Community-based instruction (CBI) is an invaluable tool for special education students, designed to teach essential life skills in real-world settings. For educators working with students with autism and other special needs, these community outings are crucial for developing independence and practical skills. However, the prospect of taking a class into a public environment, especially somewhere as bustling as a fast food restaurant in your area, can be daunting. Many teachers, even seasoned life skills instructors, might feel apprehension about potential challenges.
Some of my most rewarding CBI experiences have been at fast food establishments. For new students joining mid-semester, I often chose a local Burger King for their first trip. Fast food restaurants are ideal for several reasons. Firstly, food itself acts as a strong motivator, helping create a positive association with community experiences and even with the teacher (I quickly became known as the “fries lady!”). These outings to get Fast Food In My Area became a positive routine, linking the visual schedule icons with enjoyable real-world practice.
But not every trip was smooth sailing. Like many educators, I’ve had my share of difficult outings. It’s those challenging experiences, much like the learning journey of our students, that provided the most valuable lessons. Embracing a growth mindset is as important for teachers as it is for our students! If the thought of community trips fills you with anxiety about potential behavioral issues, know that you’re not alone. I can almost guarantee I’ve faced a scenario as challenging as anything you might imagine. But we navigated it, learned from it, and emerged stronger and more prepared.
The Hamburger Incident: A Fast Food Learning Curve
One particular trip to Burger King with my class stands out as a significant learning experience. Our fast food outings were structured so students could choose one item, a practical approach given our morning schedule and the proximity to lunchtime back at school. The goal was to practice essential skills like waiting in line, ordering, and navigating a public space, not to have a full meal.
One of my students had dietary restrictions, limiting her choices to fries with ketchup or a plain hamburger patty with ketchup. For three years, without fail, she always chose fries. Leading up to this particular trip, which was the first with a new class group, I briefed the new teacher and paraprofessionals, emphasizing that while both options would be presented on the visual menu, she would undoubtedly select fries.
At the counter, I presented the visual menu. To my astonishment, she clearly and politely told the cashier, “I want a hamburger, please.” After my initial surprise, I gently double-checked, asking if she was sure. She affirmed her choice.
Pointing to the menu showing her two options, I reiterated, “Fries or hamburger?” Again, she stated hamburger. To ensure clarity, I physically presented icon cards for both options, asking again, “You want a hamburger today, no fries?” She confirmed, “Yes.”
By this point, the cashier was giving me a perplexed look, possibly questioning my sanity or judging me for not honoring a polite order. So, I proceeded with the hamburger order. After she moved to our designated seating area, I discreetly ordered a side of fries, just in case.
Back at the table, I presented both options: “Fries or hamburger?” I was still convinced she would revert to her usual fries, the food I had seen her happily eat countless times. But she ate her hamburger with evident enjoyment. Then, after finishing the hamburger, she asked for fries. We calmly explained that she had chosen the hamburger and wouldn’t be having fries today.
The Onset of Chaos: Navigating Behavioral Challenges
This is when the situation escalated. Every challenging behavior this student had ever exhibited surfaced simultaneously. Screaming, kicking, self-injurious behavior, throwing items – we were undeniably causing a scene.
Fortunately, the restaurant was mostly empty, allowing us to quickly conclude our trip and begin the transition back to the bus. However, transitions were another area of difficulty for this student. Through physical prompting, we managed to reach the bus without incident, only to encounter the next hurdle: her bus harness. It took nearly ten minutes and five staff members to secure the harness. By this time, she was actively resisting, though not intentionally hurting herself or others, which remained our threshold for physical intervention.
Once she was safely seated, a collective sigh of relief swept through the staff. We wiped away sweat and exchanged weary smiles. We had survived.
Lessons Learned: Consistency and Clear Expectations
So, reflecting on this chaotic experience, would we alter our approach for future trips? The answer is a firm no. We believe in setting clear expectations and consistently upholding them.
I provided ample opportunities for her to reconsider her order. It was crucial for her to understand that her choices have meaning. She was well-acquainted with our “one-item” routine, having participated in these fast food trips many times before. Visual aids clearly indicated the single item selection.
Giving in to her demand for fries after the tantrum began would have inadvertently reinforced screaming and kicking as effective methods to get what she wanted. This would not only complicate future community outings but also be a disservice to her family. In a school setting, we have the staffing to manage such outbursts and maintain consistency. Her parents might not always have that same level of support.
However, we also took responsibility for our preparedness. Recognizing the potential for a challenging reaction, I could have planned a more robust exit strategy. Having a preferred activity ready to distract her immediately after she finished eating might have mitigated the escalation.
While empowering students with choices is paramount, safety and staffing levels must also be considered. On days with fewer staff, if I anticipated a similar strong reaction, I might have temporarily removed hamburger as an option for her, ensuring a smoother and safer trip for everyone.
In subsequent fast food outings, we anticipated a repeat of the hamburger incident, but it never happened. She consistently chose fries. We remained prepared, but were relieved that the “hamburger chaos” remained a unique, albeit memorable, learning experience.
Resources for Community Based Instruction
For educators looking to implement or enhance their community-based instruction programs, particularly in fast food settings in your area, resources are available to help create structured and successful outings. A comprehensive community-based instruction unit, such as the one available at Autism Work Tasks, can provide valuable visual supports and materials to prepare students and staff for these essential learning experiences. These resources can help make your fast food trips in your area less like a “failure” story and more like a success story in life skills education.
