Communication and understanding language is the foundation to learning• Communication is not just talking• All behavior is communication• Many students with autism have strong

visual systems (see Temple Grandins work)• We as teachers talk “way too much” to

students with ASD• Communication should almost always be

honored with a response• Use of boardmaker, google images or clip art

Pictoral schedules• Predictable• Scanned quickly• Faded slowly/systematically• Must be adhered to whenever possible

• Large full day schedules should go vertical

• Within a specific class time go left to rightOdom et al. (2003) defined the reason for the use of visuals as, “visual supports are visual cues that may prompt or remind children to engage in a behavior or prepare them for another activity”

Why does my student ….

• Throw themselves on the floor• Bite their hand• Hit them self• Hide in the corner• Spin• Cry when class is over• Not want to play near others• Talk when I am trying to give

directions• You can fill in the ____________________

Understanding what is the function of specific behaviors helps direct instructional

techniques/strategies as well as curriculum (functional behavioral analysis)

• Escape (wrong sensory feedback-lights or noise, not forecasting, not desired activity)

• To gain attention (of staff, other students)• To gain object/activity• To gain or decrease sensory stimulation

** Many students with autism have a functional behavior analysis (FBA) and a Behavior Intervention plan (BIP) in their IEP. The FBA defines the behavior, what is happening right before the behavior (antecedent), where is it happening (setting event), for how long. How is the behavior currently resolved. The BIP takes the most pressing behaviors and brings action to how to positively resolve the behaviors.

Behavior escape/withdrawn

• Too much noise (fireman headphones)• Undesired activity- use premack

principle first………then• Bored- variable tasks( keep the

environment changing)• Of no interest to them- find motivators

To gain…..

• Your attention- try a social story about how to gain attention

• Your attention- set up a positive reward• Wants a desired piece of equipment- do

first….then or a schedule• Others attention- teach play skills• Throwing fits about winning/losing- social

story• Wants control of the environment- allow

for choice making

The premack principle1st ..next also called 1st… then

Using boardmaker

http://www.mayer-johnson.com/

To increase or decrease sensory

• Use textured equipment • Use equipment which they desire

(maybe a certain color, holes in it, certain feel)

• Have a designated quiet area• Take scheduled breaks• Perform heavy work

What to do when on break?

How long will the break be?

What are the expectations while on break.

How am I to transition back to activity?Using boardmaker

http://www.mayer-johnson.com/

Life has rules…

• The rules of the class• The rules of how to interact with others• The rules of how to react to your emotions• The rules of dealing with frustrating situations• The rules of when things change for the

unexpected

Social story about wearing goggles in hockey

Using boardmaker

http://www.mayer-johnson.com/

All the social story information is based on the work of Carol Gray see thegraycenter.org

Social Stories• Purpose: To share social information in a

personal and meaningful way to a student. To target accepted behaviors, strategies and techniques to help a student improve their independence and abilities in social situations. Ultimately to improve independence, interactions with others and other social behaviors in day to day activities. To become fully apart of a community.

All the social story information is based on the work of Carol Gray see thegraycenter.org

Basketball is fun!!

All the social story information is based on the work of Carol Gray see thegraycenter.org

Social Stories should be written……..• In 1st person (younger children)• In 3rd person (older children/young adults)• In positive behaviors (I will try…) rather

than (don’t)• To students’ reading and comprehension

level• By replacing “trigger” words for students• By using visuals when appropriate (digital

photos,boardmaker)• To answer the who questions

All the social story information is based on the work of Carol Gray see thegraycenter.org