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A possible dating scale
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(.PDF format -22 Kb)
If you meet a girl and you are interested
in getting to know her better, you might want to
think about what level of this scale you are at
and what level she is at. There are many different
kinds of friendships. You might feel like a 5 and
she might only feel like a 3. If you are unsure
about how she feels, it is a good idea to just start
with #2 or #3.
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5
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I love you and want to be your boyfriend.
This is when you exchange phone numbers and
addresses.
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4
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I would like to date you and see what happens.
This is when you exchange phone numbers.
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3
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I am interested in e-mailing you from time
to time and see if it develops into dating.
Exchange e-mails.
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2
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I am interested in being friends but not
dating. Maybe exchange e-mails.
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1
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No interest in a relationship. Say goodbye.
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Petal's Control Scale
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(.PDF format -794 Kb)
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#
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How does this feel?
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What makes me feel this way?
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How can I tell?
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5
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I could lose control!
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When loud talking and laughing keep going.
School bells and the smell of fish.
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Too late!! I am screaming!
Emergency!! Stop talking. Close eyes. Deep
breaths.
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4
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This can really upset me
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When the boys all laugh at one time. When
I can't do my work. When I make a mistake.
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I start swearing out loud. I say mean things
to other people. I tear up my work.
Take a walk out of the room!
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3
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This can make me nervous
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When I hear the boys talking louder. When
the chairs or desks scrape on the floor. When
someone laughs out loud.
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I say shut up real quietly. I start staring
at the boys. My brain starts thinking about
the boys too much!
Take card to teacher
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2
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This sometimes bothers me
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The sound of rain on the roof. When I can't
have my turn right away. Walking on the power
walk.
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My stomach kind of hurts. I think things
aren't fair. I start repeating the TV Guide
schedule.
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1
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This never bothers me
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Doing my work. Reading teen magazines. Looking
at ads in the paper. Watching TV.
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My brain is relaxed. I am smiling. My mouth
is relaxed. I am happy.
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My Interaction Scale
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(.PDF format -25 Kb)
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Rating
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What does this look like?
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How does it make other people feel?
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What is a likely outcome?
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5
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Unwanted touching and kisses.
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Violated!
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This is not good. Staff will feel unsafe
working with you and other students will need
to report this behavior to an adult. This
is against the law for adults!
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4
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Following someone around and acting like
you want to kiss them
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Very uncomfortable, Unsafe.
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This can make other people afraid of you.
It is unlikely anyone would feel safe being
around you.
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3
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Blowing kisses to someone outside of your
family; staring at someone for long periods
of time.
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Uncomfortable and weird. This is confusing
to most people.
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People might not know if you are nice or
mean. They might decide to stay away from
you.
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2
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High 5's; saying good morning; smiling at
another person
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Good. These interactions make others feel
good about being with me.
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Making friends; favorite staff wanting to
work with you. People wanting to sit next
to you.
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1
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No interaction at all
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Others might think you don't like them.
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It would be hard to make friends this way.
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 Download
a printable .PDF file of 5-point scale business
cards
(14 Kb)
 Download
a printable .PDF file of Small Scales
(295 Kb)
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This is an example of a scale that could be used
with a person who either never asks for help or
asks for too much help.
My "Help" Scale
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(.PDF format -206 Kb)
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5
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Impossible to handle!
Not ready
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4
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Really hard for me.
I will need lots of help to work on this.
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3
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Hard for me.
I can try to work on this.
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2
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With a plan, I can do this on my own.
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1
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No sweat - easy as pie.
I can do this totally on my own!
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 Make
small laminated scales for staff or parents
to carry with them to prompt the person to remember
the scale lesson. You can hold up the small scale
and touch the number you think the person is at,
then slide your finger down the scale to the 2 or
1 level.
Kari and Mitzi
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Create a schedule piece using
the program Boardmaker (Mayer Johnson) indicating
that it is time for the person to rate themselves
on their anxiety scale. By scheduling times to "check
in", you can proactively teach the use of the
scale.
Lynette Schultz, White Bear Lake,
MN
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Danny's Self-Management Scale
Download
Word Format Document
- 36 KB
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The following are 3 examples of how a colleague
of ours, Tara Tuchel, from Hudson Wisconsin, has
used the scale with her students.
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The first scale includes a cartoon character
next to each number with a talking bubble that the
student can fill in with what he might be saying
when he is "at a 2". On this scale, the
student also fills in the right side by defining
the level of his worries.
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The next scale is a sweet example of how
Tara used the worksheet idea with a young student
with Asperger Syndrome.
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The third example is how Tara used the anxiety
curve with a student with Asperger Syndrome to illustrate
his anxiety. Tara started by talking to her student
about the curve and showing him how it worked. He
was very interested. She explained that they could
identify ways to help his body/anxiety level get
from a 3 or 4 back down to a 1. He said, "yeah,
it's like a road and I'm the car and you want me
to go in reverse sometimes". He said, "sometimes
I can just put myself in reverse and sometimes it
may be icy and I could just slide back to a 1..."
The roadway analogy helped to bring in the student's
interests and increase his motivation to use the
scale.
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