The phone |
| |Hitting | | |
|3 |Quiet; some |Bad mood |Stay away from |
| |Talking |Grumpy |Kids I don’t like |
| | | |Use quiet place |
|2 |Regular kid |Good |Enjoy it |
| |Not weird | |Follow schedule |
|1 |Work by self |Great |Stay thumbs up |
WHAT I REALLY MEANT WAS ….
Goal: understand the perspective of others
Understand impact of her behavior has on others
Issue: student misunderstands behavior for which she has consequence ( ie- not finishing work vs. noncompliance)
Interview teacher and student to develop scale.
Place results side by side.
Draw curve to illustrate student level of anxiety.
Overlay student and teacher responses on the curve.
-Allows student to understand teacher reactions based on observations.
Develop scale. Teacher will ask student to rate during incident.
Student has number cards to give to teacher indicating felling
upset rather than talking rudely.
TELL IT LIKE IT IS
5- I need to leave Face red; shut down;
4- I need some space Arguing; removing self ; signing to
emphasize need
3- Please don’t talk requests; shhh gesture; writes request
2- I am a little nervous pacing; repeating requests ; no work
1- I can handle this! Completes work
THE STRESS SCALE TEMPLATE
|5 |I could lose control |
| |_______________________ |
|4 |Can really upset me |
| |________________________ |
|3 |Makes me nervous |
| |______________________ |
|2 |Bugs me |
| |_______________________ |
|1 |Never bothers me |
| |_________________________ |
BLANK TEMPLATE
|TOPIC: |
|OK |NOT OK |RATING |Description |
| | | 5 | |
| | | | |
| | | | |
| | |4 | |
| | | | |
| | | | |
| | |3 | |
| | | | |
| | | | |
| | |2 | |
| | | | |
| | | | |
| | |1 | |
| | | | |
| | | | |
BLANK TEMPATE B
|RATING |Look likes |Feels like |I can try to |
| | | | |
|5 | | | |
| | | | |
|4 | | | |
| | | | |
|3 | | | |
| | | | |
|2 | | | |
| | | | |
|1 | | | |
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