Lifetime Planning:

Prioritization: Look Toward the Future

Begin with the Lifetime in
Mind ! It is never too early or too late
to plan
Written and presented by ! Start the planning at any age
Barbara T. Doyle, M.S.
2008 ! Consider five life areas:

Be sure to teach:
! Home maker skills
! Tidiness, cleanliness, orderliness
(remember labels help)
! Care for the property of self and others

! Home safety skills

Where will he or she ! Use of home-maker technology: things

live? that help people succeed

How will he or she

Earn a Living?

Barbara T. Doyle – October 11, 2008 1 of 22

 Employment Considerations: What skills are needed to
The Silver Lining?
achieve the most independent
! Look to restrictive or repetitive issues:
what or who does this person really and successful life possible?
like? Check your handout.
Consider the skills
! Is anyone paid in society to do work
related to this area of interest? required or expected
! Are there volunteer opportunities related for the workforce in general
to a liked activity, object, place, person,
group, topic, etc.?

Skills for the Future Workforce From Teaching
the New Basic Skills, Murnane and Levy, 1996
! Reading and math at grade 9 or higher
! Work in groups with diverse people
! Communicate, orally and in writing
! Use computers for simple tasks like word
processing
! Solve semi-structured problems where a
hypothesis must be formed and tested
Teaching the New Basic Skills
! Found in Transition to Adult Living: A
Guide for Secondary Education
! Available California Dept of Education,
2001from 515 L. Street Suite 270, Sacramento
CA95814
! Phone 916-445-4643
! www.cde.ca.gov/spbranch/sed

! Show how math skills Start Where ! Start early with

and reading improve banking skills such as Start Where
You Are
your life a savings account or You Are
! Teach math and reading a checkbook for a
in daily life activities reinforcement
! Teach the real meaning program
of numbers ! Be careful of too
! Put less focus on rote much computer and
ABCs or rote counting “screen time”
1,2,3,.....

Barbara T. Doyle – October 11, 2008 2 of 22


Who will be
the important people
in his or her life?
How will she or he contribute
to the well being of others?
We are TEAMS!
! Identify every member of the person’s
team: formal and informal
! Every team member can contribute to the
success of that person
! Remember to ask for help soon: Use the
“Rule of Three” and the “Two-Minute
Rule”
Barbara T. Doyle – October 11, 2008
Teach Relationship Skills
! List the important people, with birthdays,
anniversaries, and other important dates. Add
favorite sports teams, flowers, activities for each
person
! Put these important dates on the individual
calendar
! Teach how to plan to make and give something for
those occasions
! Making amends instead of “say you’re sorry!”
! Doing special and kind things for others for no
reason, especially siblings
FUN!
The Rule of Three
If this is the third time you are having the
!
same problem, ask for help before the next
time. The first three times, you use your
best ideas.
! After that, ask someone to observe and
offer suggestions or record yourself for your
review (confidentiality?)
! Don’t chew the gum in the bottom of your
purse or pocket: get some fresh stuff!
3 of 22
 The Two Minute Teaming Rule
! The “disagree-er” gets two minutes to
say what the disagreement is and
why.
! No one can interrupt
! Everyone takes notes on the main
points the person is making. The
notes are read back to the group.
! Then the discussion resumes.
Unite teams with a discussion of these
six life assumptions:
We are all fully human.
We all have thoughts and feelings,
far beyond what we may be
able to express.
What Does This Mean to YOU?
Work from the
ASSUMPTION OF COMPETENCE
Assume that there is always more “internal
life” in a human being than what they are
able to show us, even when they are
babies and little children.
Barbara T. Doyle – October 11, 2008
If you learn only one word of
Japanese:
KAIZEN
Kaizen means continuous
improvement involving everyone.
Kaizen means preserve what is
working well while focusing on
what needs to be done next.
Adapted from Kaizen: The Key to Japan’s Competitive
Success, by Masaaki Imai
Six Unifying Assumptions:
Without communication, no one can be
safe or successful.
Everyone has a right to strive for a high
quality of life.
We should use only socially valid
interventions.
The capacity of human beings to develop is not
defined by our limited definitions and
conceptualizations (MR, DD, ASD, etc.)
Please read: Movement Differences and
Diversity in Autism-Mental Retardation:
Appreciating and Accommodating
People With Communication and
Behavior Challenges
by Anne M. Donnellan, PhD
and Martha R Leary, MA, CCC-SLP
ISBN1-886928-00-2
4 of 22
 What difference does it make? Ten Essential Skills for a
Now that you have heard about the unifying
!
assumptions, work with a partner, group or
Wonderful Life
by yourself.
It is never too early
! Make a note or drawing about how you are
going to change what you do, say, think, or
or too late to start teaching these
believe
things!
! Share your ideas with another person or
group if you want Take a look at your handout.
! Keep your notes or transcribe them on to
your Plan to Change form as your reminder

#1Eliminate Behaviors that are Identify Dangerous and

Dangerous Potentially Dangerous Behaviors
! Dangerous to self or others now
! Potentially dangerous behaviors (do
not cause harm now, but could in the
future)
! Dangerous situations that we now
control that present risk if the controls
are not present

Use Only Safe Behaviors Teach People to Work for Rewards

Plan programming to: ! Encourages the person to use new skills
! Eliminate behaviors that are a danger ! Why not just verbal praise?
to self or endanger others
! What about “bribes?”
! Eliminate behaviors that can become or
! Neurological effects of working for
be misinterpreted as criminal
rewards include organization, focus,
! Eliminate behaviors that could cause
endurance, tolerance, and motivation
the person to be victimized (Sounds good!!)
! Use the Safety in Society handout

Barbara T. Doyle – October 11, 2008 5 of 22

 Please! Explosive/Noncompliant
! Don’t use RESPONSE COST Children and Adults
! Don’t take away what the person has Implementing collaborative Problem Solving (CPS)
already earned.
! It increases anxiety even if it works in
! By Ross. W. Greene, Ph. D
that moment. Anxiety is the enemy! ! Center for Collaborative Problem
Solving
! It allows others to have too much
! www.ccps.info
power over the learner

ISBN#
ISBN# 0-
0-8077-2911-6 9616786-
2-3

Teaming Activity
Prioritize the most serious
! Select a behavioral description from the list
behaviors to address
! Share the description with a partner or small
“Sort” behavior into four categories: group. Tell which category you think this
! Dangerous or potentially dangerous behavior belongs in and why.
! Stigmatizing ! Other team members add their thoughts and
! Unconventional ideas. No one is “right.” No “yes, but....”
! Conventional ! Discuss how the behavior would be viewed
Look at the differently at different ages or in different
Behavioral Prioritization Grid places

Barbara T. Doyle – October 11, 2008 6 of 22

 Teaming Activity: Behavioral List
! Spits on objects that other people use
! Screams in movies when no one else does
! Wears only spandex clothing
! Gives money to anyone who asks for it
! Does not clean hands well after the toilet
! Takes things from women’s purses
! Smells people’s hair
! Cuts food into tiny bits before eating
Keep Special Learners Safe:
! Gym, lunchroom, indoor and outdoor
recess and breaks, change of class:
these might be the LAST times to
withdraw support and supervision!
! Take a look at your Safety Handout

Everyone Needs to Know

! HOW TO CALL 911
ISBN## 1-
NAME, ADDRESS
9311282- !
AND PHONE
18-8 NUMBER

! CARRY ID CARD ALL

THE TIME

! KNOW TO WHOM
TO OFFER AND/OR
TO WAIT UNTIL
ASKED

Create an Emotions Word Wall

! Write emotion words on one side of the
card and behavioral options on the other
! Helps people remain calm and “cognitive”

! Suggests what to do/say when feeling

certain emotions or physical states
! Teaches to communicate with others and
ask for help as needed

Barbara T. Doyle – October 11, 2008 7 of 22

 Use the Learning Profile
! Many students learn from TV, Video,
and DVDs
! Learning from video tape does not
require social interaction and
communication skills
! Keep it simple and show exactly what
you want the person to learn with no
extra information added.
For You
A poem for you based on
“The Star Thrower”
By Loren Eiseley
Barbara T. Doyle – October 11, 2008
A parting thought or two….
“ If we did all the things we are capable of
doing, we would literally astonish
ourselves.”
Thomas Edison
“Above all, try something!”
Franklin D. Roosevelt
The world is moving so fast these days that
the person who says “it can’t be done” is
generally interrupted by someone doing
it.”
Elbert Hubbard
Thank you for all you do!
Barbara T. Doyle, M.S.
Phone 217-793-9347, 793-4018 FAX
Email: barbaratdoyle@att.net
Website: www.barbaradoyle.com
For book information: www.asdatoz.com
8 of 22
 Working with Restricted and Repetitive Interests
By Barbara T. Doyle, M.S., Clinical Consultant
For education and sharing purposes

Restrictive and repetitive interests and intense focus are diagnostic to autism spectrum
disorders. These interests are sometimes characteristic of people with other special
needs.

Children and adults with autism spectrum disorders may have difficulty sustaining
attention to useful topics. We can engage their focus and attention in more topics if we
make the restricted, repetitive interest an element of those topics, rather than constantly
trying to “make them stop focusing on it.”

Do not describe restrictive, repetitive, focused interests as obsessions, perseverations,

or compulsions.

Use this language to describe restricted, repetitive, focused interests:

Intensely focused on…

Really interested in...
Likes…
Enjoys…
Knows a lot about…
Wants to talk about…
Likes to talk about…
Fascinated by…
Prefers…
Is focused on…

Questions to ask about restricted repetitive interests:

Is the interest dangerous? If yes, discourage and redirect to other, related activities that
share similar, safer components.

Is the interest potentially dangerous? If yes, begin to reshape the interest in such a way
that it becomes less potentially dangerous.

Is it stigmatizing*? If yes, discourage and redirect to other related, activities that share
similar, less stigmatizing components.

(*Define a stigmatizing behavior as one that causes others not to want the individual to
be allowed to be present.)

Barbara T. Doyle MS www.barbaradoyle.com www.asdatoz.com phone 217-793-9347 Page 1 of 2

Barbara T. Doyle – October 11, 2008 9 of 22
 Considerations in working with and expanding restricted interests:
If the restricted, repetitive interest is not dangerous and not stigmatizing, consider the
following:
• Are there any people who have similar interests in our society or elsewhere in the
world?
• Are there any books, magazines, websites, or other materials about this interest?
• Are there any clubs, groups, or organizations that share this interest?
• Are there any other children or adults who share this interest?
• Is there anywhere in daily life where this interest could be utilized?
• Is there a specialized environment in which this interest would appear more
typical?
• Is there a related interest that is more typical to which the individual could be
guided?
• Is there a way to make this interest a positive and note-worthy quality for the
individual to display?
• Is there a profession or job that includes aspects of this interest?
• Could this interest be turned into a hobby, collection, or display?
• Is there a way to gradually shape this interest to make it more acceptable or
more like the interests of others?
• Can the interest be gradually expanded to make it more productive?

Practical ideas for maximizing restricted interests:

• Schedule opportunities in the visual schedule of the individual to engage in the
interest. Reinforce the individual for engaging in the interest at that time.
• Use visual and/or auditory timers to let the individual know how long s/he may
engage in the interest.
• Keep a note card with the individual. If the individual begins to discuss or
engage in the restricted interest at the wrong time, write on the card the time
and place where the individual will be able to discuss or engage in the interest.
Show the card to the individual. Follow through.
• Use the interest to show others that the individual is smart and well informed.
• Use the interest to teach the individual to begin or sustain conversation with
another person.
• Use the interest for an opportunity to engage a peer in an interest-related
activity.
• Allow the individual to teach or tutor others in the area of interest.
• Make the interest a part of other unrelated activities such as writing about the
interest in language arts, using the interest in artwork, or using the interest in
mathematical word problems.
• Use the interest to teach new concepts and skills. For example, if the interest is
roller coasters, use it to teach about size, weight, velocity, safety, social skills
while waiting in line to have a ride, and money skills.
• Use the interest as a break, free time, or relaxation time.
• Describe the interest in the most positive terms possible.
• Help the individual expand the interest by exposing the individual to related
topics, activities, and materials.
• Start a club and find others who share the interest.
• Write letters, visit libraries, or museums, view websites, or send for materials
about the interest.

Barbara T. Doyle MS www.barbaradoyle.com www.asdatoz.com phone 217-793-9347 Page 2 of 2

Barbara T. Doyle – October 11, 2008 10 of 22
 Kaizen
Kaizen: a method for identifying and celebrating what is working well. It helps us
recognize where the whole team needs to put more focused attention and effort.
Teams can quickly do a Kaizen at the beginning of each team meeting.

What is working very well and needs to be protected= +

What is not working as well and needs our attention at this time- ↑

Sample Kaizen

+ ↑
He comes to school on time, well He is still humming in class
rested
Teacher in regular contact with parents He often speaks to his peers with
movie talk
Other students talking to him more Sometimes late to class after bathroom
since his Mother came to talk to the breaks
class
He is making academic progress in Math skills still below grade level
most areas
He seems happy and is healthy Eats alone in the cafeteria
Entire team collaborating once per
week
Support team members meeting
according to schedule with classroom
teacher

Plan of action:

www.barbaradoyle.com barbaratdoyle@att.net
Barbara T. Doyle – October 11, 2008 11 of 22
 Teaching Essential Skills for a Safe and Independent Life

Suggestions for Families, Staff, Administrators, Teachers,

Medical Personnel, Specialists, Therapist, Legal Personnel and Others

Written by Barbara T. Doyle and Emily Doyle Iland, co-authors of

Autism Spectrum Disorders from A to Z,
Published by Future Horizons, USA 2004
And
Los Trastornos del Espectro de Autismo de la A a la Z
Published by Emily Iland, Inc., USA 2005
Visit them on their website at www.asdatoz.com
This information is intended as sharing to help teams plan more effectively.
All decisions about individuals should be made by the teams supporting them.

All children and adults need to accomplish goals that result in safe and productive lives.
Here are some guidelines for identifying and addressing essential life goals.

1. Use only safe behavior: Target the elimination of dangerous or potentially dangerous
behavior
• the criteria for institutionalization against your will and choice is:
Danger to self, danger to others
• could be misunderstood, viewed as a criminal, victimized
• children and adults with ASD can be put in the corrections system or in jail
• teach alternate behaviors for the person to use instead of the dangerous ones

Be sure to teach
• crossing the street with someone or knowing when to move forward into the
street with someone else
• moving away from danger
• asking a trusted adult before doing something a stranger says to do
• not to enter other people’s homes without permission
• to stay away from bodies of water when they are alone

List behaviors that the child or adult uses that are dangerous or could become
dangerous.

List alternate behaviors that should be learned.

Emily Iland phone 661-297-4205 Page 1 of 6 B. Doyle phone 217-793-9347

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Barbara T. Doyle – October 11, 2008 12 of 22
 2. Taking complete care of her/his own body: Everyone needs to be independent
in the bathroom to the greatest extent possible
• may not have as many job opportunities if have to be taken to the toilet
• others usually prefer to live with someone who can toilet or bathe on their own
(with the exception of physical disabilities)
• being clean and smelling good makes us more acceptable in society
(appearance is important)
• potential for sexual abuse is VERY high among people with disabilities and
caring for oneself helps to reduce that potential by having private activities
done when alone.

Be sure to teach:
• rules regarding privacy for self and others
• as much independence as possible in the bathroom and while dressing

What skills in self-care does the child or adult need to acquire? Be specific.

3. Touching others and being touched appropriately: Who to hug, touch, kiss, and
continue to talk to, or follow
• “circle of friends” concept can be used to teach many different concepts,
including concepts of touching
• need to recognize different ways that they be subtly told to go away or stop
touching the other person
• need to be able to take “no” for an answer
• need to be able to tell “NO!” and get away and seek help quickly
• need to learn who to touch, how and when
• need to learn who can touch them, how and when

Be sure to teach:
• what to do if you are not sure if someone should touch you or you should
touch them, how to seek help or go to a safe place
• how to move away from someone who does not want your attention
• how to move away from someone bothering you and you need to get help

What behavior and skills related to touching, being touched and showing interest
in others does the child or adult need to learn?

4. Respectful use of property: How to touch or use other’s property and knowing
how to ask first
• asking can be verbal, gestural, printed, etc. does not depend on speech
• need to learn how to tell “my” things from someone else’s, perhaps with a
visual reminder at first
• need to know how to use property properly and put it back in good condition

Emily Iland phone 661-297-4205 Page 2 of 6 B. Doyle phone 217-793-9347

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Barbara T. Doyle – October 11, 2008 13 of 22
 Be sure to teach:
• some way to ask before taking something that belongs to someone else
• some way to know the difference between your property and someone else’s
• treating things with respect and care
• replacing what you broke or destroyed

How does the child or adult currently react to the property of others? Does s/he
understand the underlying concept of property/possessions?

What behaviors and skills does the child or adult need to learn in this area?

5. Knowing two different responses to give when people tell you YES or NO
• won’t always develop automatically, but CAN be learned
• use charts, social stories, choice-making charts, decision trees and videos
• teach physical coping skills (deep breathing, stretching, walking, singing)
• practice in many environments
• practice for new social situations that may arise in the future

Be sure to teach:
• who to talk with to help you cope after receiving an undesired answer
• how to move away and do something else when someone tells you “no” and
remain calm

How does the child or adult respond when someone says either yes or no when
the child or adult wants to hear the other answer?

What kind of coping/communication skills does the child or adult need to learn in
this area?

6. Knowing from whom to get help, and how and when

• need to be taught efficient and effective ways of getting safe, adult assistance
in all settings
• teach in each situation many different times until they get the concept or
provide them with the information if the concept never develops
• create rules (first ask a person with the store uniform or a name tag, for
example)
• have a system of identification that every child or adult carries. Teach when
and how to give that to authority or helpers
• teach each child or adult to carry a current list of all medications (amounts,
types and times administered) being taken
• need to know how to get help from authority figures or police officers, how to
respond to their commands including how to remain calm while being
questioned or physically searched by an officer

Emily Iland phone 661-297-4205 Page 3 of 6 B. Doyle phone 217-793-9347

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Barbara T. Doyle – October 11, 2008 14 of 22
 Be sure to teach:
• the “signs” that mean the child or adult needs help
• a way the children or adults can tell their name and address to persons in
authority, tell that they need help that does not depend only on speech
• an efficient way to and give information upon request by authority figures
• whom to call to help them if they are having problems
• how to decide who is safe to approach to ask for help in many environments

Note: do not depend on the child or adult’s ability to speak in a crisis. Everyone’s
ability to use speech and language decreases under stressful conditions. Use
something written, taped on a tape or CD player, and/or carried in a wallet or
purse.

What does the child or adult do when s/he needs help in public? How does s/he
identify who can help them? How does s/he ask for help?

What skills does the child or adult need to learn in this area?

7. Learn to identify internal states and express them

• describe feelings or sensations in terms of intensity and level of ability to cope
• a problem coping is not a tantrum: language to describe is important here
• need to become aware when they may be ill or uncomfortable and need
medical help, and be able to communicate it to others
• need to have a plan to avoid upsetting stimuli and find safe places in all
environments for when they become overwhelmed

Be sure to teach:
• pointing or other symbol for something hurts inside
• how to cover ears, dim lights, etc. to increase comfort level (Repeated
exposure to something that you cannot tolerate does not make you able to
tolerate it!)
• how to move away from an unliked stimulus instead of moving toward it.
• words, signs, or symbols to use. Practice using these signals during a time of
low or no stress. Then apply it during emotional/highly stimulating situations
• watch for situations and provide words/symbols for “You feel... (best guess).”
“You need to.... “Be sure to provide rewards when individuals talk about
internal states.
• refer to the book How Does Your Engine Run by Williams and Shellenberger
to teach self-regulation and self-understanding

How does the child or adult identify internal states and communicate about
them? What skills does the child or adult need to learn in this area?

Emily Iland phone 661-297-4205 Page 4 of 6 B. Doyle phone 217-793-9347

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Barbara T. Doyle – October 11, 2008 15 of 22
 8. Learning to express empathy, sympathy and caring
• friendships become more intimate and meaningful as people share their
feelings with one another; it is important to express feelings appropriately to
the right person and be a good listener
• while a person may be competent at a job, s/he will not be well-liked if s/he
appears “cold” or uncaring. Negative perceptions can affect success on the
job and in social settings
• peers, school friends and workmates expect others to be sensitive to their
feelings and needs
• being a team player involves understanding and valuing the thoughts and
feelings of others; this is a highly valued trait in education, sports and
business cultures

Be sure to teach:
• that others have and express feelings “just like me”
• that sometimes people feel the same things I do at the same time
• that sometimes people are feeling a different feeling than me at the same
time
• that others like it when we care about their feelings
• physical signs of emotion in others (body language, facial expression) and
correct responses
• “danger signs” when someone is angry and could get out of control and how
to move away from that person
• specific ways to show empathy and learn to comfort, such as offering a tissue
to someone who is crying or getting them a glass of water
• the boundaries and rules of expression of feelings: what can be shared, with
whom and when

How does the child or adult show that he understands the feelings of others?

What behavior and skills related to empathy, recognizing and responding to the
feelings of others does the child or adult need to learn?

9. Giving Negative Feedback: protesting, refusing, disagreeing

While many people can learn to follow a sequence of events or a plan, they do
not know how to appropriately express “negative” things such as
• I don’t want to _______
• I don’t like ____
• I disagree with you.
• I think you are wrong.
• I won’t__________

Emily Iland phone 661-297-4205 Page 5 of 6 B. Doyle phone 217-793-9347

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Barbara T. Doyle – October 11, 2008 16 of 22
 Be sure to teach
• how to identify the feeling when “negativity” is building up
• to find a way to name and express the negative thought or feeling in a way
that is not harmful
• to choose and practice options for handling emotion in “negative” situations
(practice in advance in supportive environments)
• how to choose words that let someone know that you do not like what they
are doing or saying, but you still like them

In what situations is expressing negative feelings, protesting or refusing a

problem for the child or adult?

What skills does the child or adult need to learn to express negative feelings
appropriately?

10. Making Plan B…Fixing situations and dealing with the unexpected
• there will always be unexpected occurrences
• people with ASD do not automatically learn how to change their minds or
change plans
• situations in which a new plan might be needed should be thought about in
advance and practiced in supportive environments and then in the actual
places those skills might be needed
• these skills must be systematically taught, not just talked about

Be sure to teach:
• what “unexpected” feels like while it is happening
• how to stop and say, “this is something unexpected”
• how to consider several options that could fix the problem
• to think about the options, and then choose one
• to anticipate the “unexpected” and invent their own options in advance
• that we can choose another option and we are still OK when something
unexpected happens

In what situation does the child or adult “fall apart” when something unexpected
happens?

What routines does the child or adult have that cannot be changed without
upset?

What skills does the child or adult need to learn to be able to cope with the
unexpected?

Emily Iland phone 661-297-4205 Page 6 of 6 B. Doyle phone 217-793-9347

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Barbara T. Doyle – October 11, 2008 17 of 22
 Safety In Society
Ideas provided for sharing and discussion only

Here are some “content” questions that call for more than a simple yes or no
answer. Use these questions for discussions about safety. Add more as you think
of them. Adapt the questions for age and for the individual.

1. Who can touch your body? What parts of your body?

2. Whose body can you touch? What parts of their bodies?

3. If someone tells you to touch or kiss a girl/boy and s/he will be your
girl/boyfriend, what should you do?

4. When you like a girl/boy, what do you have to do to make them your
girl/boyfriend?

5. If a girl/boy says to touch her/his body and it is ok with them, what should
you do? What difference does it make if s/he is under age 18?

6. Is it ok to go into someone’s house if they are not home if they are your
good friend?

7. If someone needs to borrow your money, what should you do?

8. If you see someone’s computer and want to be sure it working right, what
should you do?

9. If you are in the mall and a friend tells you to take something without
paying for it, what should you do?

10. If you are at the mall and someone says you took something but you did
not, what should you do?

11. If you are arrested, what should you say to the police? What should you
do?

12. When a girl/boy that you like says that they already have a girl/boy friend,
what does that really mean?

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Barbara T. Doyle – October 11, 2008 18 of 22
 13. How do you know if a girl/boy does not want your attention anymore?

14. If someone says they locked their keys in the house, and asks you to go in
the window to let them in, what should you do to help this person?

15. When is it ok to open the teacher’s desk drawers?

16. If you are at home alone and the police come to the door and tell you to
open the door, what should you do?

17. If you see a police officer arresting someone and it looks like the officer
needs help, what should you do?

18. If you see two people who are having an argument, how should you help
them?

19. If someone tells you to climb on something or jump off something that is
high, what should you do? How do you tell if something is too high to jump
from or climb on?

20. How do you know if someone is a “stranger?”

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Barbara T. Doyle – October 11, 2008 19 of 22
 Behavioral Prioritization Grid

Type of General Possible Intervention

Behavior Description Outcome
Dangerous Behavior is a threat
Institutionalization, Eliminate
to the existence or
hospitalization,
all
well-being of self or
arrest,
others, or will be in
incarceration, and dangerous
the future
or be killed behavior
Stigmatizing Behavior is viewed
Causes others to Eliminate
as unpleasant
believe you should
or replace
and/or socially
not be allowed to
inappropriate
be here, not these
allowed to return to behaviors
some
environments, not
welcomed by others
Unconventional Behavior is May become a Educate
perceived as odd, subject of undue others
unusual, not typical interest, treated as regarding the
“different” or not reasons for
included (until the behavior,
others understand) help others
understand
different but
OK and
interesting
Conventional Behavior is The individual is Remember to
considered typical, perceived as promote and
acceptable, belonging and feels reinforce it!
appropriate good about self

By Barbara T. Doyle, MS www.barbaradoyle.com phone 217-793-9347

barbaratdoyle@att.net www.asdatoz.com
Barbara T. Doyle – October 11, 2008 20 of 22
 CONSIDERATIONS IN PROVIDING A SAFE ENVIRONMENT
FOR CHILDREN AND ADULTS
WITH DEVELOPMENTAL DISABILITIES

Information provided for sharing and planning purposes only

1) People with developmental disabilities may not automatically have judgment about danger
and dangerous situations such as heights, traffic, fire, falling, tools and implements, stairs,
sharp objects, etc. Continuous supervision may be necessary to prevent injury. Identify, plan
for and provide needed supervision. Goals and teaching methods used by staff and family
should focus on teaching every person to identify dangerous situations and use related safety
skills in all environments.

2) People with developmental disabilities may not be able to easily identify an internal state and
find a way to describe it to another person. They may be sick or in pain and give NO typical
indication, such as groaning, flinching or holding a sore part of the body. Behavioral changes
may be a signal of internal distress, pain or illness.

3) People with developmental disabilities may not have a good feel for their own bodily
temperature. They may want to wear heavy coats in the summer or try to go outside without
shoes or socks in the winter. They may over exert during warm weather or stay out in the
cold too long without enough clothing. Close supervision is necessary. Goals and teaching
methods should focus on charts, lists, rules and other visual and memory devices to help the
individual learn what clothes to wear for each weather condition and when to rest from
exertion in the heat.

4) Children and adults with developmental disabilities may not be aware or able to describe
physical comfort levels. Shoes may be too small and the person may not indicate any
discomfort. Wristbands, neckbands and waistbands may be dangerously tight and the
individual may not indicate discomfort or ask for help. Family/staff must look carefully at the
bodies of people with developmental disabilities, checking for marks or redness that indicates
that shoes or clothing may be too binding or uncomfortable.

5) People with developmental disabilities may not be able to tell the difference between food
that is ready to eat and food that is dangerously hot. NEVER serve food to children or adults
with developmental disabilities until it has cooled sufficiently and will not burn them. Keep hot
foods and drinks away from people with developmental disabilities until they have safely
cooled. Provide close supervision. Teach individuals how to check the temperature of food
before putting it in their mouths. Teach them how to check the temperature of a bath or
shower before getting in.

6) People with developmental disabilities may complain that food is too hot when it is barely
warm from your point of view. They may complain that something is too freezing cold to drink,
when it seems fine to you. Try to learn about the individual preferences and respect them. If
the person thinks that the warm food is too hot, allow them sufficient time to eat so that the
food can cool to the temperature the person prefers. Try to meet individual needs related to
preferences as much as you can.

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Barbara T. Doyle – October 11, 2008 21 of 22
 7) Do not think that because a child or adult with developmental disabilities has not ever done a
particular dangerous thing that s/he never will do it. For example, if the child normally stays in
the yard and does not go near the street, you cannot be sure that the child will never run into
traffic. Provide intense supervision near traffic and in other dangerous situations, even if the
child or adult has never stepped off the curb before.

8) Children and adults with developmental disabilities may not be able to read and anticipate the
non-verbal signals of other people who intend to do them harm. They may fail to respond
appropriately to a raised fist or an angry tone of voice. Provide careful supervision when
people with developmental disabilities are in a group situation or in contact with people who
can become aggressive or dangerous. Ask peers to help protect the individual.

9. Children and adults with developmental disabilities may not recognize items that are edible
from items that are inedible. Provide careful supervision. Provide systematic training to
enable the individual to learn what can and cannot be put in the mouth or consumed. Provide
constant vigilance in the presence of an individual who eats or mouths inedible items. Provide
edible snacks that the person can have in environments in which s/he may try to eat
something inedible. Write social stories and make lists or charts about what to eat and what
cannot be eaten in various environments.

10. Children and adults with developmental disabilities can become the target of bullying and may
be unable to cope or respond appropriately. They can be victimized by others who prompt the
child or adult with developmental disabilities to do something wrong in order to gain the
“friendship” of others. It is very important for people with developmental disabilities to be
properly supervised by adults whenever they are with groups of children or adults, particularly
in places like a gym, the lunchroom, playground and break room. Creating a “Buddy System”
of support for people with developmental disabilities in these situations can be very helpful
but does not replace the need for attending adults.

11. Provide close supervision when using tools and implements like scissors even if the child or
adult with developmental disabilities has never poked themselves or anyone else with an
implement. Select goals to teach handling implements carefully and other safety skills.

12. Traffic areas can put people with developmental disabilities at high risk. Select goals and
teaching strategies to teach stopping before the curb, asking for help to cross the street and
other goals related to traffic. Be sure to teach entering and exiting a vehicle on the curb side
and not in the street.

13. If possible, provide a safe fenced in outdoor area for play and relaxation for children and
adults with developmental disabilities. Some local service organizations may help to provide
the resources to create attractive and safe fenced in outdoor recreation and relaxation areas.
Provide careful supervision outdoors.

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Barbara T. Doyle – October 11, 2008 22 of 22