This is Me Resources

Resources

Quick Links: This is Me Creation Checklist

Sample Parent Letter/ Email

Getting Started Document

This is Me Planning Guide

Sections Document

Planning Guide Examples

This is Me Baseline Skill Checklist

This is Me Sharing Tracker

This is Me Creation Checklist This checklist outlines each step in the This is Me process. Follow this checklist to support an individual creating and sharing this tool to self-advocate.

Get Started 

Send This is Me Sample Letter/Email home to parents/caregivers to let them know tool is being created



Complete Getting Started document with your team

Complete Planning Guide 

Observe individual in natural contexts (e.g., jobsite, lunch, academic classes)



Review relevant documents for information (e.g., IEP, evaluation, teacher/specialist reports)



Complete Th is is Me Planning Guide based on gathered information using provided resources



o

Section s Documents (About Me, Talking to Me, Talking to You, Talking Together, Speaking

o

This is Me Example Planning Guides

Up for Myself, Tools to Help Me Learn)

Share completed T his is Me Planning Guide with team (e.g., head teacher, parents/caregivers, related service providers, transition specialist) including individual and parents/caregivers, get feedback, and finalize Th is is Me Planning Guide

Create Digital This is Me Tool 

Download application on staff device



Work with the individual to add strategy scripts to each page



Work with the individual to obtain and add pictures and/or videos for each page



Work with the individual to record audio for each page



Back up periodically (e.g., google drive)



Obtain permission to use individual’s personal device



Transfer TiME to individual’s personal device. Consider screen recording TiME as video file

Follow-up and Practice 

Email parents/caregivers and team to let them know when electronic TiME is complete



Observe the individual sharing finished TiME. Use B aseline Data Form to note strengths and support needs



Teach individual to share TiME using modeling and prompting



Generalize sharing to novel listeners using T his is Me Sharing Tracker and plan opportunities to share across settings (e.g., interviews, IEP meetings, adult service providers, jobsites)

11614 Seven Locks Road, Rockville, MD 20854 | Ivymount.org

Sample Parent Letter/Email Date Dear __________________, To help your child/young adult advocate for themselves during times of transitions (e.g., between programs, from school to work, from one teacher to a new teacher), the (IEP/school/vocational) team recommended the creation and use of a This is Me tool with _____. This is Me is an electronic tool that can be used to share information with novel communication partners about communication strategies, supports and interests. The tool is individualized and created on personal electronic devices. The tool describes strategies/supports with a video or picture example for each. This is Me is designed to help facilitate self-advocacy and communication between the individual and new communication partners (e.g., school staff, employers, coworkers.) _____’s speech-language pathologist will create a This Is Me story along with ________. This tool will be able to travel with ____ when transition to a different setting.

I wanted you to be aware that this new tool is being created for your child/young adult and encourage you to help them share this tool with communication partners when it is finished. Feel free to contact me with any questions or to discuss the tool in more detail.

Thank you,

__________________________ Your name and title

11614 Seven Locks Road, Rockville, MD 20854 | Ivymount.org

Getting Started

Discuss each section with individual, parents/caregivers, and team members to begin planning process and maximize potential of This is Me. Sections to Consider  About Me     

Talking to Me Talking to You Talking Together Speaking Up for Myself Tools that Help Me Learn

Format  Digital story application (e.g., Pictello)  Video file  

Powerpoint/Google Slides Hard copy

Device   

Phone Tablet Computer

     

Classroom Job Site

IEP Meeting Adult Services Meeting Community Settings_______ Medical Settings

People to Share With  Teacher  Related Services Professional (SLP, OT, MH, PT)  Job Coach    

Job Site Supervisor Classroom Aide Transition Specialist Family

Audio Recording for Pages     

Individual Staff Individual and staff combo Digitized Voice Family member

Places to Share 11614 Seven Locks Road, Rockville, MD 20854 | Ivymount.org

This is Me Planning Guide Decide on sections to be included in This is Me. Use Section Documents to decide on strategy scripts. Once strategy scripts are identified, include them under the relevant heading of the planning guide.

Strategy Script

Text Entered

Audio Recorded

Picture/ Video

Picture/ Video

into App

into App

Example Taken

Example Inserted

Video or Picture Plan

(Introduction) Can I tell you about myself?

My name is ___. This story is about me.

About Me

Talking to Me

Talking to You

Talking Together

Speaking Up for Myself

Tools to Help Me Learn

(Conclusion) Thank you for listening.

11614 Seven Locks Road, Rockville, Maryland 20854 Tel 301-469-0223 Fax 301-469-0778 www.ivymount.org

How to Use Sections Documents 1. Read the question at the beginning of each section 2. Decide if this strategy is relevant for the individual 3. Translate the strategy into an I-statement from the perspective of the individual 4. Add each strategy to the relevant section of the Planning Guide

The About Me Section Question:

Possible strategies/supports:

Possible Scripts:

How would the individual describe themselves? How might someone

Include information about their specific character traits.

“I am ___ (e.g., patient, kind, detail-oriented).”

Include specific information about their

“I am ___ (e.g., friendly, funny,

social strengths.

caring).”

else describe them?

What are their social strengths?

“I am good at___ (e.g., telling jokes, being a good friend, inviting others to join conversation).”

What are their vocational strengths?

Include specific information about their vocational strengths.

“I am good at___ (e.g., delivering mail, using the computer, talking

What are their daily living strengths?

Include specific information about their daily living strengths.

“I am good at___ (e.g., cooking, cleaning tasks, following hygiene checklists, organizing my belongings).”

What are their academic strengths?

Include specific information about their academic strengths.

“I am good at___ (e.g., reading, writing stories, math problems,

to customers).”

functional math skills, functional reading skills).”

What are their specific hobbies or interests?

Include information about their specific interest, hobbies, and/or preferred leisure activities.

“I like to ___.”

“In my free time ___.”

“On the weekend, I like to ___.”

What specific topics do they like to talk about?

Include information about these topics.

“I like talking about ___.”

What are some ways to establish rapport with this individual?

Include information about establishing rapport: • Spending time 1:1 before

“It helps me feel comfortable with new people when I can___.”

spending time in a group •

Using special interests to

“___helps me get to know you better.”

structure conversations •

Participating in a shared activity of interest, etc.

11614 Seven Locks Road, Rockville, Maryland 20854 Tel 301-469-0223 Fax 301-469-0778 www.ivymount.org

Check Here to Include

What are their work environment preferences?

Include information about their preferences: • Working in a specific setting (e.g., office) •

“I like to work in ___.”

Working in a specific environment (e.g., inside, quiet, alone).

Is the individual willing to disclose information about their disability or

Include this information and what the individual would like to share about it.

“I am an individual with ___.

For me, this means ___.”

medical conditions? (If the individual chooses this section, signed

“I am autistic. For me, this means I

permission to disclose is necessary)

am good at___. It is harder for me to___.”

Does the individual have specific strategies to support their emotional

Include information about these strategies/supports.

“This is what it looks like when I am upset.”

regulation and behavior?

“When I am upset, help me by ___.”

Does the individual have medical

Include this medical information (e.g.,

“I am allergic to ___ so I wear an

information that novel communication partners should be

allergies, seizures, metabolic disorders, etc.).

epi-pen.”

aware of?

“I keep my epi-pen ___.”

“I know/don’t know how to use my epi-pen by myself.”

“I keep a card with additional medical information in ___.”

“I need to take my medication at ___ (time) every day.”

Is there important personal safety information that should be shared?

Include relevant safety information: • Location of personal information •

Strategies that keep the individual safe.

“I wear an ID bracelet with my name, address, and phone number.”

“If I am feeling upset, I may try and run outside.”

“Please keep one hand on my shoulder in the community so I stay with my group.”

Does the individual have hearing needs?

Include information about their hearing needs.

“I wear hearing aids in both ears.

My spare batteries are kept ___.”

“I use an FM system in the classroom to help me hear my teacher.”

11614 Seven Locks Road, Rockville, MD 20854 | Ivymount.org

“I might have trouble hearing you in an environment with background noise.”

Does the individual have mobility

Include information about ways to

“Help me walk on uneven

support needs?

support the individual’s mobility needs.

surfaces in the community. “ “Please walk in front of me when going down the stairs.”

Does the individual have specific

Include information about sensory

“Loud noises make me feel

sensory support needs?

support needs and strategies.

scared. Headphones are helpful.”

“I do not like crowded spaces. It helps when I can take a quiet break alone as needed.”

“It is hard for me to sit at a desk for more than a few minutes. It helps when I can stand up and take movement breaks.”

Are there any other strategies/information to share about

Custom strategies/supports:

Custom script:

the individual that won’t be covered in another section?

The Talking to Me Section Question:

Possible strategies/supports:

Possible Scripts:

What supports help the individual to

Say the individual’s name when initiating any verbal exchange.

“Say my name to get my attention.”

Wait until the individual signals that they are listening (e.g., stops working, responds verbally, orients toward you).

“Eye contact is uncomfortable for me. I can show you that I am listening in other ways. If I stop

follow directions?

what I am doing, that usually means I am listening.”

Does the individual benefit from additional processing time?

Provide additional processing time.

“Give me ___ (seconds) to think after giving me a direction or asking a question.”

11614 Seven Locks Road, Rockville, MD 20854 | Ivymount.org

Check Here to Include

What supports help the individual to follow verbal directions?

Provide a visual cue with the direction you are giving (e.g., picture of item, picture of action).

“Show me a picture when giving me a direction.”

“Write directions down.”

Write directions.

Pair verbal, visual, or written directions

“Show me how to follow the direction.”

with a demonstration.

“Use ___ to ___ words or steps Simplify directions by using less words

when giving directions.”

or steps.

“Please speak slowly.”

Speak slowly.

Ask the individual to read or restate the

“Ask me to repeat (or read) the direction out loud.”

direction.

Break directions down into smaller parts.

What supports help the individual to answer questions?

Pair questions with visuals.

“Show me a picture that goes with your question.”

Present questions in writing.

“Write your question down.”

Offer choices.

Simplify questions by using less words.

Avoid certain question types (e.g., who, what, where, when, why, how, etc.).

“Give me ___ to ___(number) choices when asking me a question.”

“Use ___to ___ (number) words when asking me a question.”

Rephrase using a familiar format and/or vocabulary.

“Ask me ___ (question type) questions. ___ (question type) questions are hard for me to answer.”

“Ask me the question using words I know.”

What supports help the individual to complete novel or multi-step tasks

Teach each step of a new task separately.

most effectively?

“Show me a video of someone doing this ___ (e.g., task, job, activity).”

Master each step before moving to next step.

Use a video to demonstrate a new task.

“Talk me through the steps in the ___ (e.g., task, job, activity) before starting.”

Provide rehearsal/practice

“Walk me through the steps in the

opportunities for task or steps.

___ (e.g., task, job, activity) before starting.”

Ask the individual to verbalize each step before beginning.

11614 Seven Locks Road, Rockville, MD 20854 | Ivymount.org

Provide a checklist of steps needed to complete a task and specific information about the checklist (e.g.,

“Ask me to tell you about the step in my own words before I start.”

“Give me a checklist with ___.”

pictures only, words only, etc.).

a.

Pictures

Limit the number of words per step

b. c.

Words only Words and pictures

/number of steps required to complete a task.

“Give me a checklist with ______ words per step.”

“Give me a checklist with no more than ___ steps.”

What supports help the individual learn new language?

Model language for the individual

“Talk about activities I am doing and/or interested in without expecting a response.”

“Model language using my speech-generating device.”

“Model language using all different types of words like nouns, verbs, and adjectives.”

“Make activities include words I am learning.”

Are there other supports that allow the individual to advocate for their comprehension support needs most

Custom strategies/supports:

Custom script:

effectively?

The Talking to You Section Question:

Possible strategies/supports:

Possible Scripts:

Does the individual use vocal speech?

Include ways the individual uses vocal speech.

“I communicate using my voice.”

Check Here to Include

“I communicate using my voice to ___ (e.g., ask for things I need, get your attention).”

“I prefer communicating with my voice.”

Does the individual use vocal speech that may be hard to understand?

Include intelligibility strategies the individual uses: • Changing rate of speech • Changing volume •

Repeating slowly

•

Repeating using different words

“I am learning to speak slower.”

“Ask me to say it again louder.”

“Ask me to repeat it slowly.”

11614 Seven Locks Road, Rockville, MD 20854 | Ivymount.org

•

Writing words down.

Include repair strategies the individual uses:

“Ask me to say it again using different words.”

“Ask me to write it down.”

•

Using AAC

•

Using a low-tech clarification board

“I can type the word.”

• •

Showing a picture Finding a picture

“I can use my speech-generating device.”

•

Pointing to items in the environment.

“I can show you a picture.”

Include how a communication partner

“Ask me to find a picture using

should handle a breakdown: • Letting the individual know they

the internet.”

• • •

don’t understand

“I can point to items in the

Asking for a repetition Asking a clarifying question (e.g., “Do you mean ___?”)

environment.”

Repeating what you think the individual said.

understand.”

“Please let me know you don’t

“Please ask me to say it again.”

“Make sure you understand me by asking me, ‘Do you mean ___?’”

“Please repeat what you think I said.”

Does the individual use alternative

Include other modalities the individual

“I prefer communicating with my

and augmentative communication (AAC)

may use to communicate and contexts when they use them: • Speech-generating

voice, but I also use ___ (e.g., ASL, Speech-Generating Device).”

AAC means all the ways that someone communicates besides talking. People of all ages can use AAC if they have trouble with speech or language skills. Augmentative means to add to someone's speech. Alternative means to be used instead of speech. (ASHA, 2023).

Does the individual access AAC using an alternative method?

device/program •

Light-tech communication board

•

American Sign Language vs. ASL

•

Modified sign language

•

Gestures.

Include other ways the individual may access their communication system: •

Switch scanning

•

Eye gaze

•

Using a stylus

•

Partner-assisted scanning.

“I use ___ (e.g., ASL, SpeechGenerating Device, gestures) to communicate with you.”

“I have lots of different ways to communicate with you. Some of them are ___.”

“I use my eyes to select words and phrases to communicate with you.”

“If my alternative access method is not working, try and ___.”

11614 Seven Locks Road, Rockville, MD 20854 | Ivymount.org

Include information about the access method and information for troubleshooting.

Does the individual use a speechgenerating device/program?

Include information about the system:

“I use a speech-generating

•

System name/type

application. The icon looks

•

What communication

like___.”

app/program icon looks like •

Where to find important words and phrases in the system

•

How to model language using the system

•

How the individual should wear/bring the system with them

•

Preferences related to system.

“Here is my home page.”

“This is how I can say___.”

“Talk about activities I like using my words.”

“I should wear my speechgenerating device all the time.”

“I don’t like when other people touch my device. Please ask permission if you need to see it.”

“Please give me time to tell you what I would like to say.”

“You can search for words on my device by using the ___ button.”

“Please add new words to my device if my preferences change or there are words I need to use often.”

Does the individual have dysfluent speech?

Include what the dysfluencies look and sound like (e.g., blocks, part word repetitions).

“Sometimes my speech sounds ___ (e.g., bumpy, stuck, etc.).”

“I use this visual to remind me of

Include visuals that support the individual.

Include how a communication partner should handle a breakdown:

my speech strategies.”

“Words with ___ sounds can be hard for me to say.”

•

Letting the individual finish

“Please wait for me to finish my message.”

•

word themselves Letting the individual know they didn’t understand.

Include strategies a communication partner could use to support:

“Let me know if you don’t understand what I said.”

“Please call on someone else in

•

Not calling on the individual

class first.”

•

directly or first Giving them time to think of their response

“Please give me time to think before I speak.”

11614 Seven Locks Road, Rockville, MD 20854 | Ivymount.org

•

Giving the individual time to write out their response first.

Include situations in which the individual might have more trouble communicating:

“Please let me write down my message before saying it.”

“It is harder for me to use smooth speech when I am ___.”

• •

Talking on the phone In a large group

•

Phone

•

Giving a presentation

•

Presentations

•

Feeling anxious

•

Larger groups.

“It helps for me to practice before speaking in ___.”

“Disfluent speech makes me feel ___ (e.g., stressed, frustrated, doesn’t bother me).”

What supports help the individual

Include supports that help the

“I use a graphic organizer to plan

describe events in an organized way? (e.g., sequential order,

individual organize their language: • Using a graphic organizer

what I am going to say before I tell you.”

complete sentences).

• • • •

Using sequence words (e.g., first, next, last) Asking clarifying questions Asking the individual to show you a visual Asking the individual to use a created visual.

“Remind me to use first, next, last (with visual).”

“Ask me questions to clarify (e.g., “What happened first?”, “When did you go on a walk?”).”

“I use a visual to help me organize my words.”

Does the individual need extra time to formulate what they want to say?

Include an average number of seconds a listener should wait before repeating/responding.

“Give me ___-___ seconds to respond.”

“Wait ___-___ before repeating

Remind the individual to use learned scripts or strategies/supports (e.g., “Give me second.”, holding up a finger) indicating they need more time.

your question or prompting me.”

“I can say ‘___ (e.g., “Give me a second.”)’ to tell you I need more time.”

“I can gesture to tell you I need more time.”

“Please let me know that you will call on me next.”

What supports help the individual

Include strategies/supports that help

“Sometimes I have trouble

with recalling words when speaking?

the individual recall words: • Finding a picture on an

thinking of the word/s I want to say.”

electronic device

11614 Seven Locks Road, Rockville, MD 20854 | Ivymount.org

Describing the word they are trying to use/say Rehearsing words and phrases to use with communication

“I can say ‘Let me show you’ and find a picture on my device.”

partners

am trying to say. It is ok for you to

•

Giving the individual visual or verbal choices

guess the word.”

•

Providing the first sound in the word if you know what they are

“It helps me to practice phrases I need to use over and over to help

trying to say.

me remember the words.”

• •

“Sometimes I describe the word I

“Give me picture choices.”

“Give me verbal choices.”

“Give me the first sound of a word I need.”

Are there any other strategies/information to share to

Custom strategies/supports:

Custom script:

support the individual’s expressive language?

The Talking Together Section Question:

Possible strategies/supports:

Possible Scripts:

11614 Seven Locks Road, Rockville, MD 20854 | Ivymount.org

Check Here to Include

What strategies and supports help the individual to gain attention effectively?

Include a video of the way the individual gains attention: • Saying “excuse me” • Increasing proximity

“I can get your attention by moving closer to you.”

“I can get your attention by

•

Tapping shoulder

saying your name.”

• •

Saying someone’s name Using other practiced gestures

“I can get your attention by

(e.g., ASL, pointing).

tapping your shoulder.”

Include factors that may impact the

“Sometimes I have trouble

way the individual gains attention:

remembering people’s names. I

•

Difficulty remembering names

•

Difficulty initiating

•

Difficulty recognizing when they

can say ‘excuse me’ to get your attention.”

have gained someone’s attention •

Waiting for communication partners to respond

•

Discomfort using eye contact.

What helps the individual know when

Include cues or visuals the individual

“I might need reminders to check

it is or isn’t a good time to talk?

uses to help them determine if someone is busy or available to talk.

if someone is busy or not busy before getting their attention.”

Include rules related to gaining attention that the individual follows in different settings.

“It’s ok to give me a signal if it isn’t a good time to talk (e.g., gesture indicating needing time).”

“At work I can get someone’s attention to talk after I have finished my jobs.”

What topics does the individual like to talk about?

Include topics the individual enjoys talking about.

“I like talking about ___, ___, and ___.”

Does the individual have strategies they use in conversation?

Include strategies (e.g., sharing a visual).

“Ask me to show you a picture or video.”

11614 Seven Locks Road, Rockville, MD 20854 | Ivymount.org

Does the individual interact socially by ___ instead of conversation? (for students who do not prefer to

Include activities the communication partner can do with the individual: • Playing a game • Looking at pictures/videos

engage through conversation or

•

Looking at a book.

whose language support needs

•

Parallel activity/play

“It’s hard for me to have conversations. I enjoy ___ with others.”

make it difficult to do so) Does the individual have trouble

Include visuals that help the individual

“Just because I’m not looking at

understanding neurotypical social cues and is interested in doing so?

understand neurotypical social cues.

you does not mean I am not listening.”

Include ideas for supporting selfadvocacy of social communication

“Let me know how you are feeling

differences.

or what you are thinking using words. It can be hard for me to

Include neurotypical social cues that the individual has a hard time

read facial expressions.”

understanding (e.g., facial expressions, tone of voice, voice, laughter, interested

“If I misread how you are feeling, help me understand by ___.”

or not interested in a topic).

Does the individual communicate

Include ways the individual

“I can interact in different ways

using other ways besides vocal speech?

communicates such as: • Leading to things they like • Gesturing to things/people in the environment • Favorite types of interactions (e.g., high fives, singing)

than using words. I like to ___. “

*Please see “Talking to You” section for additional ideas

•

“If I ___, it means ___.”

Nonverbal cues and their meaning (i.e., increasing proximity means “I want to talk”).

Do the individual’s social

Include information about any social

“It is uncomfortable for me to

communication differences impact their social interactions?

communication differences that may

make eye contact. I can show that I am listening in other ways.”

11614 Seven Locks Road, Rockville, MD 20854 | Ivymount.org

lead to breakdown in social interactions with others.

“Even if I’m not looking at you, I might still be listening.”

“Sometimes it is easier for me to look at something with you (e.g., book, video) vs. looking directly at you.”

“Conversation sometimes makes me feel stressed. I prefer doing a social activity like playing a board game with you.”

Are there any other important

Custom strategies/supports:

Custom script:

information/strategies to support the individual in carrying out successful social interactions?

The Speaking Up for Myself Section Question:

Possible strategies/supports:

Possible Scripts:

What strategies and supports help the individual recognize that they need help?

Provide a visual showing “I understand” or “I don’t understand.”

“Sometimes it’s hard for me to know when I need help.”

Make a verbal comment (e.g., “You look like you need help.”).

“Ask me to point to a visual showing ‘I understand’ or ‘I don’t understand.’”

Check Here to Include

Wait for the individual to ask for help.

“Wait for me to ask for help before helping me. “ “Ask me, ‘Do you need help?’”

Can the individual identify the part

List steps in task flipbook or checklist

“Let me show you what part of

of the task that is difficult?

and ask student to label each step “easy,” “hard,” or “feels hard.”

this task / job is hard (using checklist / flipbook).”

What supports and strategies help the individual ask for assistance?

Provide a visual or verbal prompt with language for requesting help.

“Please point to my visual.”

“Sometimes I will wait for you to ask me if I need help. Prompt me to say, ‘I need help.’”

“I say ‘I don’t know what to do’ when I need help.”

What supports help the individual ask for assistance using specific

Provide a visual with a fill-in-the blank (i.e., “I need help with ___.”).

“Say or write, ‘I need help with ___.’”

Ask for clarification (e.g., “What do you

“Ask me to point to what I need

need help with?”).

help with.”

language?

11614 Seven Locks Road, Rockville, MD 20854 | Ivymount.org

“Let me show you what is hard.”

“You can ask me, ‘What do you need help with?’”

What supports help the individual to

Use a strategy visual with the individual

“Point to the script I should use.”

self-advocate using specific strategies?

(e.g., “Please show me.”, “Please write it down.”).

“Please give me a (few, couple) of strategy choices.”

Provide a manageable number of strategy choices.

Does the individual ask for help

Wait for the individual to try.

when they may not need it?

“Sometimes I will ask for help before trying on my own. “

Remind the individual to try it first.

“Wait for me to try this task/job.”

Ask the individual to show you how much they can do without help.

“Remind me to try it first. Watch me try.”

Provide verbal praise.

“Please tell me what I am doing right.”

Does the individual benefit from

Provide a strategy visual (e.g., list of

“I carry a strategy badge with

reminders to use their strategies?

scripts, strategy badge).

me.”

“Please point to the strategy I should use on my badge.”

Does the individual benefit from specific accommodations? (e.g.,

Include information from the individual’s IEP (Individualized Education Plan)

“I use speech to text. “

speech to text, location in room)

accommodations section: • Speech to text • Text to speech • Reading text for the individual • Special application or tool • Preferential seating

“I use text to speech.”

• •

Provide checklists Provide visuals.

“I use word prediction.”

“I use a ___ application or tool to help me ___.”

“Sometimes reading is hard for me. Please help me read the text or information.”

“I work best when I am sitting near the teacher. “ “Checklists help me complete the steps in a task.”

“I learn best when you show me a picture or visual.”

11614 Seven Locks Road, Rockville, MD 20854 | Ivymount.org

What are the individual’s work preferences?

Include information about their preferences in different environments: • Quiet vs. noisy • Moving around vs. sitting •

Tasks that change vs. tasks

•

that stay the same Alone vs. with people

•

Indoor vs. outdoor.

“I work best when it is quiet. “ ‘I work best when my tasks stay the same.”

“I like to work around other people.”

“I like to work indoors.”

How can you tell that the individual needs a break? What helps them to ask for a break?

Include what an individual looks like when they need a break.

“I can say, ‘I need a break.’”

“When I need a break, I may ___.”

Include how the individual will ask for a break.

“Please remind me to ask for a break.”

“I will ___ when I need a break. “

What are the individual’s selfadvocacy strengths?

Are there any other

Include information about situations/contexts that the individual

“I am good at___ (e.g., letting someone know that I need to use

has strong self-advocacy skills.

the bathroom, asking for help when I am missing materials, asking for clarification for confusing directions).”

Custom strategies/supports:

Custom script:

strategies/information to share to support the individual’s successful self-advocacy?

The Tools to Help Me Learn Section Question:

Possible strategies/supports:

Possible Scripts:

11614 Seven Locks Road, Rockville, MD 20854 | Ivymount.org

Check Here to Include

What supports help the individual to remember information?

Include supports that help the individual remember information: • Setting alarms (include visual of language that should be used) •

Setting timers

•

Setting calendar reminders

•

Creating notes/lists

•

Reading a schedule (e.g., paper, high-tech, etc.).

“I can set alarms.”

“I can set timers.”

“I can add events to my calendar.”

“I can write reminders in notes on my phone.”

“I can make shopping lists.”

“I can use a schedule.”

What kinds of reminders help the individual to use their tools/strategies?

Include ways to remind the individual to use their strategies/supports.

“Remind me to use my strategies by saying, “___.”

“Point to my ___ (e.g., schedule, alarm, calendar).”

“Point to my ___ (e.g., phone, tablet).”

What helps the individual keep track of time?

Include strategies to support time management: • Using timer to complete routines •

Does the individual use a schedule?

Placing a marker on an analog clock to identify when the task needs to be initiated, when the task will end, and a check-in point.

“I use a timer to complete routines.”

“Help me keep track of time by ___.”

Provide the individual with a schedule.

“A schedule helps me ___.”

*Include a picture example of a schedule the individual can use

“I like to use a paper schedule.”

What type?

“I like to have a schedule on my phone.”

Do checklists help the individual

Use checklists for completing tasks in

complete tasks?

order, staying on task, and/or remembering each task.

“I can use checklists to ___.”

* Include a picture example of the type of checklist that the individual uses (text, text and pictures, pictures only, number of words per step, number of steps)

11614 Seven Locks Road, Rockville, MD 20854 | Ivymount.org

Does the individual use organizational tools?

Include organizational tools: • Color coding and highlighting folders and papers •

• •

“I use color-coded folders to find the papers I need for each class.”

“Remind me to put my supplies in

Using accordion folders

my pencil case.”

(place file folders in each pocket to make it easier to

“Tape a list of materials I need for

find needed papers) Using a pencil case to hold

each class to my binder.”

loose supplies

“Here is a picture of what my

Keeping textbooks in the

workspace should look like.”

classroom the individual has that class in to minimize the •

amount to carry Using a tote bag to carry belongings between classes

•

Taping a list of materials needed for a class on the front of a binder or folder.

Include ways to organize the individual’s space: •

•

•

•

Does the individual use a tool to navigate in the community?

Placing bright colored tape on the table to separate workspace vs. material space Including a picture of what the workspace should look like or where materials belong Using tape to outline where a certain material belongs (e.g., tape on floor to mark where the desk needs to stay) Using a luggage tag with image or text of what materials need to be packed attached to backpack.

Use map applications and tools: • Google maps • •

Does the individual benefit from support when navigating changes?

•

Changes in schedule/routine

•

Changes in procedures

Metro map Transportation schedule.

Prepare the individual for changes in schedule and circumstances.

“I can use navigation tools like ___ to show me how to get from one place to another. “

“When there is a change in schedule, please ___.”

“Please help me identify a Plan A and Plan B.”

11614 Seven Locks Road, Rockville, MD 20854 | Ivymount.org

Changes in circumstances (e.g., materials used, different group leader, different partner) Changes in expectations

Use a practiced strategy to help the individual process the change (i.e., identify a “Plan A” and a “Plan B”).

Does the individual benefit from support

Use a practiced strategy/support to

“I work best with a checklist to

with initiating tasks?

• Novel tasks

help the individual initiate: • Providing a checklist

follow.”

•

•

• •

Familiar tasks Moving from step to step within

• •

a task •

Preferred tasks

•

Non-preferred tasks

Providing a visual Gesturing to the next step on

“Point to my checklist to help remind me to go to the next

the checklist

step.”

•

Providing a verbal cue (e.g.,

•

“Time to start step 2.”)

Using scripts to guide the individual from step to step (i.e., “I finished step 1. I am ready for step 2”)

• What supports help the individual with

Use self-talk strategy.

planning/organization?

Use practiced strategy/support to help the individual develop a plan

“Please help me develop a plan for completing ___ (e.g.,

and follow-through with their plan.

project/assignment, job, report, task).”

What supports the individual with self-

Use practiced script or strategy to

“Please check my work when I

monitoring completion and/or quality of their work?

assess quality and completion.

have finished and let me know if I need to change/fix anything.”

Be explicit for expectations for task completion.

Are there any other

Custom strategies/support:

Custom script:

strategies/information to share to support the individual’s executive functioning?

11614 Seven Locks Road, Rockville, MD 20854 | Ivymount.org

This is Me Planning Guide-Example 1 Strategy Script

Text Entered into App

Audio Recorded into App

Picture/ Video Example Taken

Picture/ Video Example Inserted

Video or Picture Plan

Can I tell you about myself?

My name is ___. This story is about me. You can make comments and ask questions about the pages in my story.”

About Me I am detail-oriented and have an excellent memory.

I like talking about sports, movies, and hanging out with friends.

I am good at drawing and sports.

I want to work in a quiet environment.

I like when my job tasks are routine.

Talking to Me Speak slowly. Use 3-5 words when asking questions and giving directions.

Show me new tasks. Once I know how to do the task, I like to work independently.

Writing down words helps me understand.

Give me a checklist with up to 7 familiar words per step.

Talking Together I am very social and like to interact with others.

I like to use pictures and stories on my phone to talk about myself. Visuals help me share more detail.

If you are confused by what I am saying, let me know by saying, “I don’t understand.”

Speaking Up for Myself I am learning to ask, “Can you help me?”, “What does that mean?” or “Can you show me?” when I feel confused.

Thank you for listening. Do you have any questions for me?

11614 Seven Locks Road, Rockville, Maryland 20854 Tel 301-469-0223 Fax 301-469-0778 www.ivymount.org

This is Me Planning Guide- Example 2 Strategy Script

Text

Audio

Picture/

Picture/

Entered into

Recorded into App

Video Example

Video Example

Taken

Inserted

App

Video or Picture Plan

Can I tell you about myself?

My name is ___. This story is about me. You can make comments and ask me questions about the pages in my story.

About Me In my free time, I like to go antiquing, watch YouTube videos and movies.

I like talking about old technology, history and traveling to different countries.

Talking to Me Say my name to get my attention. Give me time to think.

Ask me to repeat your direction out loud to make sure I understand what to do.

Show me how to do a new job and give me time to practice.

Talking to You Sometimes I have trouble remembering the words I want to say. Help me practice what to say.

Visuals help me remember information. Please remind me to look back at my visuals if I forget.

Talking Together I’m learning to use strategies to gain people’s attention. I might need reminders to wait until the person is looking at me before I talk.

It’s okay to give me a signal if it isn’t a good time to talk.

Speaking Up for Myself Sometimes I will wait for you to ask me if I need help.

Remind me to say, “I need help.”

I wear glasses to help me see. Please use large text (size 18-20) when making visuals for me.

Tools to Help Me Learn Setting timers and alarms on my phone helps me remember.

Checklists with 6-8 words per step help me complete jobs.

Thank you for listening. Do you have any questions for me?

11614 Seven Locks Road, Rockville, Maryland 20854 Tel 301-469-0223 Fax 301-469-0778 www.ivymount.org

This is Me Planning Guide- Example 3 Strategy Script

Text Entered into App

Audio Recorded into App

Picture/ Video Example Taken

Picture/ Video Example Inserted

Video or Picture Plan

My name is ___. I am Autistic. This story is about how I talk and listen. Learning more about my strategies will help us communicate together.

About Me I am happy, easy-going, and clever. I like being independent and trying things on my own.

I am good at using technology.

I enjoy spending time with my family, going out in the community, and reading books.

Get to know me by watching my favorite videos with me.

Talking to Me Say my name to get my attention. I may briefly look at you or turn my body towards you.

Use 3 to 6 words when talking with me.

Use key words and gestures to help me understand directions.

Talking to You Show me new tasks.

I use words and phrases to request things I want and need, and to share information.

I clarify gestures by using words and phrases on my chat if you let me know you do not understand.

Speaking Up for Myself I can use my talker to self-advocate. I can ask for help when I need it.

Tools to Help Me Learn Tell me what I am doing well often.

It helps me to have a model of what my completed work should look like.

Thank you for listening. Do you have any questions for me?

11614 Seven Locks Road, Rockville, Maryland 20854 Tel 301-469-0223 Fax 301-469-0778 www.ivymount.org

This is Me Ba seline Skill Checklist Observe the individual share their TiME tool with a familiar or novel communication

partner. Note which skills are strengths and which skills may require additional support.

Skill

Alway s

Sometimes

Never

Does the individual open the application/camera roll to find TiME in

response to specific cues? (e.g., “Show me your TiME tool.”)

Does the individual open the application/camera roll to find TiME in response to general cues (e.g., “What strategies help you at work?”)

Does the individual open TiME once in the application?

Does the individual position themselves far enough/close enough to person they are sharing with?

Does the individual introduce TiME by selecting introduction page?

Does the individual navigate to the next page?

Does the individual wait for a few seconds (depending on picture or video) before moving to next page?

Does the individual move their device between themselves and listener or turn phone to show picture/video?

Does the individual replay a page if asked?

Does the individual navigate through entire TiME tool?

Does the individual stop sharing if person asks a follow-up question?

Does the individual accurately answer follow-up questions?

Does the student make comments about

TiME? Are their comments related to TiME?

Does the individual conclude the interaction in some way?

Does the individual name people/types of people they can share their TiME with?

Does the individual locate a targeted strategy page?

11614 Seven Locks Road, Rockville, MD 20854 | Ivymount.org

Notes

This is Me Sharing Tracker Name: Person

Date

How I Felt

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11614 Seven Locks Road, Rockville, MD 20854 | Ivymount.org

Something I Did Well