paulh Archive

Checklist for Writing Individualized Goals

Supports and Resources
The Checklist for Writing Individualized Goals is for us, the “the professionals,” the partners and parents. It is designed to ensure we understand our role in the goal writing process.  We are collaborators and facilitators. We provide goal writing support and manage the process and paperwork.   This checklist is designed to remind us that …
Read More

ZigZags and Hold UP!s

Supports and Resources
It’s time to Level UP! thinking about how to support individuals during unexpected and unpredictable events. ZigZag is a familiar term that is used to alert students (and others) to schedule changes.  It’s been around quite a while (Amy first wrote about it in 2010)!  Twelve years later, we know better… It is time to do better! …
Read More

Fidgets are Tools- Graphic Edition

Supports and Resources
A few important thoughts about Fidgets are Tools- Graphic Edition. This version is designed to help support individuals who are non-speaking symbolic communicators and also those that that are not yet using symbols to communicate consistently, for example, emergent AAC users.   There are an array of tools in this edition.  The first is a …
Read More

Planning and Reflecting – Bullet Journal Flow

Supports and Resources
What is this? It’s an Energy Regulation Tool for individuals who can and like to use planning and refection strategies. That’s an important sentence. This tool is not for everyone! To use this type of strategy one must have the ability to think about thinking (in “typical development” we’re talking about 8 year olds) So, …
Read More

Fidgets are Tools

Supports and Resources
Years ago, Amy created a visual support called Fidgets in the Classroom in response to a consultation request.  It was a well intended support, but after reviewing it recently, it was apparent that it needed to be Leveled UP!  Here is the almost unrecognizable version 2, Fidgets are Tools.  This support has 4 parts.  The first is a …
Read More

An Open Letter to Carers of Autistics

Blog, Supports and Resources
Once upon a time JÂcqûelyn had an active blog.  it is no longer active, but we agree that her original postings should continue to be available somewhere until such time as she decides to republish her site.  This is her first post , an attempt to bridge a divide between parents of autistic youth and …
Read More

A Day at the Beach ~ “GOs” and “NOs”

Supports and Resources
A day at the beach ~ to many of us this sounds like great fun, but for others just the thought of it can be overwhelming.  We all know that experiences aren’t experienced in universal ways.  It’s important to reflect on that and to plan for differences when preparing for AND engaging in any “special …
Read More

Autism Level UP! Presents All the Feelzzz

Supports and Resources
We’ve been working on this project for quite some time and could not be more AMPED to release it into the world to do what it is designed to do! All the Feelzzz All the Feelzzz is an alternative way for neurodivergent individuals to communicate discomfort, difference and/or pain. Designed specifically for and with input from the …
Read More

Autism and Ehlers-Danlos Syndrome

Supports and Resources
May is Ehlers-Danlos Syndrome (EDS) Awareness Month. We have a focused interest in the topic of EDS for several reasons. 1) There is a higher prevalence of Autism in the EDS population than there is in the general population. There is a demonstrated correlation between Hypermobile EDS (hEDS) and Autism. 2) JÂcqûelyn has a hyper-mobile …
Read More

Leveling Up Regulatory Support Through Community Collaboration

Articles
How to Autism Level UP! Academic Publication Edition: 1) Declare IFL (Identity First Language) must be respected / allowed or no deal – the piece would be retracted from submission,2) Make prominent the diverse experiences of a diverse community and tie to effective and practical supports and practices,3) Reject puzzle piece imagery (note: ASHA was …
Read More

First: For/Until: Next:

Supports and Resources
We constantly remind ourselves that without explicit information misunderstandings occur. Unfortunately when a lack of explicit information exists during transitions and misunderstandings occur, often the onus for the resultant “mess” is placed on the learner/child/individual being supported, not on the teacher/adult/person providing the support. This is particularly true for autistic individuals being supported by many …
Read More

When Words Fail

Supports and Resources, WHY’s Not Size Suite
The “why” behind “When Words Fail:” 4 page “problem solver” support: People often make judgements about the behavior of autistic individuals, based on their perception and assuming it is part of the autistic person’s innate character. These “simple words” frame the behavior of the person as problematic and are used as rationale for “educational” approaches that are misguided, dismissive, and potentially damaging (e.g., token economies, …
Read More

Why’s Not Size- Supports for Problem Solving Informed by the Neurodivergent Community (#SolveNotSize)

Supports and Resources, WHY’s Not Size Suite
Context is interesting. Information is important. However, it is the perspective of the neurodivergent community that is essential to devising supports that are authentic and meaningful. As such, autistic individuals must be included as key informants when conceptualizing, implementing and evaluating educational support of autistic learners. The supports included in #SolveNotSize, are designed to incorporate …
Read More

To Tell or Not To Tell- Why it Shouldn’t Be a Question

Supports and Resources
A Common Debate Surrounding an Autism Diagnosis. All of our work regardless of whether it is clinical / educationally-based, advocacy-focused, research related, or academic is driven by identified needs within the autism community.  The need for this piece of work is undeniable.  We encounter this debate “To tell or Not to Tell” in pretty much every aspect …
Read More