School training module eleven.behavior challenges and autism

The Basics of Autism Spectrum Disorders

Training Series

Regional Autism Advisory Council of

Southwest Ohio (RAAC-SWO)

RAAC Training Committee 2011

Training Series Modules

Module One: Autism Defined, Autism Prevalence and Primary Characteristics

Module Two: Physical Characteristics of Autism

Module Three: Cognition and Learning in Autism

Module Four: Getting the Student Ready to Learn

Module Five: Structuring the Classroom Environment

Module Six: Using Reinforcement in the Classroom

Training Series Modules

Module Seven: Autism and Sensory Differences

Module Eight: Sensory in the Classroom

Module Nine: Communication and Autism

Module Ten: Communication in the Classroom

Module Eleven: Behavior Challenges and Autism

Module Twelve: Understanding Behavior in Students with Autism

Training Series ModulesModule Thirteen: Social Skills in the School

Environment

Module Fourteen: Functional Behavior Assessment

Module Fifteen: Working Together as a Team

Module Sixteen: Autism and Leisure Skills to Teach

Module Seventeen: Special Issues of Adolescence

Module Eighteen: Safety and Autism

Module Nineteen: Special Issues: High School, Transition, and Job Readiness

Training Modules SeriesModule Twenty: Asperger Syndrome: Managing

and Organizing the Environment

Module Twenty-One: Asperger Syndrome: Addressing Social Skills

Behavior Characteristics

Students with ASD do not all behave the same. They have differences based on their communication, social skills, ability to cope, and their environment.

The following slides will describe four categories of behavior:

Social InteractionActivity LevelRepetitive BehaviorsAggression

Big Idea

The goal is not for us to change the person, but to improve their

ability to interact with and participate in their world.

Social Interaction

Not Social Overly Social

Strategies for Social Interaction

Some students with ASD do not like it if someone is too close to them. It may be helpful to let the student know that you are approaching them.

Some students with ASD like to “people watch”, or be around people, but not have to interact with them.

Strategies for Social Interaction

Some students with ASD do not mind others being nearby, they just ignore them. You may have to explain this to others so that they do not get their feelings hurt

Encourage, but do not force the student with ASD to interact.

Strategies for Social Interaction

Be aware of safety concerns for students with ASD.

Some students with ASD “never see a stranger”.

They talk to or they are over-friendly with people that they don’t know.

They may be at risk if a person wants to take advantage of them.

It can be difficult to teach a child with ASD who is and who is not a “safe” person.

Activity Level

Under-Active Over-Active

Strategies for Under-Activity

It is important to help the student establish an exercise routine:

In general, activity level decreases during adolescence.

Lack of exercise may result in weight gain.

Use of a picture schedule may help

Just like most people, children with ASD need motivators to exercise.

Repetitive Behaviors

None Frequent

Repetitive Behaviors Explained

Students with ASD may have certain behaviors that they do over and over again. Often these are physical behaviors, such as hand flapping, rocking, finger flicking, or a repeated sound.

These behaviors may happen because of a sensory need (see Module Seven).

These repetitive behaviors may occur more often when the student is upset, anxious, or when they are not busy.

Strategies for Addressing Repetitive Behaviors

Be aware that down or free time often leads to the student engaging in these behaviors.

Help the student find things that they can do during down time.

There are times that you may want to give the student something else to do that limits their use of the repetitive behavior (i.e. if they flap arms, give them something to carry when they are out in the community).

Challenging Behavior

Challenging behavior can include both physically and verbally aggressive

behaviors.

None Frequent

Challenging Behavior May Be the Result Of*……

Difficulty expressing basic wants, needs and feelings.

Not knowing how to ask for help or getting someone’s attention.

Appearing to understand directions even when they don’t. We may think they are being uncooperative.

Difficulty understanding explanations, reassurance or instructions.

*Adapted from Nancy Dalrymple’s Helping Children with Autism Learn to “Behave”

Challenging Behavior May Be the Result of…..

Difficulty understanding social rules or social interaction.

Difficulty understanding the viewpoint and motives of others.

Need for longer than usual time to process, organize, and retrieve information.

Dependence on routines and not coping when events are out of order.

Limited number of interests and activities.

Sensory overload.

Challenging Behavior May Be the Result Of…

Unusual fears about harmless objects or situations.

No fear of real dangers.

Lack of sleep.

Physical discomfort due to gastrointestinal or other medical problems.

Strategies for Addressing Challenging Behaviors

Must first understand the reason behind the behavior (refer to Module Twelve)

It is very important that the student have a way to communicate so that others can easily understand them.

Be sure they understand what you are saying. Just because the student can talk, they still may not be able to understand you.

Check out, and rule out, any medical reasons for a behavior ( i.e. heartburn, localized pain).

More Strategies…..

The problem could be something in the environment (sensory) that needs to be changed.

Give the student time to follow instructions.

New places and things can be hard. Gradually introduce new people, places, and things whenever possible

Even More Strategies….

Change is very hard. Prepare the student for change. Practice change. It helps to break a task into small steps.

Teach new skills or new things in many different settings with different people.

Big Idea

We must first understand why a behavior happens before we can change

it.