1. Copyright Ernsperger Developing the Hypothesis Module Six

2. Copyright Ernsperger Review Physiological Factors Data Collection Types of Data Collection KISS and accessible Goal for educators is to teach new behavioral skills

3. Copyright Ernsperger Develop a Hypothesis The team examines the information and develops a written statement regarding the function of the behavior For example –When this occurs (the context) –The student does (target behavior) –in order to (describe the function)

4. Copyright Ernsperger Hypothesis statements When Stephen goes to the cafeteria, he pushes the other students to be first in line, in order to avoid waiting his turn When Carlos is presented with his morning work, he screams and hits his head, in order to escape the teacher’s demands Write your hypothesis for your case study in this format.

5. Copyright Ernsperger Teacher Self-Check (Richardson & Shupe, 2003, TEC) Am I taking steps to identify and diffuse my own emotional triggers? Am I focusing on what’s important? Am I using effective strategies for reducing burnout and networking? Am I using a sense of humor? Do acknowledge how others are making a difference?

6. Copyright Ernsperger Functions of Behavior? Escape/Avoidance Attention Power/Control Communication Stress/Frustration Self-stimulation or Sensory Stimulation

7. Copyright Ernsperger Theory of Mind Intent must be considered when determining the function of behavior Theory of Mind is the ability to read the beliefs, desires, perception, and intentions of others in order to understand and predict behavior. People with autism have a limited ability to “Mind Read”

8. Copyright Ernsperger Theory of Mind Individuals with autism have difficulty with emotional understanding, sarcasm, irony, “white lies” and non-literal speech. Students with ASD generally do not have a behavioral intent to disrupt the classroom or anger the teacher Mindblindness; (Baron-Cohen)

9. Copyright Ernsperger Escape/Avoid Does the B start when the student is asked to do something? Demand? Does the B when the task takes a long period of time? Is it the Students way of protesting? Does the B stop when the student escapes from activity/demand?

10. Copyright Ernsperger Attention Does the behavior start to draw attention? Does the B start when the student is alone? Does the B start when someone leaves the room? Does the B get a strong reaction from others?

11. Copyright Ernsperger Power/Control Does the B start when the students demands are not complied? Does the B start when the student has to wait? Does the B stop when the student receives the requested item?

12. Copyright Ernsperger Key Concept Functional Communication Students with autism often have language and communication deficits. A lack of adequate functional communication will greatly increase problem behaviors.Therefore, an alternative communication device must be available and implemented consistently. If the St. has an increase in receptive language over expressive language, than Augmentative Communication is recommended

13. Copyright Ernsperger Functional Communication Assessment As part of the student profile, the team should ask the following: Can the student adequately: –Express their wants and needs –Request help –Protest or refuse –Initiate a social interaction –Ask for affections or comfort

14. Copyright Ernsperger Communication Form Review form for each student Determine the level of communication for each function Select communication system Functional Communication training (FTC)

15. Copyright Ernsperger Communication Systems Reliability across settings Universal for all people to understand Portability Student’s acceptance of system

16. Copyright Ernsperger Communication Impairment Students with ASD may be able to use language quite effectively to discuss topics of interest, but they have tremendous difficulty expressing anger, sadness, frustrations, and other emotive messages. Problem Behaviors are therefore selected to communicate emotions Jacob: blurting out inappropriate comments

17. Copyright Ernsperger Communication Systems There is not One specific system which is effective and appropriate for all students. Functional communication training is needed.

18. Copyright Ernsperger Stress/Frustration Does the B have strong emotion or anger? Does the student seem agitated or nervous? Once the B has ceased, does the student appear relaxed or calm?

19. Copyright Ernsperger Self-Stimulatory Does the B occur when the student is alone? Repeatedly? Does the student appear to enjoy the B? Does the student appear calm while engaging in the B? Self-Stim and physiological reinforcement

20. Copyright Ernsperger Web Exploration Motivation Assessment Scale www.monacoassociates.com/mas/aboutmas.ht ml An optional MAS document can be found in Module 6 without using the website Write Hypothesis statement for case study www.autisminternetmodules.org –Review module on FCT National Professional Development Center –Review functional communication training overview and implementation