Teaching Students with Autism Spectrum Disorders

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Chapter Four Managing Challenging Behaviour SUMMARY OF SUGGESTIONS FOR MANAGING CHALLENGING BEHAVIOUR CARRYING OUT A FUNCTIONAL ASSESSMENT • identify the problem behaviour • gather information to determine the function of the behaviour for the student • carefully describe the behaviour • identify antecedents to the occurrence of the behaviour • identify consequences–what happens in the environment after the behaviour • measure the frequency and intensity of the behaviour • identify an alternative acceptable behaviour that could fulfil the same function • plan and carry out instruction to teach the alternative behaviour • reinforce successful use of the alternative behaviour STRATEGIES FOR CHANGING BEHAVIOUR Environmental adaptations • remove distracting or anxiety-producing stimuli • alter features of the environment that cause sensory overload for the student • arrange classroom to maximize structure and minimize opportunities for undesirable behaviours • provide a place for the student to retreat to for relaxation and calming down Positive programming interventions • use proactive, instructional approaches whenever feasible • directly teach behaviours needed to meet expectations • use reinforcers to increase appropriate behaviours • provide opportunities for retreat and relaxation throughout the day Reactive or consequence-based interventions • ignore behaviours that do not harm the classroom atmosphere • redirect the student by communicating the desired behaviour • remove whatever is reinforcing the behaviour • remove the student from a reinforcing situation • provide reinforcement through token economy • shape behaviour by reinforcing succeeding approximations • plan for crisis management, if appropriate 66 Teaching Students with Autism Spectrum Disorders
Chapter Five Students with Asperger’s Syndrome Cumine, V., Leach, J., & Sevenson, G. (1998) Asperger Syndrome: A Practical Guide for Teachers. Myles, B.S., and Simpson, R. L. (1998) Asperger Syndrome: A Guide for Educators and Parents. Klin, A., and Volkmar, F. R. (1997). “Asperger’s Syndrome”, in Handbook of Autism and Pervasive Developmental Disorders, 2 nd ed. Klin, A., & Volkmar, F.K. (2000). Asperger Syndrome. Attwood, T. (1998). Asperger’s Syndrome: a Guide for Parents and Professionals. According to the DSM-IV, the student diagnosed with Asperger’s Syndrome (AS) must meet the criteria for social impairment, repetitive activities, and age of onset, but have normal cognition and early language development. Some argue that language acquisition is normal; however, Wing (1981) noted the presence of deficits in the use of language for communication in some of her case studies. Therefore, language acquisition may be typical but the pragmatic use of language may not be typical. AS involves fewer symptoms than Autistic Disorder and is considered to be a mild to moderate disability, while Autistic Disorder is usually considered to be a severe disability. We don’t really know the incidence of AS, the male/female ratio, or to what extent there may be genetic links. Learning and Behavioural Characteristics of Students with Asperger’s Syndrome AS is characterized by a qualitative impairment in social interaction. People with AS may be keen to relate to others, but do not have the skills, and may approach others in peculiar ways. They frequently lack understanding of social customs and may appear socially awkward, have difficulty with empathy, and misinterpret social cues. They often have the same difficulties as individuals with Autistic Disorder in understanding that other people have their own perceptions, thoughts, and feelings. People with AS are poor incidental social learners and need explicit instruction in social skills. Although students with AS usually speak fluently by the time they enter kindergarten, they often have problems with the complexities of language, including: • pragmatics (the use of language in social contexts) • semantics (multiple meanings) • prosody (the pitch, stress, and rhythm of speech) A common characteristics of people with AS is that they have trouble carrying on social conversations. They may have an advanced vocabulary and talk incessantly about a favourite subject. The topic may be somewhat narrowly defined and the person may have difficulty switching to another topic. Teaching Students with Autism Spectrum Disorders 67
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TEACHING STUDENTS WITH AUTISM SPECT
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Table of Contents Acknowledgments .
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Table of Contents (cont’d) Append
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ii Teaching Students with Autism Sp
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Introduction The final section of t
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Chapter One What Is Autism? Bryson,
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Chapter One What Is Autism? Reprint
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Chapter One What Is Autism? The DSM
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Chapter One What Is Autism? Childho
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Chapter Two Characteristics Associa
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Chapter Two Characteristics Associa
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Page 32 and 33: Chapter Three Teaching Students wit
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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
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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
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Appendix K Integrating Student’s
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Resources Consultative and Support
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Resources Print Resources The follo
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Resources Do-watch-listen-say: Soci
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Targeting autism: What we know, don
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Resources Assessment Tools Assessme
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References This section includes so
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References Durand, V.M., & Crimmins
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References Hodgdon, L. (1991). Solv
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References McGinnis, E., & Goldstei
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References Rourke, B.P. (1989). Non
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138 Education Guidelines for Referr
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Step 1: Guidelines for Referral Pro
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Step 2 - A: *** Note: A psychologic
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Referral for Consultation School Ps
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SCHOOL DISTRICT _____________ PAREN
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Teaching Students with Autism Spectrum Disorders

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