12
Behaviour Management and ASD Creating a positive classroom ethos.

Behaviour Management and ASD Creating a positive classroom ethos

Embed Size (px)

DESCRIPTION

The Triad of Impairments Wing and Gould 1979 Identify different behaviours and put under headings

Citation preview

Page 1: Behaviour Management and ASD Creating a positive classroom ethos

Behaviour Management and ASDCreating a positive classroom ethos.

Page 2: Behaviour Management and ASD Creating a positive classroom ethos

2

The Triad of Impairments

Wing and Gould 1979

Page 3: Behaviour Management and ASD Creating a positive classroom ethos

3

How do the child’s difficulties in each area of the triad affect his ability to cope with demands of a situation?

Difficulties with friendships Social skills Rules of the classroom Transition times throughout the school day Unstructured parts of the day- large spaces

e.g. the school hall

Page 4: Behaviour Management and ASD Creating a positive classroom ethos

4

Prevention

• Autism cannot be ‘fixed’. Strategies and skills need to be taught.

• Stress and anxiety are often the cause of behaviour.

• Create an autism friendly environment

Page 5: Behaviour Management and ASD Creating a positive classroom ethos

5

The Environment

• Complete a sensory audit of the learning environment

Lights, noise, acoustics of the room Displays and clutterA ‘blizzard’ of people Create a ‘safe place’ Routine and visuals

Page 6: Behaviour Management and ASD Creating a positive classroom ethos

6

Strategies for Social Interaction

Intensive interactionLego therapy Social stories Visual systems

Page 7: Behaviour Management and ASD Creating a positive classroom ethos

7

Language levels

• Lower language levels when a child is in crisis• The use of a script is very effective. Monitor

each other.

Page 8: Behaviour Management and ASD Creating a positive classroom ethos

8

• Work first, then choose. The use of a choosing box/ board

• Supporting, not feeding obsessions and rituals• Consistent with rewards and sanctions

Page 9: Behaviour Management and ASD Creating a positive classroom ethos

• Classroom organisation and environment • Coloured spot • Being consistent• Highlighting expected behaviour• Positive start and end to the day• Non verbal cues • Clear routines for stopping the class and transition times • Having a visual timetable and sharing the big picture of the

day.• Pick your battles • Stay calm

Useful strategies and techniques

Page 10: Behaviour Management and ASD Creating a positive classroom ethos

10

Triggers

• These are the particular signals which set off specific actions.

• They are not always obvious.• They occur just before the behaviour and

either increase a personal want, suggest a likely threat, or signal the availability of a desired reward.

Page 11: Behaviour Management and ASD Creating a positive classroom ethos

11

Examples might be:

• A change in activity• The presence of a person who always

responds in a certain way• A new instruction• A high noise level • A memory of an event• Even a smell

Page 12: Behaviour Management and ASD Creating a positive classroom ethos

12

ContactsFWTSA [email protected]

Kerrie Westwood Forest Way Teaching SchoolWarren Hills RoadCoalvilleLeicestershire LE67 4UUTel: 01530 277363