BLOG POSTS
The Incredible 5-Point Scale for Health Professionals
“Designing supports and accommodations is not beyond our capabilities as a society . . . first we have to learn to think more intelligently about people who think differently.”
--Steve Silberman (Neurotribes)
--Steve Silberman (Neurotribes)
The Incredible 5-Point Scale supports social understanding, emotional understanding and social communication. By definition, having autism involves having a difference of social cognition and it is important for health care professionals to understand the nature of social cognition, in order to effectively support a person with autism. Social cognitive skills involve one’s ability to understand social interactions, social language and social rules. These skills support a person’s ability to effectively manipulate their environment, to feel comfortable in new environments and to understand their own emotions. We need social cognitive skills to negotiate emotionally tricky situations, like being in the hospital or navigating a personal health problem.
Health professionals are clearly aware of the impact anxiety has on patients in their care. The industry incorporates a 10-point pain scale to support a patient’s ability to communicate his level of pain, acknowledging that emotional communication can be difficult when a person’s self-control is compromised. Hospitals are leading the way in developing programs utilizing mindfulness and canine therapies to assist patients who have anxiety associated with chronic pain or generalized fears. In much the same way, the 5-point scale can be used to lower stress by systematically illustrating hospital routines, expectations and environmental issues. Spectrum individuals can benefit from the use of a scale to recognize and manage their anxieties and fears.
The learning theory supporting the use of a scale proposes that the majority of people with autism learn most efficiently through the use of rule-governed systems, and seem to have the most difficulty when learning involves understanding emotional or social concepts. This theory, suggested by Dr. Simon Baron Cohen, suggests that an autistic person might be driven to create systems, to make confusing information easier to understand and predict. Examples of systems might include visual task lists, number scales, predictable routines, and schedules. These systems are rule based and easier for a person with autism to understand. This theory would explain why a person with autism might rely heavily on schedules and routines to keep their emotions in check.
The hospital environment and related clinics present new “systems” for almost everyone, and these new systems will probably cause a good degree of stress and anxiety. For a person with autism, the level of stress and anxiety can be overwhelming. When using the 5-point scale, a good place to start is to teach the person to recognize her feelings and her level of self -control. By using the scale, she can then effectively communicate her level of control to the provider. Due to the nature of a hospital or clinic visit, I would recommend this scale be used throughout the person’s day, to stay on top of the emotions and increase the chances that a calming strategy (such as deep breathing, mindfulness exercises, or listening to music) will be successful. When you design a scale, you are clearly defining for everyone what each number means; you are agreeing on which challenge or feeling relates to which number; and you can all begin to ‘talk in numbers’.
An example of this type of scale (below) is the classic anxiety scale. By using this scale to “check in” throughout the day or periodically throughout a procedure, you are helping the person to stay in touch with his feelings while keeping everyone else apprised as to his emotional level of control. A dental professional might use this scale with the pre-arranged agreement that they will “take a break” if the person rates herself at a 3. Stopping before peak anxiety or stress can help the patient maintain control of her own anxiety, and this routine can increase trust between the highly anxious patient and the dentist.
If a patient loses emotional control, she will most likely be embarrassed and upset. Health care professionals can use this scale to process what happened without using blaming language. For example, you might say, “I heard you got to a 5 today. I am so sorry. We will work on some strategies to help everyone do better next time. By using this approach, you are acknowledging that the loss of control was most likely not fun for anyone and that everyone can work together to change outcomes.
Health professionals are clearly aware of the impact anxiety has on patients in their care. The industry incorporates a 10-point pain scale to support a patient’s ability to communicate his level of pain, acknowledging that emotional communication can be difficult when a person’s self-control is compromised. Hospitals are leading the way in developing programs utilizing mindfulness and canine therapies to assist patients who have anxiety associated with chronic pain or generalized fears. In much the same way, the 5-point scale can be used to lower stress by systematically illustrating hospital routines, expectations and environmental issues. Spectrum individuals can benefit from the use of a scale to recognize and manage their anxieties and fears.
The learning theory supporting the use of a scale proposes that the majority of people with autism learn most efficiently through the use of rule-governed systems, and seem to have the most difficulty when learning involves understanding emotional or social concepts. This theory, suggested by Dr. Simon Baron Cohen, suggests that an autistic person might be driven to create systems, to make confusing information easier to understand and predict. Examples of systems might include visual task lists, number scales, predictable routines, and schedules. These systems are rule based and easier for a person with autism to understand. This theory would explain why a person with autism might rely heavily on schedules and routines to keep their emotions in check.
The hospital environment and related clinics present new “systems” for almost everyone, and these new systems will probably cause a good degree of stress and anxiety. For a person with autism, the level of stress and anxiety can be overwhelming. When using the 5-point scale, a good place to start is to teach the person to recognize her feelings and her level of self -control. By using the scale, she can then effectively communicate her level of control to the provider. Due to the nature of a hospital or clinic visit, I would recommend this scale be used throughout the person’s day, to stay on top of the emotions and increase the chances that a calming strategy (such as deep breathing, mindfulness exercises, or listening to music) will be successful. When you design a scale, you are clearly defining for everyone what each number means; you are agreeing on which challenge or feeling relates to which number; and you can all begin to ‘talk in numbers’.
An example of this type of scale (below) is the classic anxiety scale. By using this scale to “check in” throughout the day or periodically throughout a procedure, you are helping the person to stay in touch with his feelings while keeping everyone else apprised as to his emotional level of control. A dental professional might use this scale with the pre-arranged agreement that they will “take a break” if the person rates herself at a 3. Stopping before peak anxiety or stress can help the patient maintain control of her own anxiety, and this routine can increase trust between the highly anxious patient and the dentist.
If a patient loses emotional control, she will most likely be embarrassed and upset. Health care professionals can use this scale to process what happened without using blaming language. For example, you might say, “I heard you got to a 5 today. I am so sorry. We will work on some strategies to help everyone do better next time. By using this approach, you are acknowledging that the loss of control was most likely not fun for anyone and that everyone can work together to change outcomes.
Asking an autistic person to rate their pain using the traditional 10-point pain scale might be too confusing, especially for a child with autism. Without clear ideas about what each number means, individuals can easily become overwhelmed. Using a 5-point scale can simplify the 10-point system, while adding specific details to each number value. A generic pain scale might look like this:
A biologist once said that “under stress the brain favors rigid habit memory over more flexible cognitive memory” (Margaret Schmidt). This is a great point to remember when working with patients with autism and it implies that the scale might increase its’ worthiness with each use. If you use a scale with a patient once, it is a good idea to keep that scale in the patient’s file so that its’ use can be become predictable and reassuring during follow up visits.
Resources:
Baron-Cohen, Simon and Golan, Ofer. 2014. Systemizing Emotions: Teaching people on the autism spectrum to recognize emotions using interactive multimedia. Chapter in Learners on the Autism Spectrum. edited by Kari Dunn Buron and Pamela Wolfberg. 5 Point Scale Publishing.
Buron, K.D. & Curtis, M. 2021; 2012; 2003. The Incredible 5-Point Scale. 5 Point Scale Publishing. www.5pointscale.com
Buron, K.D. & Curtis, M. 2021; 2012; 2003. The Incredible 5-Point Scale. 5 Point Scale Publishing. www.5pointscale.com
Introducing The Incredible 5-Point Scale
| Intro to the Scale.pptx |
I have been asked by several teachers to post some ideas for introducing the 5 point scale to other teachers in their schools, and other educators on their teams.
The most important point to make when introducing the scale is that it is a teaching approach to social and emotional skill delays. It is not a behavior management system nor a “level” system. The scale is based on the premise that children and adolescents who “mis-behave” do so because they lack the social/emotional information and/or skills needed to handle difficult or frustrating social interactions in a better way.
The 5-point scale is based on Simon Baron Cohen’s learning theory of Hyper-systemized learning preference (suggesting that most autistic individuals have stronger skills in the use and understanding of systems versus learning through social/emotional language). Teachers and parents typically use social/emotional language, embedded with social and emotional concepts, to teach social behavior. The idea of the scale is to support such learning with a visual, concrete, numerical system.
The scale should feel good. Avoid “good and bad” and “right and wrong” language whenever possible. Focus on little and big emotions and situations.
I am attaching a few slides you can use to introduce the scale. I recommend you embed at least one scale and example of its’ use into this presentation.
The most important point to make when introducing the scale is that it is a teaching approach to social and emotional skill delays. It is not a behavior management system nor a “level” system. The scale is based on the premise that children and adolescents who “mis-behave” do so because they lack the social/emotional information and/or skills needed to handle difficult or frustrating social interactions in a better way.
The 5-point scale is based on Simon Baron Cohen’s learning theory of Hyper-systemized learning preference (suggesting that most autistic individuals have stronger skills in the use and understanding of systems versus learning through social/emotional language). Teachers and parents typically use social/emotional language, embedded with social and emotional concepts, to teach social behavior. The idea of the scale is to support such learning with a visual, concrete, numerical system.
The scale should feel good. Avoid “good and bad” and “right and wrong” language whenever possible. Focus on little and big emotions and situations.
I am attaching a few slides you can use to introduce the scale. I recommend you embed at least one scale and example of its’ use into this presentation.
5 Tips for Teaching Flexible Thinking in Unpredictable Times
| Teaching Flexible Thinking.docx |
Children with autism are often frustrated with changes in their daily schedule, let alone when there are so many confusing and scary things happening in the world. Parents might find themselves responding to the behavioral outcome of the stress and anxiety involved with this “inflexible thinking”, rather than teaching flexible thinking in a systematic way. If you can think about this as a cognitive issue, rather than a “behavioral” issue, you might be able to teach some valuable coping strategies during this difficult time.
The first step in teaching this skill is to realize that your child might not understand why the world works the way it does; why people make the decisions they do; or why routines have been so drastically disrupted. Your child might depend on some sense of predictability in order to be relaxed, and unexpected change might cause him significant stress. An immediate goal would be to add visual and systematic order to your days of quarantine.
The first step in teaching this skill is to realize that your child might not understand why the world works the way it does; why people make the decisions they do; or why routines have been so drastically disrupted. Your child might depend on some sense of predictability in order to be relaxed, and unexpected change might cause him significant stress. An immediate goal would be to add visual and systematic order to your days of quarantine.
Rethinking Your Thinks
| Rethinking Your Thinks.docx |
When you are at home and your child just doesn’t seem to listen to a word you say or actually seems to do the opposite of what you want, resist thinking about this situation as “oppositional”.
A Quick Tip for Perseverative Questioning
| A Quick Tip For Perseverative Questioning.docx |
In times of crisis, the big worries can get even bigger. The unknowns can become almost unbearable, let alone for a child who is still trying to figure out the basics of why people do what they do, or why they make the decisions they make. Most of you will agree that we are living in a very surreal and scary time. Assume this is going to weigh heavy on your child.
BIBLIOTHERAPY
AVAILABLE FOR PURCHASE NOW
Adalyn's Clare has been re-released! The story of Adalyn and her therapy dog Clare has been launched again under a new publisher, me! I am so excited and hope you will all get excited with me. You can order it in email or paperback on Amazon.
I thought I would share a review from our previous launch, written by Jennifer Twachtman-Bassett in the Autism Spectrum Quarterly!
I thought I would share a review from our previous launch, written by Jennifer Twachtman-Bassett in the Autism Spectrum Quarterly!
REVIEW
In the “no man’s land” that is the tween and pre-tween years, it can be difficult to find appropriate children’s literature, in general, let alone a book that teaches tolerance, compassion, and kindness through a story that is appealing to that age group. Adalyn’s Clare achieves this goal in a skillful and sensitive way. It is a book that will not only appeal to children in its third-sixth grade target range, but also impart lifelong lessons along the way.
It is no wonder that this lovely story achieves its ambitious goal, for it is written by someone who understands the “territory” – that is children with differences, special interests, and anxieties. Skilled teacher and award-winning author, Kari Dunn Buron, has created a “match made in heaven” with her lead characters – a very smart but highly anxious young girl and
her sweet-natured, wise-beyond-her-mere-three-months canine companion with a very special “friendship mission”.
Adalyn’s Clare is the story of a fourth grader named Adalyn who presents with many of the characteristics autism and other conditions associated with social anxiety, although no specific diagnosis is given. Clare is Adalyn’s therapy dog, brought in to help her make friends with her peers. The book alternates between the perspectives of Adalyn and Clare, and adeptly explains why each character thinks and behaves the way she does, as well as demonstrates why it is important to learn about and appreciate others’ perspectives.
Adalyn is presented in a straightforward and honest manner, as a girl who is trying to behave as expected while coping with her “worries”, but also as one who makes mistakes – sometimes big ones. Clare is a puppy who is learning as well. So, she seeks help from some endearing animals in the science room, who advise her to try to find Adalyn a “pack” of other kids like her that she can relate to. Notably, finding a small group of peers that share interests similar to Adalyn’s is not all that difficult, demonstrating one of the author’s premises that Adalyn, while different from her peers, share more commonalities with them than differences.
In its short 114 pages, Adalyn’s Clare manages to address almost every common issue that challenges those on the autism spectrum (as well as many other children in general) – tolerating social and behavioral differences; bullying; maintaining self-control; the balance between independence and seeking help; and even how to handle verbal threats in the age of “zero tolerance”. The book even reveals the contrast between insightful and insensitive teachers for the purpose of emphasizing the importance of sensitivity in both adults and students. By so doing the author skillfully and nonjudgmentally underscores the importance of opening oneself up to new knowledge, becoming more compassionate, and admitting one’s mistakes.
With the tremendous emphasis on inclusion in recent years, the challenges that Adalyn faces are becoming more and more common in regular education classrooms today, creating a need for resources that can help to increase sensitivity to and understanding of children with differences. Adalyn’s Clare is an ideal resource for this purpose. Indeed, it would be an excellent read-aloud book in classrooms where teachers could guide the discussion of issues raised in the book while helping children to discover the book’s valuable lessons. The absence of a diagnostic label for Adalyn adds to the widespread appeal of this book, as any child who is a little different from his or her peers will easily be able to relate to Adalyn. I plan to make Adalyn’ Clare required reading for my third and fifth graders – and I would highly recommend it for yours!
Jennifer Twachtman-Bassett, M.S., CCC-SLP
www.ASQuarterly.com
It is no wonder that this lovely story achieves its ambitious goal, for it is written by someone who understands the “territory” – that is children with differences, special interests, and anxieties. Skilled teacher and award-winning author, Kari Dunn Buron, has created a “match made in heaven” with her lead characters – a very smart but highly anxious young girl and
her sweet-natured, wise-beyond-her-mere-three-months canine companion with a very special “friendship mission”.
Adalyn’s Clare is the story of a fourth grader named Adalyn who presents with many of the characteristics autism and other conditions associated with social anxiety, although no specific diagnosis is given. Clare is Adalyn’s therapy dog, brought in to help her make friends with her peers. The book alternates between the perspectives of Adalyn and Clare, and adeptly explains why each character thinks and behaves the way she does, as well as demonstrates why it is important to learn about and appreciate others’ perspectives.
Adalyn is presented in a straightforward and honest manner, as a girl who is trying to behave as expected while coping with her “worries”, but also as one who makes mistakes – sometimes big ones. Clare is a puppy who is learning as well. So, she seeks help from some endearing animals in the science room, who advise her to try to find Adalyn a “pack” of other kids like her that she can relate to. Notably, finding a small group of peers that share interests similar to Adalyn’s is not all that difficult, demonstrating one of the author’s premises that Adalyn, while different from her peers, share more commonalities with them than differences.
In its short 114 pages, Adalyn’s Clare manages to address almost every common issue that challenges those on the autism spectrum (as well as many other children in general) – tolerating social and behavioral differences; bullying; maintaining self-control; the balance between independence and seeking help; and even how to handle verbal threats in the age of “zero tolerance”. The book even reveals the contrast between insightful and insensitive teachers for the purpose of emphasizing the importance of sensitivity in both adults and students. By so doing the author skillfully and nonjudgmentally underscores the importance of opening oneself up to new knowledge, becoming more compassionate, and admitting one’s mistakes.
With the tremendous emphasis on inclusion in recent years, the challenges that Adalyn faces are becoming more and more common in regular education classrooms today, creating a need for resources that can help to increase sensitivity to and understanding of children with differences. Adalyn’s Clare is an ideal resource for this purpose. Indeed, it would be an excellent read-aloud book in classrooms where teachers could guide the discussion of issues raised in the book while helping children to discover the book’s valuable lessons. The absence of a diagnostic label for Adalyn adds to the widespread appeal of this book, as any child who is a little different from his or her peers will easily be able to relate to Adalyn. I plan to make Adalyn’ Clare required reading for my third and fifth graders – and I would highly recommend it for yours!
Jennifer Twachtman-Bassett, M.S., CCC-SLP
www.ASQuarterly.com
Teacher Support
| Adalyn's Clare Teacher Support Document |
Adalyn's Clare Q&A
An Interview with Kari Dunn Buron
Wendy French (5th grade Classroom Teacher): Adalyn is a unique character and she’s easy to relate to. How did you create her character?
Kari: Adalyn is loosely based on four different girls I have worked with over the years at Camp Discovery, a camp sponsored by The Autism Society of Minnesota and designed for youth with Asperger Syndrome. All four girls had great difficulty finding friends in school; were exceptionally bright academically; and all had problems in school due to social anxiety and emotional regulation. I feel strongly that children with anxiety issues can benefit from relaxation skills, and so I made that the foundation of Adalyn’s special support program. I also felt that the girls would benefit from opportunities to have mutually valuing experiences with their peers, and so I created the science club for Adalyn. The science club was by nature a social event, but one that allowed Adalyn to shine in her peers’ eyes.
Wendy: What is your favorite excerpt from the book?
Kari: I love the exchange between Adalyn and Henry when they first meet in the science room:
Suddenly, Adalyn turned and looked at Clare and Henry.
“Do you know Clare?” she asked Henry.
“Do you know which is the highest fresh water lake in the world?” Henry replied, immediately realizing it was the lamest thing he had ever said in his whole entire life.
But Adalyn didn’t seem to mind, and went straight on to say, “That would be Lake Titicaca, located in South America, on the border between Bolivia and Peru.”
There was a brief moment of silence as Henry and Adalyn both realized they had almost had a conversation. Then there was another moment, when they both realized that Adalyn had just said the word “Titicaca” out loud.
Henry started to giggle, and then Adalyn giggled too. Finally, Mr. Spencer could not help himself and started to laugh. Soon all three were laughing. They laughed, and laughed, and laughed.
Wendy: What is it you like about that excerpt?
Kari: I think that exchange between the Adalyn and Henry not only highlights Adalyn’s social awkwardness, but also highlights her strength in science and her appealing ability to find silliness in herself. Children who do not experience social anxiety will hopefully feel empathy for Adalyn and truly like her based on these three characteristics.
Wendy: What lessons can children learn from the book?
Kari: Explosive behavior is scary for everyone, but particularly for an elementary aged student who might observe another student losing control but not understand why anyone would act in such a way. I am hopeful that this story can, in a playful way, help to explain social anxiety as well as explosive or difficult behavior. Adalyn’s problems are not just “bad behavior”, and I hope the story illustrates that in a way that children can appreciate. Adalyn also has a program that might not be obvious to everyone else in the school. Mrs. Kelly is working as hard on teaching her relaxation as Mrs. Thomas is to teach her reading or math. Relaxation is a very important part of Adalyn’s school plan.
I also hope that children can appreciate and respect Adalyn’s difference. I hope this story can be used as a part of an anti-bullying campaign to jump-start a discussion about the painful side effects of bullying. The story could also prompt discussion about Adalyn’s unique nature, and how fun it would be to have someone like her as a friend.
Wendy: Can you tell us about the real Clare?
Kari: I had been exploring the idea of canine therapy for a year before my husband gave me a little yellow Labrador puppy for my birthday. I worked with my school administration at the time and arranged to bring Clare into school from the time she was 3 months old. She had an impact immediately. Very socially aloof students began to flock around me to investigate the new puppy. Highly volatile students appeared more relaxed, and un-motivated students seemed to be motivated by the opportunity to be with Clare.
At this same time, an organization called Can-do-Canines (formerly known as Hearing and Service Dogs of Minnesota) requested training in autism. As an Autism Education Specialist, I was able to offer them training and in return they officially trained Clare and me as a “Facility-specific Service Dog Team”. For two years we spent an average of 6 hours a week working with the students in school, and for 5 years she worked with me at Camp Discovery/Courage North. I wrote an article about this experience for the Autism Asperger Digest that can be found on my website (www.5pointscale.com).
Clare had amazing insight and gentleness. She seemed to know when someone was having a bad day, and she gave that person her attention. One game she learned at camp was a “sharing game”. Two campers would be throwing the tennis ball for her to retrieve, and she would bring the ball back to first one kid and then the other. She seemed to instinctively know how to share! Other than basic obedience, most of Clare’s skills were those she just came by naturally. I found a poem online titled “If a Dog Were Your Teacher” about the stuff you would learn if a dog was your teacher (author was unknown) and one line was: “When someone is having a bad day, be silent, sit close by and nuzzle them gently." This was always Clare’s mantra, and a skill I gave her fictional character as well.
Wendy: She certainly was an amazing animal. I was so sorry to learn that Clare passed away.
Kari: Thank you. Clare lived a good long life, and she died at our Nova Scotia home in 2018. She is buried there near the Bear River with a garden of lavender covering her grave. I think of her every day.
Wendy: She was very special. Overall, how do service animals help children with special needs?
Kari: Both service dogs and therapy dogs have been used to support children with special needs. A properly trained dog can discourage kids from running when frightened. Dogs provide companionship and encourage children to be more independent and social. Dogs also increase social acknowledgment by other children. Changes in the mood and behaviors of children who have service dogs have been reported. These changes include such things as decreased social anxiety, increased calmness, a reduction in the number of “meltdowns”, and defused anger. The presence of a service dog signals to the public that the child has some validated challenges and is not just misbehaving.
I would stress to everyone that making a decision to use a service or therapy dog is very serious. This is not an intervention that can go unmonitored or that can be dismissed if everyone involved does not see the benefits expected. This is a commitment to the service dog industry and to the dog herself. Even highly trained service dogs require ongoing practice and sometimes re-training.
Wendy: Are you working on any new projects?
Kari: I have recently regained control of my academic books that are now in need of updating, so that project will take up much of my time in the immediate future.
I am re-writing Adalyn’s Clare as a screenplay. During the pandemic I took an online screenwriting tutorial and the script is now in its’ 3rd draft.
Wendy French (5th grade Classroom Teacher): Adalyn is a unique character and she’s easy to relate to. How did you create her character?
Kari: Adalyn is loosely based on four different girls I have worked with over the years at Camp Discovery, a camp sponsored by The Autism Society of Minnesota and designed for youth with Asperger Syndrome. All four girls had great difficulty finding friends in school; were exceptionally bright academically; and all had problems in school due to social anxiety and emotional regulation. I feel strongly that children with anxiety issues can benefit from relaxation skills, and so I made that the foundation of Adalyn’s special support program. I also felt that the girls would benefit from opportunities to have mutually valuing experiences with their peers, and so I created the science club for Adalyn. The science club was by nature a social event, but one that allowed Adalyn to shine in her peers’ eyes.
Wendy: What is your favorite excerpt from the book?
Kari: I love the exchange between Adalyn and Henry when they first meet in the science room:
Suddenly, Adalyn turned and looked at Clare and Henry.
“Do you know Clare?” she asked Henry.
“Do you know which is the highest fresh water lake in the world?” Henry replied, immediately realizing it was the lamest thing he had ever said in his whole entire life.
But Adalyn didn’t seem to mind, and went straight on to say, “That would be Lake Titicaca, located in South America, on the border between Bolivia and Peru.”
There was a brief moment of silence as Henry and Adalyn both realized they had almost had a conversation. Then there was another moment, when they both realized that Adalyn had just said the word “Titicaca” out loud.
Henry started to giggle, and then Adalyn giggled too. Finally, Mr. Spencer could not help himself and started to laugh. Soon all three were laughing. They laughed, and laughed, and laughed.
Wendy: What is it you like about that excerpt?
Kari: I think that exchange between the Adalyn and Henry not only highlights Adalyn’s social awkwardness, but also highlights her strength in science and her appealing ability to find silliness in herself. Children who do not experience social anxiety will hopefully feel empathy for Adalyn and truly like her based on these three characteristics.
Wendy: What lessons can children learn from the book?
Kari: Explosive behavior is scary for everyone, but particularly for an elementary aged student who might observe another student losing control but not understand why anyone would act in such a way. I am hopeful that this story can, in a playful way, help to explain social anxiety as well as explosive or difficult behavior. Adalyn’s problems are not just “bad behavior”, and I hope the story illustrates that in a way that children can appreciate. Adalyn also has a program that might not be obvious to everyone else in the school. Mrs. Kelly is working as hard on teaching her relaxation as Mrs. Thomas is to teach her reading or math. Relaxation is a very important part of Adalyn’s school plan.
I also hope that children can appreciate and respect Adalyn’s difference. I hope this story can be used as a part of an anti-bullying campaign to jump-start a discussion about the painful side effects of bullying. The story could also prompt discussion about Adalyn’s unique nature, and how fun it would be to have someone like her as a friend.
Wendy: Can you tell us about the real Clare?
Kari: I had been exploring the idea of canine therapy for a year before my husband gave me a little yellow Labrador puppy for my birthday. I worked with my school administration at the time and arranged to bring Clare into school from the time she was 3 months old. She had an impact immediately. Very socially aloof students began to flock around me to investigate the new puppy. Highly volatile students appeared more relaxed, and un-motivated students seemed to be motivated by the opportunity to be with Clare.
At this same time, an organization called Can-do-Canines (formerly known as Hearing and Service Dogs of Minnesota) requested training in autism. As an Autism Education Specialist, I was able to offer them training and in return they officially trained Clare and me as a “Facility-specific Service Dog Team”. For two years we spent an average of 6 hours a week working with the students in school, and for 5 years she worked with me at Camp Discovery/Courage North. I wrote an article about this experience for the Autism Asperger Digest that can be found on my website (www.5pointscale.com).
Clare had amazing insight and gentleness. She seemed to know when someone was having a bad day, and she gave that person her attention. One game she learned at camp was a “sharing game”. Two campers would be throwing the tennis ball for her to retrieve, and she would bring the ball back to first one kid and then the other. She seemed to instinctively know how to share! Other than basic obedience, most of Clare’s skills were those she just came by naturally. I found a poem online titled “If a Dog Were Your Teacher” about the stuff you would learn if a dog was your teacher (author was unknown) and one line was: “When someone is having a bad day, be silent, sit close by and nuzzle them gently." This was always Clare’s mantra, and a skill I gave her fictional character as well.
Wendy: She certainly was an amazing animal. I was so sorry to learn that Clare passed away.
Kari: Thank you. Clare lived a good long life, and she died at our Nova Scotia home in 2018. She is buried there near the Bear River with a garden of lavender covering her grave. I think of her every day.
Wendy: She was very special. Overall, how do service animals help children with special needs?
Kari: Both service dogs and therapy dogs have been used to support children with special needs. A properly trained dog can discourage kids from running when frightened. Dogs provide companionship and encourage children to be more independent and social. Dogs also increase social acknowledgment by other children. Changes in the mood and behaviors of children who have service dogs have been reported. These changes include such things as decreased social anxiety, increased calmness, a reduction in the number of “meltdowns”, and defused anger. The presence of a service dog signals to the public that the child has some validated challenges and is not just misbehaving.
I would stress to everyone that making a decision to use a service or therapy dog is very serious. This is not an intervention that can go unmonitored or that can be dismissed if everyone involved does not see the benefits expected. This is a commitment to the service dog industry and to the dog herself. Even highly trained service dogs require ongoing practice and sometimes re-training.
Wendy: Are you working on any new projects?
Kari: I have recently regained control of my academic books that are now in need of updating, so that project will take up much of my time in the immediate future.
I am re-writing Adalyn’s Clare as a screenplay. During the pandemic I took an online screenwriting tutorial and the script is now in its’ 3rd draft.