Teaching Students with Autism Spectrum Disorders

More documents

Recommendations

Info

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
Managing Challenging Behaviour Chapter Four For more ideas, see Sewell, K. (1988). Breakthroughs: How to Reach Students with Autism. A Hands-on, How-to Manual for Teachers and Parents. • scheduling calming-down times or exercise breaks before difficult situations • alternating more difficult and demanding tasks with those that are easier and more enjoyable • providing choices • providing access to favourite activities and peers • having a place where the student can go to relax • providing an object to use as a distraction, or when in transition (e.g., allow child to carry a ball or a picture of a ball to the gym) Positive programming strategies Providing a program that emphasizes the development of communication and positive behaviours in a predictable and rewarding environment can help to reduce the frequency and severity of problem behaviours. Components of a positive program are covered in Chapter 3, Teaching Students with Autism Spectrum Disorders. In brief, positive programming strategies include: • teaching communication skills using an appropriate form of communication, depending on the abilities of the student • teaching social skills that are not readily “picked up” from watching others • identifying functions of maladaptive behaviours • teaching more appropriate replacement skills or behaviours (DRO - Differential Reinforcement of Other behaviours) • providing visual supports to clarify instructions and teach new concepts and skills • using social stories to teach behaviour for situations that pose a problem • providing clear expectations for behaviour using appropriate visual aids to help the student understand what is expected • providing a clear schedule and using it to prepare the student for transitions between activities and to prepare for any changes that may occur • teaching the student to make choices and providing opportunities for choice within the schedule • providing instruction at a level appropriate to the student • monitoring the student’s response to the environment and adapting it to reduce the likelihood of anxiety responses before they happen • reinforcing appropriate behaviour with reinforcements that are meaningful to the individual student Teaching Students with Autism Spectrum Disorders 59
Page 1 and 2:
TEACHING STUDENTS WITH AUTISM SPECT
Page 3 and 4:
Table of Contents Acknowledgments .
Page 5:
Table of Contents (cont’d) Append
Page 8 and 9:
ii Teaching Students with Autism Sp
Page 10 and 11:
Introduction The final section of t
Page 12 and 13:
Chapter One What Is Autism? Bryson,
Page 14 and 15:
Chapter One What Is Autism? Reprint
Page 16 and 17: Chapter One What Is Autism? The DSM
Page 18 and 19: Chapter One What Is Autism? Childho
Page 20 and 21: Chapter Two Characteristics Associa
Page 32 and 33: Chapter Three Teaching Students wit
Page 62 and 63: Chapter Four Managing Challenging B
Page 76 and 77: Chapter Five Students with Asperger
Page 82 and 83: Chapter Six Transition Planning For
Page 84 and 85: Chapter Six Transition Planning The
Page 86 and 87: Chapter Six Transition Planning Gra
Page 88 and 89: Chapter Six Transition Planning In
Page 90 and 91: Chapter Seven Assessment and Evalua
Page 92 and 93: Chapter Eight Planning Support for
Page 108 and 109: Appendices These appendices contain
Page 110 and 111: Appendix B Hierarchy of Prompts Pro
Page 112 and 113: Appendix D Name:___________________
Page 114 and 115: Appendix E Home-School Communicatio
Page 116 and 117:
Appendix F Communication Dictionary
Page 118 and 119:
Appendix H The Components of a Beha
Page 120 and 121:
Appendix I Tips for Teaching High F
Page 122 and 123:
Appendix I 13. If that doesn’t wo
Page 124 and 125:
Appendix K Integrating Student’s
Page 126 and 127:
Resources Consultative and Support
Page 128 and 129:
Resources Print Resources The follo
Page 130 and 131:
Resources Do-watch-listen-say: Soci
Page 132 and 133:
Targeting autism: What we know, don
Page 134 and 135:
Resources Assessment Tools Assessme
Page 136 and 137:
References This section includes so
Page 138 and 139:
References Durand, V.M., & Crimmins
Page 140 and 141:
References Hodgdon, L. (1991). Solv
Page 142 and 143:
References McGinnis, E., & Goldstei
Page 144 and 145:
References Rourke, B.P. (1989). Non
Page 147 and 148:
138 Education Guidelines for Referr
Page 149 and 150:
Step 1: Guidelines for Referral Pro
Page 151 and 152:
Step 2 - A: *** Note: A psychologic
Page 153 and 154:
Referral for Consultation School Ps
Page 155:
SCHOOL DISTRICT _____________ PAREN
show all

Teaching Students with Autism Spectrum Disorders

Create successful ePaper yourself

Delete template?

Save as template?