5 point system. Doctrine of Control

The girl who came to the meeting barely reached 1.5 on a five-point scale. Haircut, short legs, a little plump. If you see it, you will be scared...
For rate feminine attractiveness Pick-up artists have developed a scale from 1 to 5 (or from 1 to 10).

This is what she looks like (WITH PHOTO)

1. A very scary and unattractive girl. The worst thing that can be in nature or created artificially. When they see her, people move to the other side of the street, and the children cry. Sucks and a nightmare.

2. This is a girl who is only attractive when she is strong. alcohol intoxication and at night in the dark. In daylight, such a girl can be described as “scary” and ugly, but in the life of a pick-up artist anything can happen

3. Half and half. A girl of the most ordinary appearance. Not too attractive, but not scary either. Pick-up artists will probably offer some kind of option. But it seems to me that they got too greedy

4. Nice girl, but not perfect. She's a little tall, or maybe her butt is too weak, but, overall, she's very pretty.

5.Super five. To be honest, I don’t even know whose photo to hang. Let there be Pamela Anderson in her youth. Only a virgin. Here. I heard versions that in LiveJournal Olga Novikova fits this title.

It is clear that such characteristics are very approximate. Maybe even pickup artists will come to be indignant and correct me. They have these scales there like uncut dogs. But let's leave the subtleties to the professionals. In general, everything is so.

Why did I remember this scale? Yesterday, in the comments of a post about ugly women, some ladies came at me with indignation. “Don’t you understand that your assessment of appearance is very subjective”?- they asked me. Like, everyone can like their own thing, and every woman is beautiful. You can't call some women ugly!

EEE! Wait a minute, please! You know, I am tolerant in matters of appearance. A person looks the way he wants, and who gives him orders? Maybe he or she is beautiful in another way. Or people are golden. In short, they compensate for shortcomings. Another thing is that people still evaluate us. And we are people. And most adequate people these estimates are the same.

Well, remember the ladies at the chpoking. These are the very best twos who imagine themselves to be super fives. And now they will make people laugh. Inadequately assessing yourself is harmful and stupid. This does not provide an incentive for growth and is generally an indicator of an ostrich position!

I suggest doing this. First, tell me how you rate yourself on a 5-point pick-up artist attractiveness scale. Also, post pictures of girls here, and the girls can have their own, and we will rate them on this very YABVDUL scale. Aren't you afraid? Go!

Saved

IN different countries exist different systems assessments, and 5, and 6, and 7, and 10, and 12-point and others. Moreover, in different regions, V different schools There may be different assessment systems. In Russia, the five-point grading system was established as a uniform system for all schools in 1937. And by the 70s of the last century it meant (G.I. Shchukina):

A grade of “5” (“excellent”) is given for a deep understanding of the program material, for the ability to independently explain the principles being studied, for a logical and literary correctly constructed answer, for the persuasiveness and clarity of the answer when the student does not make mistakes.

A grade of “4” (“good”) is given for correct and thorough assimilation of the program material, however, the answer may contain inaccuracies and minor errors both in the content and in the form of constructing the answer.

A rating of “3” (“mediocre”) indicates that the student knows the basic, essential provisions of the educational material, but does not know how to explain them, makes individual errors and inaccuracies in the content of knowledge and the form of constructing the answer.

A grade of “2” (“poor”) is given for poor mastery of the material, and not for lack of knowledge. An unsatisfactory answer shows that the student is familiar with educational material, but does not highlight the main provisions, makes significant mistakes that distort the meaning of what has been studied. He conveys information that he remembers from the words of a teacher or from a textbook, but which is not logically processed in his mind and is not brought into the system. scientific provisions, arguments.

A grade of “1” (very bad) is given when the student is not familiar with the educational material.

However, gradually, the unit became some kind of emotional mark, which is subsequently, as a rule, corrected by the teacher after a retake.

In fact, now de jure, no unified system assessment. According to today's legislation, Article 28 of the Law “On Education in the Russian Federation”, the system is assessed by the school independently. And indeed, in some Russian schools Students working on International Baccalaureate programs are subject to a 7-point grading system. Some schools conduct test papers according to a 100-point assessment system close to the Unified State Exam. But after completing school, in order to include grades in the certificate, each school must recalculate them into a five-point system. Twos and ones are not included in the certificate, since they indicate failure to master the material, and therefore not receiving a general education; a certificate in this case cannot be issued.

At the same time, in last years There are discussions about allowing schools to mark “unsatisfactory” in the final certificate, in one subject or in several. With the introduction of the Unified State Exam and subsequent admission to a university, this becomes not so critical. According to other experts, this should not be allowed, since general education in this case it will not be considered received.

INCREDIBLE 5-POINT SCALE.

Helping Students with Autism Spectrum Disorders Understand social interactions and control of their emotional reactions.

Kari Dunn Beron and Mitzi Curtis, 2 teachers from Minnesota

This book is dedicated to our wonderful families who not only support our passions, but encourage and develop them!

Introduction

"5" means I'm screaming

When words hurt

Obsessive Index

Incredible Home Scale

Meeting and greeting others

Control it!

What I really meant was...

Megan's touch scale

It works even with the big guys

“I'm 6'2'', strong as an ox - So, can you tell me why I'm shaking?”

I'm afraid I'm starting to lose control

"Take your pill, Sis."

Tell it like it is

One step forward, two steps back

Appendix - more scales

INTRODUCTION

We are teachers special education, working in public schools in the Twin Cities area of ​​Minnesota. We have over 20 years of experience in the classroom and currently work as autism specialists supporting students with autism spectrum disorder (ASD) and their teachers in the classroom. We also teach a certified ASD program at Hamline University (St. Paul, MN). special teachers. We are particularly interested in the social cognitive deficits present in ASD and helping students understand where and why social interactions sometimes fall apart.

Problems associated with absence social competence and understanding one's influence on social interaction receive little attention in teacher preparation programs. Kanner (1943) and Asperger (1944) studied social dysfunction as a central component of autism and Asperger's syndrome, respectively, but this fact is often ignored in educational programs in this country. Problem solving social understanding can be confusing for teachers and parents because we have only just begun to understand their impact on the development and prognosis of people with ASD.

The purpose of this book is to illustrate how to use a simple 5-point scale to support a social understanding teaching program. There is nothing new in it about scales. We've all read about 5-point scales and 10-point scales - scales that look like thermometers and scales that look like the volume control on a stereo. We've used scales for years to help students rate their anger, feelings, or pain. However, one day while solving a problem between a student and his teacher, Theresa Uhrmann, regarding the volume of the student's voice, we had an epiphany - the importance of the "a-ha" moment. This student not only responded positively to loudness ratings on a 1-5 point scale (and this student has not otherwise responded positively to many activities!), he also participated in assigning point values ​​and indicating where it was OK and where it was It's not OK to use a special voice. Later, he asked his teacher to help him by reminding him what value (how many points) his voice should be. From this point on, the student and Teresa began to “talk in numbers” rather than in socially and emotionally loaded words. This all makes sense given what we know about ASD - scales visualize and reduce abstract ideas to prime numbers, thus mapping some of the key learning characteristics of students with ASD.

True, we got excited easily, but it was really fun. We started listening to descriptions challenging behavior with a 5-point scale in mind. We tried to measure kindergarten students with autism and adolescents with Asperger's syndrome with the scale. In this process we came dangerously close to believing that every social concept And social behavior can be clearly explained, studied and analyzed by reducing it to a 5-point scale! Frankly, we started seeing 5-point scales everywhere.

We found that the 5-point scale was particularly successful with students with Asperger's syndrome, but it also worked well with students with ASD who had some skills social readiness, such as self-service, and who can distinguish between numbers and colors. We have also found that it is best introduced in a 1:1 training session. Once the student understands the ranking, the scale can be used in small groups at school and at home. We began accumulating scale success stories from a number of students. We even bought special, expensive colored markers to make the scale more visually appealing!

Sometimes we create a story to make the scale work successful and to convey the purpose of the scale and clearly define how it works. These stories took the form of a "memo" (memo) or simply a written description of the problem. The idea of ​​using history as a way to provide students with clear, specific social information came from Gray's (1995) work on social history. Social stories are stories written in a very specific way using sentences that describe social situations, take perspective on human interactions and carefully give directives to the person with ASD. They were originally designed to give students with autism more information about social events or disagreements.

We hope this book gives you ideas on how to break down behavior differences in a specific part to help your student or child or better understand what it is that you are asking them to do. You don't need expensive colored markers to get started (unless you're crazy like Kari!). Just rate the behavior from 1 to 5 and write it down. Sometimes a "5" is seen as a positive direction, sometimes it is seen as a lack of control. We've found that it doesn't matter which direction you choose. The idea is to break down the concepts so the top or bottom of each scale doesn't necessarily reflect good or bad. For example, silence may not be a good setting all the time, but if you break down volume, "1" might represent silence (no speech) because it is the lowest volume possible, and "5" might represent a cry for help, which is high loud, but it may not be good if used in a classroom. Ideally, you would want a child or student to help you identify each number (rank), but this is not always possible. We found out that filling numerical values for each individual, can also be effective.

Between the two of us we work with a wide variety of students. We have seen scales work positively with students who have multiple labels, including autism, Asperger's syndrome, Tourette's syndrome, hyperactivity disorder, obsessive-compulsive disorder, and oppositional defiant disorder. (if we made mistakes in translating diagnoses, write to us about it). The idea is that how we act, react and interact in difficult situations depends on our ability to quickly and effectively assess what is happening and consider the consequences of our actions. Students who lack social competence may benefit from breaking down recurring problems into clear, concrete details. I hope we have given enough examples to be useful to anyone who works or lives with a person who does not have such social competence.

Enjoy!

Kari and Mitzi

"5" MEANS I'M SCREAMING

Ned is a kindergarten student with Asperger's syndrome and obsessive-compulsive disorder. Ned simply couldn't understand anything about the volume of voices in class. He liked to scream just for fun and often spoke in a very loud voice. If you say, "Ned, you must speak softly," he will respond: “Why are you saying that!”(in a very loud voice).

We decided to compare the volume for large and small and put it on a 5-point scale. The results were not immediate and it took a lot of patience on the part of Ned's caregiver to keep working on it, but eventually Ned was able to recognize when his voice was too loud. To encourage him, all the adults in the school entered small 1-5 point scales into their ID tags. When Ned's voice was too loud, the adult would use a scale and indicate how many points the volume should be.

At first Ned got fed up with this and started screaming, “Don’t show me 2!” Adults were instructed not to respond to such outbursts but to simply indicate the number as a nonverbal interpreter. Over time, Ned began to respond positively. The following story also helped Ned “learn” the concepts.

When my voice gets too loud

When my teacher tells me something, I should try to keep my voice 1 . Don't talk at all.

My teacher would like me to really try to keep my voice on 3 in class.

It's like when I talk on the phone, or talk to friends at lunch, or ask the teacher a question.

If I'm going out during recess and I want my friends to throw me a ball, I use 4 voice to get their attention.

May be 4 can be used if I'm at a ball game and I'm cheering for my team.

5 means I'm screaming.

I should only use 5 if this emergency and I call for help. I should try never to use 5 , unless it is a real emergency.

Some places actually have rules about how loud your voice can be, and all kids should be aware of that voice.

My teachers can help me remember my voice by pointing out the number on the scale where it should be.

They won't even have to talk about it. They can just point out the numbers and then I'll know if I accidentally got it too loud.

Picture 1.

WHEN WORDS HURT

Joey often yells at other students when they say something that bothers him. Sometimes he is rude to others and calls their names. Not surprisingly, this interferes with Joey's ability to make or keep friends. In fact, some of his classmates are afraid of him, and this upsets Joey.

Joey thought that the only reason anyone would be upset with him was if he hit that person. He thought it would be illogical to be angry at words because words cannot cause bodily harm. One thing that has helped Joey understand the impact of his words on other people is a 5-point scale that illustrates various degrees interactions. We used the scale to help explain the importance of social interactions to him.

For example, he became very upset with a student who was sitting next to him and shouted: “Will you always be rude?!” This upset the student, and she asked to move to the other end of the room. Joey was very upset by the girl's reaction to his behavior. He couldn't understand why his telling the truth made her angry. We explained to him using a 5-point scale that behaviors 4 and 5 were very upsetting to others. We also drew a picture to illustrate a social situation - with Joey yelling at another student and the student thinking, “Joey's behavior is a 4. His words hurt and make me want to move as far away from him as possible. These words make me a little afraid of Joey, because sometimes people who say bad things also do bad things." Joey asked if he could keep the picture in his desk and study it often. We wrote a story about how words hurt to help clarify this concept for Joey.

There's no doubt that Joey still gets confused about other people's reactions to his words, but he's starting to accept the fact that other people sometimes think differently than he does. Below is a copy of the picture that helped Joey understand the scale.

Figure 2.

When words hurt

- A Story for Joey

Sometimes other people say and do things that drive me crazy.

Sometimes they give the wrong answer in class or break a rule like a break in the line.

When people do these things, I get frustrated and before I think it through, I say things that are very unpleasant.

When I was little, I would hit people when they said or did things that drove me crazy; So I realized that words were better than fists.

In fact, words are better than hits, but words can still be scary and hurtful.

When I say hurtful or unpleasant things, other people may think that I want to hurt them or that I don't love them.

When I say mean things, other people may decide not to be my friends anymore.

My teacher can try to help me by defining the #4 word for me. I can write these words on my scale and try to remember not to use them when I'm angry.

I can also keep a journal of things that make me angry. Sometimes writing it down gives me enough time to think about not using those #4 words.

Figure 3.

INDEX OF OBSESSIVE

Kevin is in fifth grade. He has Asperger's syndrome and obsessive-compulsive disorder. Kevin is obsessed with balls and will go to great lengths to find a ball and throw it onto the highest ledge or roof available. The obsession with throwing the ball becomes a problem when he hurts others to get the ball or when he walks through the school with the ball trying to find a high ledge. His anxiety about throwing the ball is so intense that his thinking becomes illogical.

Below is an assessment of Kevin's ball obsession as he reported to his teacher when she interviewed him for a functional behavior assessment:

"I don't want to be obsessed with balls or balloons. It's a stupid obsession. I can't command anything. I want to be a child again. Maybe then I could start over. When I go to people's houses, I steal their balls and it's inconvenient. Nobody around understands me. I hate obsessions. They make me angry, I really want to get rid of them, but I can't. I can't do anything right. Every time I see the ball, I have to take it. I know what's right and what's wrong, but it's too complicated."

The 5-point scale was designed to teach Kevin to recognize his need for support in dealing with his obsession before it was too late. For a few days it even seemed that he was not thinking about balls; in fact, these days his obsessive traits seemed to help him stay focused on his work. Other days he would think about balls, but it didn't seem to bother him much. He was so calm those days that he could process his thoughts about the balls.

Some days he just wanted to talk about his obsession with balls. If an adult told him not to talk about it, this often led to increased nervousness and was reflected in behavior. For several days, Kevin, coming from the bus, was already quickly saying something about balls, types of balls, sizes of balls, and so on. We knew that these days he would need extra support. This support often means that Kevin has done his work outside of class to reduce his anxiety about “making a big deal out of it” in front of the other kids.

Kevin had rejected social stories in the past because he thought they were for "toddlers." Instead, we wrote him a MEMO (memo) to explain the idea of ​​the new scale. Kevin liked the handout and carried it with him. He assessed himself every morning with his special education teacher, and over the course of a month he accurately assessed his anxiety about the balls.

After we introduced the reminder for him, there were only a few days when Kevin had to work outside of class most day because his anxiety was high. Although there were still occasional rough days, he did not have to leave the classroom since we started the program.

Memo

For: Kevin

Topic: when are you obsessions getting too big

Sometimes availability obsessive thoughts can be a positive thing because it means your brain is able to hold on to an idea and not let go. This can be useful for great explorers, inventors and writers. BUT sometimes the presence of an intrusive thought can be very upsetting and disappointing.

This tip is to let you know that you understand that sometimes your obsessions become so big that you are unable to control them due to high level the anxiety they cause. It would be very helpful for you to know the difference between when your obsessions are too much to handle and when they are more positive obsessions. One way is to make a “check” three times a day when you determine your obsessiveness index. The first step is to help me complete the descending obsessive index on a scale of 1-5. Thank you for your cooperation.

Kari Dunn Buron

Figure 4.

INCREDIBLE HOME SCALE

The home scale was created for Lindsay, a 10-year-old girl who has autism. She tends to be anxious and stressed when away from home, at the pool, grocery store, church, etc. As a result, when she received instructions from her parents, she would often scream and fight back. This behavior caused hostility and indignation from others.

Lindsay's mom began teaching her daughter to rate themselves on a 5-point scale: (a) before they left home, (b) when they arrived at their destination but before getting out of the car, and (c) then periodically while they were at the event. or in any place. Finally, Lindsay's parents received a self-assessment of her condition when it was time to leave. This helped in preparing her for the exit.

Because it was important for the parents to respect Lindsey's rating, they took small pieces of paper so they could easily give her visual directives, such as writing “Let's go for a walk” when she rated herself a 3 and did not want to talk to anyone. When she rated herself a 4, her parents walked silently to the car, and then Lindsay usually walked away from whatever was upsetting her.

On those occasions when she did not follow them, Lindsey's parents believed that they had waited too long and that she had entered into status 5. When Lindsay was at 5, it was too late to move carefully. Sometimes her parents would try to physically move her, but it would make more sense to just give her space. Giving her physical space often helped calm her down, but touching her when she was already highly aroused usually resulted in uncontrollable aggressive behavior such as scratching and biting. As Lindsay's parents learned to recognize subtle signs of stress, they encouraged her to do a rating so that she could be taught to connect subtle signs of stress at level 2 or 3. Long term goal was so that Lindsay could recognize these early signs of stress and avoid the situation.

Lindsay's parents realized that some circumstances were too stressful for her and had to make some tough but more realistic decisions regarding their own expectations. For example, they wanted to take Lindsay to church with them, but realized that being in church was too stressful for her, so they made arrangements for Lindsay to stay at home.

When I go out

I love being at home.

I especially love my bedroom and living room because all my things are there.

Our home mode usually the same, so I almost always know what's going to happen.

Sometimes I go out with my parents.

Leaving the house can be fun, but it can also be stressful.

One place I wanted to go is the YWCA.

I like to swim when I go to Y.

When it's time to get out of the pool, it's often difficult for me because I love it so much.

I don't want my parents to tell me to get out of the pool.

Another place we go is church. I don't like going to church.

I have to sit still for about an hour, it's very difficult.

Sometimes I make noise and it bothers my mother. She asks me to be calmer, and sometimes I shout: “Be quiet!”

Annoyance! It's hard for other people in church to hear me scream like that.

My mom and dad get pretty upset when I yell in church.

One way to try to do something better when we leave the house is to learn more about my feelings and learn to tell my mom and dad how I feel now. This way they can help me when I start to lose control.

When I do something that I really love (like swimming), I usually... 1 . This means that I can handle this myself just fine!

But my 1 can go to 2 very quickly if my mother tells me to go out at this time, but I don’t want to. When I'm on 2 , I'm a bit nervous.

When I'm on 3 , I usually shout something like “shut up!” I can let my mom and dad know that I'm on the level 3 , and they will know that I need them to stop talking right now.

Sometimes I'm on 3 during a visit, such as when I'm at church or when we go to visit my Uncle Ed and Aunt Sally.

I can let my mom and dad know that it is difficult for me to be in certain places by telling them that I am 3 . If I'm on 3 , they can take me for a little walk.

When I'm very nervous, I 4 .

When I'm on 4 , it's important for me to go to the car.

My mom and dad always keep special games for me in the car (they are in my car bag). It could be my little Little Mermaid figurine, a stuffed ball, or my Gameboy.

When I'm on 4 , I need to think about peace of mind. If I close my eyes and rub my arms and legs, it will help me relax.

I have to always let my mom and dad know before I go to the car. For example, I can shout " 4 !” and they will know.

I can try to bring mine 4 before 3 , playing with my relaxing car games will be much easier this way.

Sometimes things fall apart and I need my mom and dad to help me calm down by taking deep breaths in and out, not saying anything, and stretching my arms out.

This is when I'm on 5 .

When I'm on 5 , I sometimes hurt other people and don't even know about it.

I need a lot of help when I'm on 5 . Usually need to take a nap after I reach 5 .

Conducting yourself 2 - it is my goal. The more I work on this, the easier it will become!

Figure 5.

MEETING AND GREETING OTHERS

Alex is in first grade. He has Asperger's syndrome and is fully integrated into regular training sessions with the support. He wants to have friends, but has difficulty whenever he gets close to other children. He often kicks or hits other students and gets into trouble. When asked about his behavior, he denies hitting anyone or says that the other students deserve it because they ignore him, which is against the rules!

Recess is a difficult time for Alex because the playground is loud and there is a lot of fast movement going on. He often gets very upset when he can't get another student's attention. Below is a story written for Alex to introduce his 1-5 point scale as a way to help him manage his frustrations and interact with students in a socially acceptable way.

Helping Alex meet friends

I would really like to talk to other kids.

Sometimes on the playground I try to talk to other children, but they don't listen.

I get very upset when this happens.

Sometimes I say mean things or pull at their clothes to make them look at me.

When I say nasty things or pull at my clothes, the other kids say they don't want to be around me.

I need to remember that I can only use behavior on 2 And 3 when trying to talk to my friends.

Behavior on 2 And 3 These are friendly words and a friendly facial expression.

My teacher can help me by explaining to other children that I am trying hard!

Figure 6.

CONTROL IT!

Colton is in fourth grade. He has Asperger's syndrome and has had problems staying in school since he was in kindergarten. He likes to be in control and gets very upset if he feels that something is “wrong”. For example, if someone breaks the line, he is forced to punish that person by kicking or hitting.

Interestingly, Colton's ability to control his aggressive reactions to others' behavior seems to vary greatly from day to day. One day he may not worry about another student who took two milks for breakfast. The next day, the same crime may be too much for him to handle and he may end up hurting the child by kicking him. Colton's mom doesn't work outside the home, so she can come to school and pick him up when he gets aggressive.

The team decided to help Colton, using a 1-5 point scale, teach him to recognize his own ability to “control” his reactions. Using the scale, he began testing himself four times a day to assess his level of control. If he rates himself a 4, he will get an extra break (such as playing chess with the teacher) and will have lunch in the classroom with a friend rather than in the less structured and noisy cafeteria. If he rates himself a 5, he will call his mom, who will come pick him up before he loses control.

This program couldn't work if Colton didn't love school, but he loved school, so he didn't rate himself an A very often. He was also very persistent and didn't want to stay home because it would make a difference to his day. He loved breaks and loved playing hockey, so he didn't rate himself a 4 until he was very close to getting into trouble.

The program did not eliminate aggressive behavior Colton, but she helped him understand his lack of control, he also helped the team realize that he needed more control and support in larger social settings.

Doctrine of Control

Control is fun. This helps you learn more about him and yourself.

It's normal to want to be in control. Being in control helps you feel more relaxed about something.

Sometimes I have a lot of control, I relax and feel good.

I call it being on 1 .

Sometimes I have pretty good control. I can usually do a good choice when I have very good control.

I call it being on 2 .

Sometimes I don't feel great. I may not even want to be in school. Maybe I just don't want to talk.

I don't have good control these days.

I call it being on 3 .

Sometimes I get up on the wrong side of the bed!

I get angry on days like these and may not be able to make very good choices.

I wouldn't call this very good control - in fact, I have almost no control.

I call it being on 4 .

There are still really, really bad days.

They don't happen very often, but when they do, watch out!

Sometimes I just lose all control.

I can't make good choices, and sometimes I'm in danger of offending someone else.

It happens at the level 5 .

It's good to know about control so I can learn to be more independent, successful and capable!

Figure 7.

WHAT I REALLY MEANT IS...

Emily is in fifth grade and has Asperger's Syndrome and Tourette's Syndrome. She goes to a special school for children with severe behavior problems. The program typically uses positive programming, but if staff believe a student is becoming aggressive, a forced time-out - a stop-and-think room - may be used. Emily often complains that she has to sit in the stop-and-think room without doing her work. Emily's teacher insists that she never goes to the stop-and-think room for insubordination, only for threatening behavior.

We were asked to help create a program for Emily that would help her understand other people's points of view and the impact of her behavior on others, including her teacher. After observing Emily in a typical struggle with her teacher, we decided to meet with Emily and her teacher to discuss the prospects of using the 5-point scale.

Emily really thought she was in trouble for not doing her job. What happened was as follows.

When Emily refused to do her work, her teacher responded with an angry look (face and body posture). When Emily saw that the teacher was angry, she became “defensive” and verbally changed the behavior. If the teacher answered her challenge verbally, Emily would start screaming. Often the screams were intensified by swearing and offensive phrases. At such a moment, Emily's teacher regarded her behavior as one step away from an explosion and therefore sent her to the stop-and-think room. All this time, Emily didn't feel like she was out of control. To address this situation, we first used a 5-point scale to measure Emily's control, with 5 indicating out of control. Emily told us that if she fought, she was a 5, but that if she ran from the room, she was only a 4. She said that she was hardly ever mad when she fought, so that was rated 3.

When we interviewed Emily's teacher, she agreed that fighting was a 5. However, she thought Emily's swearing was a 4 because she was feeling angry and afraid. She agreed that Emily was probably still in control when she was just being rude, but not swearing.

We have created two scales to illustrate the two various points vision. We then drew a curve to visually illustrate Emily's anxiety levels. We used the scale to explain to Emily that her teacher had to predict when Emily would get out of control so she could protect herself and other students. We placed teacher ratings 1-5 on a curve to help Emily understand that her teacher's actions were based on an understanding of what she saw and heard.

The teacher and Emily agreed to try to “talk in numbers” in the future. The teacher agreed that if Emily swears, she will ask her what level she is at. If Emily says she was a 3, the teacher will leave and give her time to cool down. Emily also made cards with the numbers 1-5 on them and agreed to try giving the teacher a card when she was upset instead of being rude.

The program had a huge impact to improve Emily's behavior, as well as her relationship with her teacher, who became a great advocate for Emily when planning the middle school team began.

Figure 8.

Emily's Anxiety Curve

Figure 9.

	Emily thinks	Mrs. Olson thinks
	I'm fighting	Fights
	I run out of the room	Swears
	I'm swearing	Grumbles
	Tense	Starts to get excited
	OK	Works

Emily goes into the room stop-and-think when Mrs. Olson thinks that she is close to exploding.

MEGAN'S TOUCH SCALE

Megan is a seventh grader with autism. She recently began to develop physically and began to touch her breasts at school. The school team felt that she wanted to attract attention because she often touched her breasts and then looked at her teacher's reaction. This behavior was especially problematic when Megan was in educational institution, for example in class or at lunch. Her peers often became so uncomfortable with her behavior that they left. It seemed like more teacher asked her not to touch herself, the more Megan did it.

First, we introduced some touch rules for Megan through social history(Gray, 1995). We discussed this approach with Megan's parents to make sure we agreed on what to say and how to define different levels of touch.

The school team agreed to read Megan a story every morning and place her timeline in the work area as a reminder. In addition, Megan's teacher wore a small 1-5 scale around her neck with her ID tags for a quick non-verbal reminder for Megan when she touched her breasts. The teacher instructed us to achieve a touch level of 2 on the scale and to promptly reduce Megan's touch level from 5 to 2.

Megan's inappropriate behavior at school decreased by 40% during the first month of this year. new program. In addition, Megan's parents reported that the rock is successfully used at home. Her parents added a red card 5 so that Megan would quickly go to her room when they began to realize that her touching was becoming inappropriate.

Rules of touching

I can touch my arms or legs or even my breasts.

It's important to know when I should touch my body and when I shouldn't.

It's important to remember my touch rules.

I like to touch myself.

I like to look at other people's faces when I touch myself.

But here's the thing:

Some people feel uncomfortable when I touch myself in certain places on my body.

We can call this touch 4 or 5 .

Some people don't want to sit next to someone who touches themselves. 4 or 5 .

I have to try to remember the rules of touching.

My teacher can place my touch scale at my work station to help me remember.

If I forgot, my teacher can point out 1 or 2 on her little scale so that I can try to change the level of my touch.

I can really feel Cool and follow touch rules.

Figure 10.

WHEN USING A QUIET VOICE IS NOT NECESSARILY GOOD.

Larry is an 11-year-old boy with ASD (autism spectrum disorder) who is very soft-spoken. He often waits for the question, "What do you need, Larry?" before he speaks.

The next scale was Larry's first combined number and color scale.

For Larry, the theme of voice volume was perfect. His social skills group worked on filling in the colors and numbers on the scale. We set the voice volume to 5, deciding that 5 would be screaming. When the group was ready for what was about to happen and everyone covered their ears, the facilitator showed us a scream. As you can imagine, the kids thought it was pretty funny. We then defined 1 as “not speaking at all.” We practiced with our mouths closed and open. We practiced not talking. Level 2 was defined as whispering and then we practiced whispering. Number 3 on the scale was designated as talking, and we practiced speaking so that our partner could hear us, but not the whole group. Finally we decided that 4 would simply have a loud voice, which might mean that the person we were talking to would have to move away a little while we were talking. We also practiced this.

Larry, as well as many of the students in the group, seemed to need more than just numbers, words, and practice to fully understand the concept of voice volume, so we added colors and faces. This has especially helped Larry as he has difficulty reading and understanding numbers and has difficulty distinguishing colors. Many students with ASD will benefit from using multiple visual cues (colors, numbers, photographs) to explain concepts that are defined by their scale.

As Larry was coloring his scale, he stopped when he got to the number 5. He needed a red pencil, but he didn't ask for one. The teacher asked him and he whispered, “Pencil, please.” The facilitator pointed to 2 and said, "Larry, you said 'pencil please' to 2. To get Wilma's (the teaching assistant with the pencils) attention, try saying it to 3." He did and quickly received a red pencil.

After another 10 minutes or so of judging voice volume using numbers and colors, new teacher. Larry wanted to ask her to check his schedule. Without offering other lines, but pointing to 4, Larry said in a voice to 4 across the room, “Diana, excuse me, check the schedule, please.” Diana replied, "okay, bring it to me and we'll check it out." In the past, Larry would have whispered his request and then waited for someone to help him initiate an interaction with Diana. The scale worked!

Figure 11.

THIS WORKS EVEN WITH BIG GUYS

The following rating scales have been developed with and for young people with Asperger's syndrome attending special schools for students with behavior problems. We have now begun working one-on-one with these students' teachers so that the concepts can be transferred to the classroom. In one case, we were able to connect two students and two teachers to work together. These two teachers volunteered their training time to learn how to use the rating scales with their students. The two boys knew each other and were willing and able to participate together in most of the group's activities, but not all.

Rating scales were developed within a “group” framework. That is, although we had some ideas about what social situations and rating scales to develop, the actual scales were developed during our meetings. A set of statements on the topic “understanding my feelings” (see Figures 12, 14, 16) were used to facilitate dialogue and develop rating scales. These worksheets were assigned for student cartoons or other drawings. When creating a scale, you need to listen carefully to what students say and use their language. If they did not have the necessary vocabulary To briefly describe the feelings or behaviors they were describing, or what others saw in their actions, we made up phrases together.

The boys were actively involved in determining the specific rating values ​​and their descriptions. Their teachers also shared their perceptions. The results were surprisingly profound. You will see that some of the rating scales are incomplete. They are a work in progress, but are very close to examples of the boys' hard work. The rating scales were developed while students were in a fairly relaxed and comfortable environment, such as a classroom, so that we did not have to be distracted by interruptions or random interference from other people. Teachers and students then worked to apply this information to other situations and settings.

“I'M 6'2'', STRONG AS A BULL - SO CAN YOU TELL ME WHY I'M SHIRKING?”

David was transferred to offline school curriculum after he was expelled from home school. He broke several windows in the school cafeteria and the glass front door of a nearby cafe. As a result, he was convicted of juvenile charges and placed on probation.

David defined his behavior as self-defense. “It was like my head was going to explode because of the noise and confusion in the cafeteria. It's always confusing, but today was a food fight. I had to do something to stop him, I was afraid my head would explode."

The rating scale was designed to determine not only David's level of anger, but also fear. David told us that he experiences fear when he is “confused,” so in developing this scale, we discussed the things we fear and David drew pictures to help himself understand his fear.

Figure 12.

Figure 13.

I'M AFRAID I'M STARTING TO LOSE CONTROL

Adam told us about the difficulties of managing his anger. He attacked another person by jumping from a tree branch. Another time, he wrapped his arm around another person's neck as if to strangle him. Both of these incidents occurred while he was participating in his group's social adjustment activities, such as a picnic or dance. Adam loves holidays, but is unable to control his excitement, especially if the event contains some kind of competition. In the above cases, Adam was very sad about losing the game. He hit an attendant from a branch when he was kicked out of the game for obscene language, and he tried to choke his partner when they lost a game of tug of war.

Adam said that the only time he was able to manage his anger during competitive games was when Lindsay, the employee who supervised events during adaptive rest, was there. Luckily Lindsay was able to help create a scale for Adam. She said she often noticed changes in Adam's facial and body expressions before he lost control. When she notices these changes, she will ask Adam to sit down and take a break. This was not done as a punishment, but to help him regain his composure.

We developed a scale to illustrate how Adam "looks and acts" before he loses control, to help increase his self-awareness. Adam feared that he did not have the skills to identify and manage his anxiety and therefore would no longer be able to attend social events.

The key to the success of this program was to inform all employees working at the event that Adam was at risk when he was involved in anything of a competitive nature. All staff received copies of the scale and the directive to increase support for Adam at the end of play activities. Adam himself was responsible for revising the scale before attending the event.

Although Adam still needs support, he begins to learn to cope with the frustration and disappointment of losing. He admits to some of his shortcomings and chooses not to play certain games if he is too worried about losing.

Figure 14.

Figure 15.

"TAKE A PILL, SIS"

Ben told his teacher that he had said terrible things to his older sister and that he really didn't mean to. He often gets into verbal altercations about household chores, driving the family car, and so on. Often interactions between Ben and his sister resulted in abuse and even destruction of property. This is especially concerning because Ben's older sister, who attends a nearby community college, is often left behind to look after him since his parents work late and don't live together.

The following rating scale was developed when Ben's teacher shared with us that Ben was upset with the things he said and did when he was angry with his sister. He described a certain incident this way: “I came home after working for four hours. It was Friday. As soon as I walked in, my sister said, “You haven’t done your household duties. You'll have to do this before you can leave. And, I can’t leave until you do them!”

I told her, “This is not fair. I've been working all day. Why don't you take a pill?" When she told me that I knew the rules about housework, I reminded her that last week she allowed me to leave before I finished my duties.

This verbal exchange between Ben and his sister escalated into mutual insults and Ben eventually left the house without fulfilling his responsibilities. Before he left, he broke his sister's CD player and several CDs. He later came home and apologized and offered to give his CD player to his sister.

We asked Ben to complete a feelings worksheet where he described the words he often uses, how his body feels, and what he looks like when he's angry. The fact that he used swear words when filling out his rating scale was not judged as right or wrong, just as it is. (The use of these words was addressed later after Ben had gained some control over his destructive behavior.)

In addition to evaluating your own anger, Ben also assessed his sister's anger from his own point of view. Ben was limited in his ability to make a scale based on his sister's perspective, which is not surprising given the nature of his disability. Involving family in this situation was helpful because Ben's sister and parents completed the scale based on their individual perspectives. This information was extremely helpful to Ben and it helped his family see how remorseful Ben was and how much he really wanted to work on his behavior. His parents also realized that Ben's sister needed more support in her interactions with Ben so that she did not begin to resent spending time with him.

The process of change is often slow, as in in this case. Ben continues to struggle with his anger reactions, but his breaking of things has decreased. He works on role-playing possible upsetting situations and rehearsing reactions - this will help him cope better. He also works on replacing swear words with other words so that he can eventually express his anger without intimidating or offending his family, friends, boss or other members of the community.

Figure 16.

Figure 17.

Figure 18.

TELL IT ALL AS IT IS

Scale "Tell it like it is" was developed for Richard, a ninth grader with ASD. Richard is partially integrated, but spends most of his time in the break room. Richard often argues with the teacher or his assistant when they ask him to do work. His refusals include swearing. This usually causes an adult reaction that enhances negative behavior Richard. As a result of these negative interactions, Richard is often asked to work in the break room. Often it physical behavior escalates on the way to the break room (he throws chairs and tables).

The idea behind creating the scale was to take control of negative behavior, create a program that both Richard and the school staff understood, and teach Richard to recognize his own toughness and inflexibility. Richard was asked to rate himself three times a day (first in the morning, before lunch and at 1 pm). The teacher wrote the ratings on his chart to remind himself of Richard's level of need. According to the rating, Richard was included in the work of the group (level 1 or 2), worked for separate table(level 3 or 4) or in the break room (level 5).

Moreover, due to the fact that verbal demands were usually completed with resistance, teachers began giving Richard written lists of tasks (lists 3-5 scientific problems or tasks using terminology-1-5 instead of verbally engaging in any negative behavior). For example, when a student spoke to Richard and Richard shouted “shut up!”, the teacher told the student that Richard was a 3 at that moment and that he could not handle someone talking to him. The teacher also reinforced Richard's ability to call a C a C when he was able.

Richard later made a sign for work so everyone knew what level he was at. This could increase his mastery of the program and worked to help him communicate effectively with his classmates. Other students began to like to use the rating to refer to themselves, saying things like “bad night, I'm a 4 today.”

Figure 19.

ONE STEP FORWARD, TWO BACK

Sam was in our class about six years ago when he was 12 years old, and we've followed him through the years that we've had him. Sam has ASD and obsessive-compulsive disorder. He has problems with basic skills such as reading, writing and mathematics.

The moment of his 18th birthday was a period of significant regression for Sam. Recently, with the assistance of his current teacher, Sam called us. He was particularly distressed by the need to move into an adult group home and was admitted to the hospital for a change in treatment. He told us that his business was not going well. On the day he visited the scientific curriculum, “not going well” manifested itself in excessive sleepiness, disinterest in work and, most importantly, ridicule and insults from other vulnerable 18-21 year old students. Sam says he couldn't stop himself from making serious jokes and was worried about it. He also told us that he was not physically aggressive.

Since we are not currently working on Sam's program or with him directly, an "instant scale" was developed. That's the beauty of these scales. You can methodically combine them and refine them, or, as in this case, you can work together to lay out one scale on the fly. Sam's teacher called us the day before, saying that Sam was not doing well. We had the opportunity to meet Sam as part of his training program the next morning shortly after his day began. When we arrived, Sam was lying with a blanket under the sink in the nurse's office. We sat on the floor next to him, as did his teacher. It was important that the teacher was there because the rating scale had to be refined by Sam's teacher and others in his program, since we would not be able to return to this place except for testing.

We wanted Sam and his teacher to identify who he thought " safe people" in his program (people whom Sam perceives as understanding his medical condition and behavior), and " safe places " (places identified by Sam and staff as places he can go when he feels he may not be able to manage insults in the current situation). All significant people in Sam's life they need to know who the safe people are and where the safe places are. Communication between the team and family members is important and should be done through a team meeting, phone calls, email, or any means by which team members communicate with each other.

The following two scales were developed with input from Sam and his teacher right there in the nurse's office. The teacher decided to work with Sam once a day using role playing game, rehearse and study the scale.

Sam and his teacher practiced what to do when Sam felt like he was reaching a 3 on any scale. 3 on scale "What am I saying" will mean that it is time to find a safe place, away from people, to reduce the likelihood of negative interactions and further escalation. 3 on scale "Monitoring My Anxiety Level" will indicate that Sam needs help from a safe person so that someone can help him regulate his anxiety. Sam needs the presence of adults when he feels anxious, at this time he is afraid of losing control and does not want to be alone.

Not only did Sam learn to control his verbal taunts, but a year later he got a job as a janitor at a school for children with severe cognitive disorders - something that would not have been possible unless he learned to control his behavior with the support of others.

Figure 20.

Figure 21.

APPENDIX - MORE SCALES

We've added three more scale ideas and two blank scales for you to try. Remember that every student and every situation is different. Problem of this student may not fit into any of our scales. If so, remember the concepts behind using a scale (breaking down behavior and making it visual) and you'll be able to create your own incredible scale.

Joining a group

We use this to begin social understanding in the groups we work with. Each person (including adults) rates themselves from 1 to 5 when they come to the group. We explained to students and teachers that if students rate themselves as 1, they should not stay. Believe it or not, we didn't have anyone who rated themselves a 1! If participants rate themselves a 2 they remain, but they do not have to participate. This strategy works in groups with students with emotional/behavioral disorders, Asperger's syndrome and autism.

Stress scale

We used this scale when interviewing students as part of a functional behavior assessment to identify situations that they perceived as particularly stressful. This is a good tool to help adjust the program to changes environment. The scale also discusses the fundamentals that students believe they need to be successful.

High-Low scale

We used this scale in the social skills group in primary school. We made a big scale and placed it on the wall and then moved the needle to different levels on a scale (1 = being relaxed and 5 = out of control). We then asked students to practice what behavior looks like in a 1, 2, 3, 4 or 5. We also used sticky notes with thinking bubbles to show what other people might think when we act a certain way.

Scale forms

The scale blanks in Figures 25 and 26 are two of our most popular versions of the scale (if a scale can be popular). We modified the scale to fit many various situations, but these two prototypes were the most useful.

Visual cues

Finally, we have included a page of small scales that can be laminated, cut out, and used to visually cue the child or student when a specific problem arises. When completing a task, the student points to the level number you want him or her to be at, not where he or she currently is. This we find works best and encourages the person to move in the direction you want them to go instead of where you don't want them to be. We wear our small scales around our necks with our employee nameplates. Parents place them in the car to regulate behavior in the car, or put them in their wallet to use when they are out and about.

As much as we love our little 5-point scale, we know that this can only be part of general plan to support individuals with ASD. We hope you find the concept useful in your efforts to create positive behavioral change in your students and children.

Figure 22.

Figure 23.

Figure 24.

Figure 25.

Figure 26.

Disputes over returning to a five-point system for assessing knowledge in our country do not subside. Some say that five points is enough to assess the level of knowledge of schoolchildren, while others want to have a choice and instead of 4+ or 5- give 8 or 9 points, respectively. But if you look at the world broadly with open eyes, we will understand that the choice of rating scale is a global issue...

Five point system

• 1 - excellent;
• 2 - very good;
• 3 - good;
• 4 - satisfactory;
• 5 - unsatisfactory, bad.

The five-point system is used, for example, in Germany. But not in the form quite familiar to us. Here five points is the equivalent of our unit: In this form, the five-point system is also used in the Czech Republic, Austria, and Slovakia.

But in our usual version, where the five is highest mark, the system is used in Estonia, Serbia, Hungary, Croatia, Macedonia, Kyrgyzstan, Mongolia, Paraguay. The minimum passing requirement in these countries is to score 2 points.

Ten point system

It is the closest and most understandable to us. I think there is no need to explain that 10 is cool, and 1 is not just bad, but very, very bad. The grading system is the same in Latvia, but here they can give you 0 points even with absolutely zero knowledge. And in this Latvia is supported by Lithuania, Moldova, Romania, Albania, the Netherlands, Italy, Iceland, Greece (in the highest educational institutions and primary school), Vietnam, Mexico, Colombia, Ecuador.

But in Nigeria they use a reverse ten-point scale. Here the highest score is 1, and 9 and 10 are unsatisfactory marks.

Twelve point system

Not just anywhere, but in Ukraine, a student can consider himself an excellent student whose diary scores are 10, 11 and 12.

Twenty point system

On middle stage Education in Greece (lyceums and gymnasiums) uses a 20-point scale for assessing knowledge, in which the use of fractional numbers is acceptable:

• 18.5-20.0 - excellent;
• 15.5-18.4 - very good;
• 12.5-15.4 - good;
• 10.0-12.4 - satisfactory;
• 0.0-9.9 - unsatisfactory.

France also believes that 20 points is a range sufficient to assess the knowledge of schoolchildren. But getting the highest score in this country is not possible. According to the French, only a teacher can know a subject with 19 points, and God alone can know a subject with 20 points. And in order to be confident of being a good student, it is enough to get 10-14 points.

Also, a twenty-point rating system is typical for Morocco, Iran, Lebanon, Tunisia, Mali, Peru, the Republic of Congo, and Chad.

So not everywhere 10 points is an assessment of success.

Hundred point system

Maximum 100 points (or % if we're talking about O rating system) can be obtained, for example, by schoolchildren in Turkey. Although behind the scenes there is also a five-point rating.

• Excellent rating - 85-100 - 5 points;
• Good - 70-84 - 4 points;
• Acceptable - 55-69 - 3 points;
• Satisfactory - 45-54 - 2 points;
• Mediocre - less than 44 - 1 point.

The same system is typical for Jordan, Iraq, Syria, Yemen, India, Cuba, and Egypt. But in these countries the minimum passing scores are radically different. If for Turkey and Jordan, for example, it is 50%, then for India it is 35%, and for Cuba it is 70%. In Syria for all items except native language, this score is 40% (for Arabic - 50%).

Letter system

This form of expressing knowledge assessment was chosen in the USA. “Grades” here range from A to F:

• A - excellent;
• B - good;
• C, D - satisfactory;
• F - unsatisfactory.

In addition, “+” or “-” signs can be added to letters. Similar system also typical for Norway, Sweden, Thailand, South Korea, Saudi Arabia, Mongolia, Pakistan, Malaysia, Brazil, Kenya.

Mixed grading system

Some countries have decided not to limit themselves and use both letters and numbers.

- Rustam Ivanovich, why is the 5-point grading system criticized?

In my opinion, one of its main shortcomings is that the system suppresses initiative and does not motivate children to learn. After all, as often happens: one child gets used to being constantly given C's and doesn't strive for anything else, while another, out of habit, is constantly given A's, and he also relaxes and is happy with everything.

In relation to the child, the 5-point system is repressive, and for parents it is a deception, because it does not reflect the real picture of knowledge. The system itself is biased. What are three and four - in different schools, with different teachers? The content of the assessment very often does not match among different students from different cities.

And the system is divorced from life - we don’t encounter it either before school or after graduation. Even with Unified State Exam result this rating scale is not the same.

- Your school uses so-called route sheets instead of grades. What it is?

A route sheet is a list of tasks indicating the level of difficulty and a note of completion. Children receive them weekly. And you can clearly see who is doing what.

This is an honest and understandable assessment for children; it reflects the real picture. There can be no offense or humiliation here - only the result. Done? - Yes or no.

The level of tasks is different, which means that weak children will have the opportunity to choose something easier, while strong children will have the opportunity to choose something more difficult, so that they remain motivated to learn and develop. If something doesn’t work out for someone, there will be a second attempt, and a third...

As a director, I work not only with children, but also with teachers, and I can say: sometimes it is more difficult to organize teachers for work than even children. But if you apply the same approach, even the slowest adults begin to achieve results - let alone children.

- But there is a mandatory certification that requires grades...

According to the education law, a school can conduct intermediate certification in any form. The state only requires us to have formal assessments in grades 4, 9 and 11.

In elementary school we have been working on route sheets for about 8 years, and starting this year we are switching to them in grades 5-6. IN high school Of course, we give ratings on a 5-point scale. True, it’s a little different. Our assessment system is cumulative - for 4 lessons: so that the assessment is more thorough, not delivered hastily, not “in the heat of the moment.”

Is the route sheet system convenient for parents? And what can children say when they are asked how they learn?

Parents look at the route sheets, where next to the tasks it is indicated whether they have been completed or not. Roughly speaking, the child answered literature questions, wrote an essay, and learned a fragment of the work by heart...

One might assume that parents are conservative: that is, they advocate maintaining the 5-point system they are accustomed to. But that's not true. For parents, it is not grades that are important, but the result, expressed in a simple and understandable form. That's why our parents support us.

- Can your system be extended to other schools?

Of course, I understand: you cannot come to a public school and say that from September 1 we will stop giving grades. It's like taking money and canceling it...

Refusal to evaluate is a consequence of the changes that occur in school, when the style of working with children, the manner of conducting lessons, and their content changes.