Teaching Students with Autism Spectrum Disorders

Chapter Four Managing Challenging Behaviour
student may need to be taught another more acceptable way to get
away from doing an activity that is connected with feelings of failure,
or better yet, be taught how to ask for assistance in an appropriate
way. These alternative behaviours may not be in the student’s
repertoire. The focus of the behaviour intervention is instruction rather
than discipline. The goal is to increase the student’s use of an
alternative, more appropriate means of achieving the same purpose.
The alternative behaviour is usually a more effective way to
communicate or interact with other people, and may be a more
appropriate means of seeking sensory stimulation, or an appropriate
method for reducing anxiety (e.g., relaxation exercises, visual imagery,
going to a quiet place). For example, a student who bangs on the desk
as a way of dealing with anxiety caused by uncomfortable proximity
to other students can be taught to go to a prearranged quiet spot in
the class as an alternative behaviour. The alternative behaviour may
also involve using anger management and self control techniques.
Do not assume that the student has the skills necessary to engage
in the alternative behaviour. Systematic instruction and reinforcement
are necessary. In most situations, teaching of the alternate behaviour
will need to be combined with other positive programming strategies.
Developing Strategies for Changing Behaviour
Environmental adaptations
Problem behaviours can often be reduced or eliminated by making
changes in the environment. The assessment and analysis of the
behaviour may indicate that it occurs within specific areas, or during
specific times, such as transitions. Sometimes the likelihood of the
behaviour occurring can be minimized by making environmental
accommodations. This suggestion does not mean that the entire
classroom has to be changed for one student, but adjustments can be
made depending on the student’s individual needs.
Possible environmental adaptations include:
• removing distracting stimuli
• decreasing sensory stimuli if feasible (be aware of any hypersensitivities
to sensory stimuli the student might have, and
examine the environment for causes of sensory overload)
• incorporating a sensory diet into the student’s daily routine (i.e.,
sensory experiences that are calming for him or her)
• making changes in physical arrangements, such as seating
• providing a clear and predictable schedule
58 Teaching Students with Autism Spectrum Disorders