- Supporting Students with Asperger's Syndrome Who Present Behavioral Challenges
- A Brief Explanation of Discrete Trial Training
- Applied Behavior Analysis: A Focus on Outcomes
- A Challenge to Reframe our Thinking About Behavior
- Concerning Consequences: What Do I Do When...?
- Consequences, Behavior, and My Birds
- Don't Forget About Self Management
- Ever Had a Crisis Kind of Day?
- Movement Difference: A Closer Look at the Possibilities
- Movement Differences Among Some People with Autism: an Impetus to Re-Examine Behavioral Issues
- Observing Behavior Using A-B-C Data
- Positive Behavior Supports Creating Meaningful Life Options for People with ASD
- Ten Steps Towards Supporting Appropriate Behavior
- The Challenge of Combining Competing Input in the Classroom
- "Your Attitude Just Might Be My Biggest Barrier"
- Applied Behavior Analysis: The Role of Task Analysis and Chaining
- Tips for Choosing a Provider for Applied Behavior Analysis (ABA)
- What to Consider When Looking for a Qualified ABA Provider
- Assessment Day: Questions About the Communication Development of Your Young Child with an Autism Spectrum Disorder
- “If They Could Only Tell Me What They Are Thinking.” The Need for Augmentative Communication for Individuals with Autism Spectrum Disorders
- Aiding Comprehension of Individuals with Autism Spectrum Disorders During One-on-One Interactions
- Can Social Pragmatic Skills Be Tested?
- Comprehension of the Message: Important Considerations for Following Directions
- First Steps and the Journey to a Diagnosis of ASD for a Child under Three
- Functional Categories of Delayed Echolalia
- Functional Categories of Immediate Echolalia
- Initial Guidelines for Developing a Communication Intervention Plan for Individuals with Autism Spectrum Disorders and Significant Limitations in Communication Ability
- Long and Short Term Strategies for Reducing Specific Repetitive Questions
- Successfully Using PECS with Children with ASD
- Meeting the Challenge of Social Pragmatics with Students on the Autism Spectrum
- Opportunity to Communicate: A Crucial Aspect of Fostering Communication Development
- Reading with Your School-Age Child: Building Vocabulary One Word at a Time
- Social Communication and Language Characteristics Associated with High Functioning, Verbal Children and Adults with ASD
- The 21st Century Speech Language Pathologist and Integrated Services in Classrooms
- The High Functioning Person with an Autism Spectrum Disorder: A "Tourist" in His Native Country
- The Role of the School Speech Language Pathologist and the Student with Autism
- Using a Visual Support to Enhance WH Question
- Visual Resources for Enhancing Communication for Persons with Autism Spectrum Disorders and Other Disabilities
- Visual Schedules and Choice Boards: Avoid Misinterpretation of their Primary Functions
- Visual Supports: Sources for Symbols for Receptive and Expressive Communication
- What is the Picture Exchange Communication System or PECS?
- Articles - Communication
- Articles - Communication
- Articles - Communication
- Articles - Communication
- Articles - Communication
- Articles - Communication
- Articles - Communication
- PICO - A Decision Making Tool For Selecting Apps
- Helping Your Child to Develop Communication Skills
- Evidence-Based Practices for Effective Communication and Social Intervention
- Important Predictors
- The Use of Technology in Treatment of Autism Spectrum Disorders
- Collaborative Teaming
- Educational Programming
- Academic Supports for College Students with an Autism Spectrum Disorder
- Advice from Adults with Autism Spectrum Disorder to Teachers Regarding Literacy Instruction
- Advice for Peer Tutors
- Applying the Ziggurat and CAPS Model in Your School District
- Aspects of Support for Learning
- A Young Adult's Guide to Deep Breathing as a Relaxation Technique: A Personalized Fact Sheet
- Can Schedule Usage Training Include Elements of Literacy Instruction?
- Clean Up Your Act! Creating an Organized Classroom Environment for Students on the Spectrum.
- Change is Good! Supporting Students on the Autism Spectrum when Introducing Novelty
- Classroom Choreography: The Art of Scheduling Staff and Students
- Complexities of Instructional Support
- Creating a Circle of Support
- Critical Features of Early Intervention: Merging Best Practices
- Developing Long Term Relationships Between School and Parents
- Early Intervention for Young Children on the Autism spectrum: Parent’s Perspective
- Educating Students with Autism: Are There Differences in Placement?
- Establishing Long Term Goals: What Are We Hoping to Achieve
- For General Education Teachers: Helpful Questions to Ask About Students with ASD
- Get Engaged: Designing Instructional Activities to Help Students Stay On-Task
- "Ham It Up and Get It Cookin!!" Thoughts From Dr. Greenspan
- Home-School Communication
- "I Can Do It Myself!" Using Work Systems to Build Independence in Students with Autism Spectrum Disorders
- “I Wake Up for MY Dream!” Personal Futures Planning Circles of Support, MAPS and PATH
- Life After High School...So Now What
- Literacy Resources
- Lovaas Revisited: Should We Have Ever Left?
- Making the Most of Morning Meeting
- Motivating Students Who Have Autism Spectrum Disorders
- Moving from Preschool to Kindergarten: Planning for a Successful Transition and New Relationships
- Peer Support Programs
- Promoting the Educational Success of Students with Autism: The Role of the Parent-Staff Relationship
- Planning for Successful Transitions Across Grade Levels
- Practical Steps to Writing Individualized Education Program (IEP) Goals: And Writing Them Well
- Practical Recommendations for Utilizing a Range of Instructional Approaches in General Education Settings
- Recognizing Different Types of Readers with ASD
- Reframing Our Thinking and Getting to Know the Child
- Restricted Repertoires in Autism and What We Can Do About It
- School Cultures that Support Students Across the Autism Spectrum
- Service Learning: Something to Think About
- Supporting Staff Using Coaching Model
- Supporting Students with Asperger's Syndrome
- Teaching Students Who Are Low-Functioning: Who Are They and What Should We Teach?
- Theory of Mind in Autism: Development, Implications, and Intervention
- There is No Place Called Inclusion
- The Road to Post-Secondary Education: Questions to Consider
- Tips for Teaching High-Functioning People with Autism
- Tips to Consider When Including a Student with ASD in Art, Music, or Physical Education
- Transition: Preparing for a Lifetime
- Transition to Middle School
- Transition Time: Helping Individuals on the Autism Spectrum Move Successfully from One Activity to Another
- Understanding the Design and Power of a Personal Schedule
- Using Visual Schedules: A Guide for Parents
- Who Are We Working for Anyway? Avoiding Personal Agendas at Meetings to Better Support Individuals Across the Autism Spectrum
- Structured Teaching Strategies: A Series
- Growing Up Together
- How to Open A Combination Lock/Locker
- Supporting Youth with Autism Spectrum Disorders Through Postsecondary Transition
- Curriculum Materials and Programs for Individuals on the Autism Spectrum
- Implementation and Effectiveness of Using Video Self-Modeling with Students with ASD
- Video Self-Modeling How To and Examples
- Advocates: Qualities to Look for and Choosing the Correct One for YOU
- Considering an Overnight Camp Program for your Child on the Autism Spectrum?
- Finding or Starting a Support Group
- Making the Most of the Holidays for Your Family and Your Son/Daughter on the Autism Spectrum
- Selected Bibliography for Families of People within the Autism Spectrum
- Selected National Resources for Information on Autism Spectrum Disorders
- Selected Resources for Understanding and Supporting Siblings
- Setting the Stage for Parent-Professional Collaboration
- Siblings Perspectives: Some Guidelines for Parents
- What About the Dads?
- When Your Child is Diagnosed with an Autism Spectrum Disorder
- What to Do If You Suspect Your Son/Daughter Might Have an Autism Spectrum Disorder
- For Parents: Preparing for the School Year
- Self Help/Medical
- Teaching a Young Man to Shave
- An Introduction to Possible Biomedical Causes and Treatments for Autism Spectrum Disorders
- The "M" Word
- Mealtime and Children on the Autism Spectrum: Beyond Picky, Fussy, and Fads
- Good Night, Sleep Tight, and Don’t Let the Bed Bugs Bite:
- Taking Your Son/Daughter with an Autism Spectrum Disorder to the Dentist
- Teaching a Young Woman to Shave
- Anxiety and Panic Struggles
- Anxiety and Autism Spectrum Disorders
- Having THE Talk with Your Child with ASD
- General Information
- Assessment Processes for Autism Spectrum Disorders: Purpose and Procedures
- Autism Awareness Month: Facts and Tips for Working with Individuals on the Autism Spectrum
- Diagnostic Criteria for Autism Spectrum Disorder
- Diagnostic Criteria for Social (Pragmatic) Communication Disorder
- Disability Information for Someone who has an Autism Spectrum Disorder: A Customized Example
- Getting Started: Introducing Your Child to His or Her Diagnosis of Autism or Asperger Syndrome
- Increasing Incidence of Autism Spectrum Disorders Continues in Indiana
- Standardized Tests and Students with an Autism Spectrum Disorder
- Article 7, Title 511
- What’s in a Name: Our Only Label Should Be Our Name: Avoiding the Stereotypes
- For Physicians: Diagnosing Autism Spectrum Disorders and Working with Schools
- Behavioral Issues and the Use of Social Stories
- How to “Lose the Training Wheels:” A New Way to Teach Bicycle Riding
- Living in Fear: Anxiety in Adolescents with Autism Spectrum Disorders
- Local Community Resources to Enhance Activities
- Making (and Keeping) Friends: A Model for Social Skills Instruction
- Making Camps Accessible for All
- Play in the Lives of Young Children with Autism
- Play Time: An Examination Of Play Intervention Strategies for Children with Autism Spectrum Disorders
- Social Activity Groups: Another Approach for Helping to Bridge the Friendship Gap
- Teaching Social Skills through Theatre
- The Collective Outcomes of School-Based Social Skill Interventions for Children on the Autism Spectrum
- The Value of Movement Activities for Young Children
- We All Need Exercise
- Finding a Friend in School
- Bullying and Students on the Autism Spectrum
- Incorporating Typical Peers Into the Social Learning of Children with Autism Spectrum Disorders
- Articles by Temple Grandin
- An Inside View of Autism
- Choosing the Right Job for People with Autism or Asperger's Syndrome
- Evaluating the Effects of Medication
- Genius May Be an Abnormality: Educating Students with Asperger's Syndrome, or High Functioning Autism
- Making the Transition from the World of School into the World of Work
- Social Problems: Understanding Emotions and Developing Talents
- Teaching Tips for Children and Adults with Autism
Teaching a Young Man to Shave
Attention adolescents and men, do you have facial hair you want to get rid of or would you prefer to grow facial hair into a mustache and beard? This decision is an individual choice and up to you by what feels the most comfortable. This article includes a comparison chart of four different types of razors, steps to shaving, website resources, and tips to rid self of facial hair.
Go to the Bic razors (http://www.bicworld.com/inter_en/shavers/shaving_tips/index.asp) website which provides shaving tips for men. Think about how you learn best. If you learn best with the use of a model watch your dad, older brother, or a male family member before trying to shave yourself. If you learn best through videos, go to the Gillette (http://www.gillette.com/en-US/#/home/howtoshave/en-US/index.shtml/) razors website to view video clips showing steps on how to shave, knowing when the blade is dull, and describing varying types of shaves. If you learn best with steps using a check system, go to this ehow website to learn how to shave your face with a disposable razor http://www.ehow.com/how_2116_shave-face.html or an electric razor http://www.ehow.com/how_2139291_shave-electric-razor.html or you can use the lists within this article.
Use the method that works best for you to learn this new lesson in life. When first starting to shave, both methods can be awkward or uncomfortable. Try a variety of methods, foams, and gels to find a style that works best for you. With practice, the process will become easier and more natural. Remember, as you are learning how to shave you will make mistakes, this is part of the learning process. You may cut yourself shaving. If this occurs, stop shaving to take care of the bleeding with a tissue before continuing to shave. The first time you shave, you may miss some hairy spots. This is okay too; next time you shave you will try to reach those spots. Each time you shave, try your best.
Important tips for shaving with a razor:
- Change the blade or switch to a new razor about once a week to avoid using a dull razor. A dull razor can cut you easily or cause a rash.
- Bathe or shower in warm to hot water before you shave. This helps to open pores and soften hair follicles, making hair removal easier.
- Feel your face for the hair to stick up to know when it is time to shave again. Men usually shave their faces every one to three days depending on how fast the hair on their face grows.
- Some guys believe that if they just grow a beard they won't have to shave. It will still be important to shave around the edges to get a clean cut beard which looks neater.
Consider which type of razor you would like to use to shave. Will it be an electric shaver which comes with a rotary blade or foil? Some rotary blades have two or three rotating disks while foil shavers usually only have one shaving area on the end. Electric shavers are considered more convenient and frequently are used because of the safety of the device. If you have concerns with holding the razor, this may be the better choice. Another option is to use disposable razors or a razor with a replaceable cartridge. Consideration will need to be given to each type, from cost of the shaver, to the noise of the shaver when it is turned on, to how it feels on your face and how closely the shave can be without irritating your skin. There are four different types of shavers. Look at this chart to compare them. Think about your own facial hair and level of sensitivity of your skin to see what type of razor might work best for you.
Using Either Foil or Rotary Razors
Things You Will Need:
- Electric shaver
- Spare blades and screen
- Pre-shave lotion (optional)
|Possibility to Cut Self||No||No||Less Likely||More likely until|
perfect your skills
|Type of Shave||Cuts long hairs|
Easy to maneuver around difficult areas like the chin and neck. However, often doesn’t shave as close as foils
|Offers a closer shave than foil but have trouble cutting longer hairs||Closer shave compared to electric models||Closer shave|
compared to electric models
|Irritation||Less irritating than rotary models||Depends on own skin||Depends on multiple facets (e.g., gels, foams, razor)||Depends on multiple facets (e.g., gels, foams, razor)|
|Durability||Surface is more|
delicate so easy to break
|Surface is sturdy so harder to break||Not applicable||Not applicable|
|Cleaning Ease||Easy to clean||Requires more effort to keep clean||Change blade after 5-15 days depending on beard. Rinse after use||Throw away after|
5-15 days depending on beard. Rinse after use
|Cost||$35-$250||$40-$250||Approximately $25 plus cost of replaceable blades||$3 and above|
depending on amount of razors in package
Electric shavers do make a buzzing noise and vibrate when turned on? Allow yourself time to become use to the feel of the razor. In order to get use to your electric razor, try these steps:
- Hold razor in both of your hands and turn it on and off once then several times.
- Try to put the razor on your arm to get used to how it will feel on your skin. You may shave off some of your hair but it is okay.
- Gradually move the razor to your upper arm, then shoulder, and then try moving the shaver in a circular motion on your own neck and chin until you can tolerate the vibration on your cheek.
- When you are comfortable and can tolerate the vibration of the electric razor, move the razor up to your chin and on the side of your face on your cheeks.
- Your facial hair grows close to your ears and to your side burns. Ask one of your caregivers where your side burns end so you will know for sure.
- The last step is under your nose. It can be easier if you puff your cheeks similar to the way you would hold your breath in order to make your skin smooth for the shaver.
- When you think you are finished, rub your face with your hand. If your face feels smooth all over and not rough like sandpaper then you have finished.
As you go through each step, feel your face with your free hand to see if it is smooth. This means you have shaven your face. If you feel stubbles (short brittle hairs), you need to shave that area again.
Using Either a Razor with a Disposable Cartridge or a Disposable Razor
Things You Will Need:
- Portable Mirror
- Men's Razor
- Shaving Cream
- Post Shave Moisturizers or After Shave
When considering using a disposable or refill cartridge razor, using a shaving cream, lotion, or gel is essential. Be aware of your sensory needs in regards to how it smells and feels. Ask your family member/parent what kind they use. Try using your parent's cream, lotion, or gel. Try their first by putting a little on your hand to see if you like the scent or how it feels on your skin. If this feels comfortable put some on your face. You may need to try several before you find one that you like.
Do not automatically rule out a disposable razor or a razor with a cartridge when considering your method of shaving. The technology in the multiple blade style of razor makes the small cuts on your face less frequent than when your dad first started shaving with a single edged razor. The new razors have a “comfort strip” on the top of the razor to help you balance it on your face at the proper angle. There is less pressure required to create a smooth shave and no buzzing noises with this type of razor. When using a disposable razor, it is essential to put shaving cream, lotion, or gel on the areas of your face that you will be shaving. Here are some steps to follow for razor shaving:
- Use a mirror that you don't have to hold to keep your hands free to shave.
- Place the razor next to your left ear at the start of your side burns. If you are not sure where this is, ask your dad or another male you trust. With the handle facing down, shave in a downward stroke to your chin bone.
- Pick up the razor before making another stroke.
- Place the razor at about the same height as the first stroke but move it to the right about an inch. Use the same downward stroke to your chin bone. Repeat this step three or four times until you reach your nose and lip. Then rinse the razor blade with water.
- Rinse the blade after three or four strokes throughout shaving.
- Repeat this pattern on the right side of your face too. Carefully moving the razor to the left of your side burns towards your nose and lip.
- Shave your chin using downward motions about four times.
- To shave under your chin, tilt your head back so your chin is pointing upward but you can still see in the mirror. With the opposite hand you are holding the razor with, use your fingers to pull the skin taut at the neck.
- Using the razor with the handle facing up to the chin, place the razor on the chin and shave using an upward stroke.
- Continue this upward stroke across your entire neck. Be careful by going slowly especially around your Adam’s apple.
- Shave your upper lip last by curling your top lip over your teeth to stretch your skin. Make approximately three downward strokes on your upper lip.
- Wash face of all remaining foam or gel.
- After drying face, you can choose to use an after shave lotion or cologne.
- Rinse razor.
Dubie, M. & Anderson, P. (2009). Remove unwanted hair for men. The Reporter 14(2), 7-9.