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Supporting ASD Students. Challenging Behaviors. Autism Definition. A developmental disability significantly affecting verbal or nonverbal communication and social interaction, general evident before age 3, which adversely affects a child’s educational performance. Characteristics: - PowerPoint PPT Presentation

Text of Supporting ASD Students

Supporting ASD Students

Challenging BehaviorsSupporting ASD StudentsAutism DefinitionA developmental disability significantly affecting verbal or nonverbal communication and social interaction, general evident before age 3, which adversely affects a childs educational performance. Characteristics:- engagement in repetitive activities and stereotyped movements - resistance to environmental change or change in daily routines- unusal response to sensory experiences.Criteria for Initial Determination of EligibilityDoes this person have Autism or a PDD? If you dont have a diagnosis this might not relate.

Evaluation includes a review of: Medical recordsObservation of the childs behavior in multiple environmentsIn depth social historyThe following behaviors are documented- Disturbances of speech, language cognitive, and verbal communication. Speech may be absent or lack communicative intent. There is a deficit in the capacity to use language for social communication, both receptively and expressively

Criteria Cont..Disturbance of the capacity to relate appropriately to people, events or objectsDeficit in the capacity to form relationships with people. The capacity to use objects in an age appropriate or functional manner may be absent, arrested or delayed. The child may seek consistency in environmental events to the point of exhibiting rigidity in routines.

Criteria ContThe condition adversely affects the childs educational performanceThe Autism is not a result of an emotional disability as defined in this document. The degrees and severity will vary with all individuals with Autism.

Challenging Behavior is a form of communicationWhat is the Child saying?Many behaviors observed in a person with impaired ability to express himself, must be interpreted as sincere attempts to communicate by a person who may have no other means to do so. Repa & Walker, 1983Because of frustration with communication, it is more common among persons lacking verbal abilities to display physical aggression, attention seeking behaviors and self-injurious behavior Talkington, 1971

Other behaviors that the child may exhibitDisturbance of developmental rates and sequencesThe child may exhibit delays, arrests or regressions in physical, social or learning skillsAreas of precocious skill development may also be present, while other skills may develop at a normal rate or extremely depressed ratesThe order of acquisition doesnt follow normal patternsOther behaviors that the child may exhibitcontinuedDisturbances of responses to stimuli

The childs behavior may range from being hyperactive to being unresponsive to people and objects in their

environment and can alternate between these two states over periods ranging from hours to months.

Disturbances may be apparent in auditory, visual, olfactory, gustatory, tactile and kinesthetic responses.

The child may respond to stimulation inappropriately and in repetitive or non-meaningful ways.What behaviors are you working with?According to research synthesis examining 37 children on the Autism Spectrum, the most common behaviors targeted for interventions are tantrums (76%), aggression (59%), stimming- repetitive movements or speech (14%), and self-injurious (11%), with some individuals displaying more than one type of problem behavior (Homer et al., 2002)Behaviors often lead to crisis situationsPost crisis intervention is often difficult for problem solving for the same reason it occurred:Students lack of ability to communicate effectivelyPoor social skillsSensory related issuesPoor ability to generalize learned skills to all settings

Strategies to address escalating behaviorsPremackVerbal Challenge Positive reinforcerUse your body to move student vs. grabbing Directive followed by two choicesVerbalWrittenYou choose, or I choose.5,4,3,2,1 Consequence.make sure you can do what you sayVerbal/ Visual scheduleStrategies to address escalating behaviorsIgnore undesired behaviorsParallel talk: ignore student and talk with another adultActivity: book, draw, candy, talk about what he will missSensoryDeep PressureComforting item (fidget)BreathingName the students emotionWrite directive on paper, stop talking, pointUse a card I am frustrated I need a breakVisual- I feel_________because_________I Feel: Happy, surprised, angry (Circle one)Giving Directives1.) Limit verbalizationsModel what you wantUse few words, calm quiet voiceNow Tommy, you know where you are supposed to be, Get over there, and sit on your bottom!Sit in your chairTommy! What are you supposed to be doing? You are driving me crazy today! You know that isnt safe.Tommy, put the scissors down. Color your picture.Tommy, get off that computer. What are you doing over there when you know you are supposed to be doing your work?Tommy, work first, then computer.Tell them what To do instead of what not to doSarcasm doesnt give a clear directiveStop running Sit downQuit picking your noseblow your nose with a tissueQuit humming!Knock it off!Helloooo, earth to JeffreyWhat are you supposed to be doing??Am I your mother?Visual Schedule2.) Refer to the schedule often to teach the use of it.

Tommy, look at your schedule. Now you ____________. What is your schedule telling you to do?

Parents frequently believe that a student will learn to follow directives if they use a louder voice, explanations, and exaggerated body language. It is better to give directives that the student clearly understands. As language skills increase, and the body language is taught, the student will improve understanding more complex directives. When correcting behaviors it is always best to use few words, regardless of the age or skill level. Ignore Undesired behaviorsThe fine art of active ignoringNot looking at or giving attention to the person exhibiting the undesired behaviorsNot reactingNot touchingNot talkingNot even non-verbalsRaised eyebrows or glareFrownHands on hipsPointing

Negative attention can be reinforcingTelltale signs:The sideways glance to see whos lookingThe exaggerated body languageThe overly projected tone of voice

Students with self esteem issues, low confidence, and poor achievers, may crave attention in any form

Giving them negative attention will increase the negative behavior.How can you insure yourself against giving negative attention?When a child cant read we teach him how__.When a child cant behave we _______ Him.The problem with (punishment) is that although revoking privileges or spanking in order to stop a behavior may temporarily cause the behavior to cease (Nuzzolo-Gomez et al.,2002) the punishment fails to address the cause of the behavior or teach a more appropriate means of communicating a need. Such reliance on negative consequences to gain control of the child bypasses the fundamental issue of, Why is she hitting and how can we address those concerns? (Durand, 1993)

Paraprofessional role in functional assessmentFunctional assessment process:Identify the behavior that needs to changeCollecting direct observation data on the behaviorDevelop a hypothesis about the reason for the behaviorDevelop an intervention to shape the behavior (shaping)Evaluating the effectiveness of the behaviorHaving the patience to see how the behavior changes and being open to what the data indicates about this or new behaviors (Montgomery & Montgomery, 2004)

We look at what the child is trying to say with the behavior and teach them a better way to communicate it.Behavior functions for asd kidsSocial: attention, escape from social pressure, sense of control, sanctuaryCommunicative: desire to communicate with othersSensory: escape from sensory overload, deep pressure, oral fixationRoutines: need for predictability, samenessReceptive: Clear explanations, visual or argumentative communicationCognitive: (thinking) promoting, visual communication, directed attention to detail(Mesibov, 2004)Recipe for success1.) Name the behavior

2.) What is the function?

3.) Define a replacement behavior?Looking for behavior patterns recipe for success handoutWhen antecedent occurs, Amy will behavior in order to function of the behavior. The is most likely to occur if setting/event. Shaping the desired behaviorTeacher lists steps to shape desired behavior

Student screams, I hate math! Im not doing it!Shaping the desire behaviorWhat does the para do?Name the behaviorHelp the teacher gather baseline dataProvide input into the behavior assessmentMake sure you understand the shaping behaviorReinforce the approximationsIgnore peripheral behaviorsImplement the direct teaching information to the classroomGather data assessing the strategiesRelate classroom teacher concerns to SSD teacher.

Follow UpI will make myself available as much as I can to attend meetings, help problem solve behavior and if need be observe or push into a class sporadically.

Please let me know if you have any follow up questions.

Chris Preston ext. 57672

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