Top Banner
Behaviour Management and ASD Creating a positive classroom ethos.
12

Behaviour Management and ASD Creating a positive classroom ethos.

Jan 17, 2018

Download

Documents

Jody Logan

The Triad of Impairments Wing and Gould 1979 Identify different behaviours and put under headings
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
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