Steps Toward Supporting Behavior Positively

• 1. Understand the characteristics of autism that may influence the child’s ability to function in the learning environment.

• 2. Acknowledge that behavior serves a function, is related to context, and is a form of communication.

• 3. Use a functional behavior assessment to determine the basis of the behavior and as the place to begin development of a program of support.

Positive Support (cont.)

• 4. Be proactive, think prevention, the time to address an inappropriate behavior is before it happens.

• 5. Collaborate with support team members (parents, educators, administrators, related service providers, etc.) to develop and implement long term prevention plans.

Characteristics and IQ Severe Autism

Social and behavioral difficulties Severely affected population

Cognitive skills in IQ Average orLD/MR range above average– Poor academic skills -- Good Academic

skills– Lack verbal skills -- verbal

Mild AutismSocial and Behavioral Difficulties

“Iceberg Theory of Behavior”

• Applying what we know about the “culture” of autism to help us understand the behaviors we observe.

Good rote memory Lacks higher level thinking and comp. Skills Limited problem solving ability Images are concrete, difficulty with abstract thinking Problems with organization, sequencing, and time Difficulty generalizing what has learned Poor social reasoning Unable to filter out irrelevant information

Cognition

Remembers dates, history facts

Gets stuck on details “Forgets” homework or

doesn’t turn it in Needs adult prompt to get started on work Doesn’t apply learned skills Seems to lack “common

sense”

“Lost” in group discussions or with verbal directions “Give and take” lacking in conversation Doesn’t ask for help Odd use of nonverbal communication (eye contact, facial expressions) Confused by idioms

Problems in auditory processing and receptive

language Problems with pragmatic/social

communication Visual thinkers Difficulty integrating verbal and

nonverbal communication Concrete/literal understanding Speech abnormalities

Communication

On the fringe of groups Active yet odd “Out of sync” Socially naive, teased by peers Few or no friends “Little lawyer,”or “Class

policeman” Egocentric

May prefer being alone Wants friends but lacks skills for making them Misses subtle social cues and meta rules Problems taking other’s perspective, mind

blindness Poor incidental social learner Unable to navigate new social situations Narrow fund of social knowledge applied to all situations

Social Interaction

Preoccupied with single topic Upset with changes Fussy about sounds, foods,

clothing Flips objects, flaps hands,

unusual body movements Repeats questions Intense fixation on unusual

things

Limited imagination Overwhelmed by minimal change Highly sensitive to environmental stressors Attracted to sameness Poor concept of time Fatigue Obsessive thoughts and compulsive behaviors Anxiety increases when faced with anything new

Restricted Interests and Behavior

Clumsy Stiff, awkward gait Awkward posture Poor handwriting Not good at team sports

Poor fine motor skills Poor gross motor skills Poor sense of balance and awareness of

self in space Poor motor planning Sensory integration differences Unable to coordinate own actions with

that of peers

Motor Skills

Poor money skills Poor concept of time Disorganized approach to

simple chores and self care May need more assistance

than expected given cognitive abilities

Cognition difficulties, organizational difficulties

Impressive vocabulary, poor comprehension

Ineffective thinking strategies Difficulty scanning information, visually Limited social understanding, problems

taking others’ perspectives

Adaptive Skills

Pyramid of Support

Work Systems

Physical Structure

Schedules

Task Structure

Routines & Strategies

Physical StructureHow is my classroom organized?

• Refers to the way that you arrange the furniture and materials to add meaning and context to the area or environment

Physical Structure

• Clear visual and physical boundaries• Minimize auditory and visual distractions• Develop basic teaching areas– 1:1 or teacher area– Independent work– Leisure, calm, safe spot– Group instruction– Transition

Physical Structure

• With a shoulder partner, discuss ways that you might add physical structure to your current classroom environment

• Share

SchedulesWhat happens during my school day?

• A visual system that tells student what activities will occur and in what sequence

• A visual system which allows student to predict what will happen next

• Individualized to maximize meaning and independence

Types of schedules

• Transition objects• Picture or photograph schedule• Pictures with words• Symbolic drawings • Written

• Schedules vary in initiation, length, and manipulation

Object schedule

Symbolic Drawing

Written/Text Schedule

Work SystemsHow do I do my work?

• Provides a student with a systematic way to approach work that needs to be completed

• Work system builds independent work skills

• Answers:– How much work?– What work?– Concept of finished and progress– What happens next?

Types of Work Systems

• Right there• Left to right (top to bottom)• Matching• Written

Right There

Right There

Right There

Matching

Matching

Matching

Matching using high interest

Written

Routines and Strategies

• Promote generalization of skills by using same or similar materials in a variety of ways

• Incorporate special interests

• Incorporate routines into daily events

Visual Structure of Tasks

• Definition: The process of incorporating concrete visual cues into a task or activity.

• Purpose: To capitalize on visual strengths, while minimizing reliance on weaker auditory processing skills.

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Three Key Elements

• Visual instructions• Visual organization• Visual clarity

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A. Visual Instructions

• Show how to combine and organize a series of parts to obtain the desired outcome

• Provide the necessary information to put parts or details of a task together in a systematic and meaningful way

• Promote the use of the child’s strong visual skills in a functional way

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B. Visual Organization

• Modulates sensory input by organizing materials and space within the work environment– Placement of distinct materials into separate

containers helps reduce distractions– Limiting the work area space helps direct focus to

relevant details

Visual Organization

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C. Visual Clarity• Further clarification of relevant information and key materials• Emphasizes significant parts of visual instructions• Shifts child’s focus to relevant details:– Colors– Pictures– Numbers– Words– Removal of unnecessary or extra materials

Lacking Visual Clarity

Visual Clarity

57 Questions to Ask Yourself:

• Physical structure• Scheduling• Task demands• Communication issues