Helping individuals on the Autism Spectrum Manage

Behaviour: Workshop

Prof Rita Jordan PhD OBEEmeritus Professor in Autism Studies

University of Birmingham

Autism NI Day Conference

Ballemena, 5 April 2011

Reasons for challenging behaviour in ASD

• biology– epilepsy– perception/ sensory disturbance– sensory ‘deprivation’– reactions to pain

• lack of communication skills• lack of self-awareness• adaptation to the environment

Background Factors

• Diet– peptide theory– effects of diets

• Sleep– chronic deprivation– melatonin

• Exercise– daily aerobic

Sensory effects

• problems with sensory integration• reasons for challenging behaviour• ‘sensory seeking’ vs ‘sensory avoiding’• transactional relationship with anxiety

– low arousal teaching

• self-stimulatory behaviours• co-morbid with ASD?

Social Cognition:

• difficulties in understanding mental states• pragmatic difficulties• difficult to predict the behaviour of others• need to theorise about mind

– use non-dedicated cognitive systems– grammar can help– depends on overall cognitive processing and time

• excluded from a culture• constant level of stress

A Positive Approach

• move away from aversives

• understand meaning and function

• need positive alternative– not inhibition– teaching consequences

• structured setting

• accept phobias etc..

Be Aware

• too many staff create problems

• teach coping strategies and rehearse

• choice needs to be structured & informed

• language can be misleading

• exposure does not equal experience

• literal interpretation & no common sense

Strategies to Cope:

• problem-focused– focuses on problem & seeks active solution e.g.

identify circumstances of bullying & avoid

• emotion focused– healthy self-esteem, sense of humour, positive outlook

gives child power to cope

• social focused– seek security from ‘safe’ others, ‘buddies’

Changing Behaviour

• difficult to inhibit actions

• change the environment

• prevent the response & train alternative

• develop self control (supports)

• ASD based functional analysis

• teach adaptive behaviours

• plan - do - reflect

Functional Analysis

• Settings– ‘last straw’ not always ‘trigger’– whole child (inc. skills) & whole school approach – parent collaboration

• Behaviour– accurate– frequency– duration– intensity

• Results

Making it worse

• transactional nature of autism– frustration & deskilling of carers

• literal reading of behaviour

• fear

• short-term success– ‘punishment’ may be a reward– predictability is paramount

Teaching Consequences

• less able - single track• more able -

– railway - no turns

– 2 clear termini with no connections

– choice point emphasised

Moment of choiceMoment of choice

Problem Problem Taught alternativeTaught alternative

Managing behaviour

• predict & reflect to avoid challenges• teach with structure & predictability• help to recognise signs of being stressed• provide ‘escape’ opportunities• train panic responses• regular aerobic exercise and clear signals• provide alternatives • teach consequences

Things to do

• build understanding of self & emotions• reduce stress - including sensory issues• teach problem solving• teach choice & responsibility• facilitate relationships through interests• teach relaxation & ‘recovery’• build realistic self confidence

– praise effort not success

• teach & engineer communication