The Incredible 5 Point Scale

A Simple Strategy

February, 2011
 Main Points of This Afternoon's Talk
• People with ASD appear to learn most
effectively through predictable, visual systems

• The 5-Point Scale is a predictable visual system

• The scale can be used to teach difficult social

and emotional concepts as well as self
regulation and perspective taking.
A 5 is
too Loud!
 Check In (5=most excited)
5 I am really excited to be here! The Incredible 5
Point Scale rocks!
4 I am glad to be here. I am pretty sure I will learn
something.
3 I am here. I hope I learn something.
2 I am here. I am pretty sure this will be a waste of
time, but at least I’m getting paid, right?
1 5 point scale, my foot! Someone made me come,
but they can’t make me stay. I’m leaving at the
break.
The 5-Point Scale addresses
problems of social understanding
and emotional regulation
 Today’s Math Topic
5 - I am lost! I need a lot of help.

4 - Hard stuff. I get some of it. I will need help.

3 - So-so. I have to really think hard. A review before

the quiz would help.

2 - Hey, I get it! Don’t wait too long for the quiz, I
might forget.

1 - Easy! I could help somebody else.

 Autism Friendly Strategy

 Takes into consideration the perspective of

the student.

 Takes advantage of visual learning

strengths.

 Isn’t ‘just another behavior management’

program.
 Personal Speed Scale
OKAY NOT OKAY
Indy 500!
5 Running
Full speed
Running/
4 jogging

Fast walk/
3 skipping

Walking
2
Very slow
1 Snail

Where am I? Who am I with? What am I doing? What’s going on?

 Incredible 5 Point Scale
-Breaks down a concept / behavior into 5 concrete
levels, 1 - 5, often differentiated by intensity.

-There is mutual agreement to what each number

represents.

- Helps your student (& you) better understand

what is being asked.
 My Bus Ride Report
5 = Terrible because:_________________
Help me resolve this!

4 = Kind of bad because:_________________

I’m over it. I might need a bit of a break.

3 = Okay. I had a little issue:________________

I was able to work it out safely.

2 = Good ride! No problems I:____________

1 = Excellent ride because:_____________

I feel great!

To help me have a 1 - 2 - 3 bus ride, I could ______

 My Energy Level
5 Too Much Energy - Bonkers!
4 A lot of Energy -Excited

3 Average Energy - Awake

2 Calm Energy- Peaceful

1 No Energy - Drowsy
WHEN, WHERE, with WHOM would these energy levels
Be Okay and Not Okay?
 Typical Questions
• Is a 5 always bad? A 5 can be either good
or bad – it is usually the biggest illustration
of the concept.

• What age or cognitive level does a student

have to be? No rules. If you talk to your
child or student, you can use a scale or
some kind of visual system.
 Knowing When Things I Am Told To Do Really Need To Get Done
School Home Urgency Do it by:
5 now/hour in ___ minutes
Sit down, Brush teeth
Listen to speaker, when mom says
Turn in assignment
Take the dog
out
Excuse self
after burping

4
Resource materials Wash your hair By end of morning
End of afternoon,
Before bed

3 within #__ of d a y s
Peer proof read Clean your
assignment room

Turn in permission slip Mow the lawn

2 within #__wee k s
Turn in fund raiser Clean out
garage
Return library
books

1 Within #of months

Turn in final project Get job

____
Threatening words

Angry words

Hurtful words

Just fine words

Sweet words
 My Verbal Responses to Requests

5 - hurtful
4 - negative
3 - neutral
2 - constructive

1 - positive
From Who’s Perspective? How does tone of voice,
volume and facial expression impact opinion?
Use of road signs
to increase
Motivation and
clarity
 Look at your blank scale.
Think about the issue of Personal Distance
What is the worst infringement of Personal Distance - this is a
#5. Against the law.
What is the opposite end of that? This is a #1.
What kind of touch or closeness is OK in social situations? This
is a #2.
What kind of touch or closeness is OK only in certain situations?
This is a #3.
What kind of touch is not OK but not quite against the law? This
is a #4.

Compare your thoughts.

Understanding My Feelings

The student is part of the

process for problem solving
and self-awareness
Stress Interview
 Combining Rating Scales

Making Complaints, and the

Level of Support Needed
 COMPLAINTS
5 - The most serious. Physically threatened, hurt.

4 - Very serious. You are uncomfortable to be in this

situation. Emotionally difficult.

3 - Very irritating. Not dangerous, but could ‘fester’ if

not dealt with.

2 - A complaint but not too big of a deal.

1- Annoying. These are things that you might say, “no

biggie”, and go on with your schedule.
 COMPLAINT MANAGEMENT
Level of Assistance Required

5 - Parent, administrator, advocate/outside authority

4 - Parent and school advocates
3 - School advocate/ally to assist.

2 - A minute to vent to an ally/ regroup

1 - Self assistance /regroup/ breathe

Making a Social Decision

Where am I? (Who sees me?)

What am I doing?

Who am I with?
WHERE AM I?
5 - Unknown place any size, anywhere
4 - Known larger public space like mall,
park
3 - Known smaller public place like work,
school, favorite coffee shop
2 - Comfortable place/ good friend’s home
1- Most comfortable/safe place/my own
room
WHAT AM I DOING?

5 - Things that are against laws that hurt others, self and/or
property

4 - Things that might be illegal but aren’t dangerous to

others.

3 - Things I have to do. Necessary. (Work, self-care)

2 - Things I like to do (legal).

1- My most favorite (legal) things.

WHO AM I WITH?

5 – strangers (least familiar, least trusted)

4 – acquaintance
3 - ally/friend
2- Advocate/trusted person/trusted friend
1- self (most familiar, most trusted people)
 It is important to compare
perspectives of those involved.
 Perspective Taking

 Define the Rating Scale

 Your rating
 My rating
 Your Mom’s rating
 Your sister’s rating

Are they the same? More than 1 point apart?

When perspective ratings are more
than one number apart…
…What has to be done to promote
social harmony
-or-
at least prevent social discord?
 Social Behavior Scale
5 = Physically hurtful/ threatening
4 = Scary behavior
3 = Odd behavior
2 = Reasonable behavior
1 = Very informal social behavior
Involving your
student in the
process
 Using the Check in Scale at Camp
Before morning activity
Before relaxation at noon
Before evening activity

Initially just have campers check in to get used to the

routine
Staff check in too
Use numbers to describe what you are seeing in an
objective way.
5 = No question. Against the Law!
4 = Could be against the law if someone is afraid.
Will get you fired and people will be angry.
3 = Unexpected behavior. People don’t know what
to think
2 = OK – other people are feeling OK about you.
1 = Great! This might even make someone happy.
 Refer to your student card again

Create a scale that could address the

issue described on the card.

What is the problem?

How can you break down the problem to make

it easier to visualize and comprehend?
 Check Out
5 I am so glad I came! The 5 Point Scale really does
rock!

4 I am glad I came. I learned something I can use.

3 I came. It was okay.

2 I sure am glad I got paid to come.

1 5 point scale, my foot! I should have left at the break.