Example of a Student

Jacob 6th grader Eligible for special education services as a student with ASD Behaviors demonstrated Growling Verbally aggressive comments to adults and peers Invading personal space Grabbing/tickling/scratching adults and peers on the back of the neck

5th Grade Moved in mid-year Everything the “right way” Social studies Transition Weekly team meetings Peer to peer support Social studies Physical incidents

6th Grade Transition - Everything the “right way” again Building to building Followed district plan Peer to peer program and class Weekly team meetings

One month into 6th grade… Verbal comments: Growling Shut up Difficulty with: Starting and completing work Class participation/attendance Arriving late to school on a consistent basis Increase in scratching behavior Increase in physical aggression Physical management

Problem Solving Process Collect data Identify behavior Use team meeting process to problem solve Weekly meetings ABC paradigm Where did we start….?

Data Collection

Charts and Graphs All Observed Antecedents for Growling

More Data, Charts and Graphs Hands on neck Hands on head “I don’t care” Shoving “Shut-up” Growling Squealing “______ is for losers” “Zombie” Other negative comments Refuse direction No work choice No work (home)

Hypothesis on Antecedents Initiating peer interaction Transition Between activities Between classes Directions Teacher Paraprofessional Visual stimulation Physical stimulation Schedule change Illness Heightened noise level Student comment Unknown

Determining Intent Specific intent of each behavior Bumping incident Growling Acknowledgement Negative

Strategies Brainstormed Individual, hourly mini-schedules Invite high school and elementary program teacher to team meeting Change speech from direct to consult Revisit/review upcoming T.A. rotations Use medium of exchange in Jacob’s areas of interest during LINK class Limit the number of LINKS working with Jacob during LINK class Involve school custodian into Jacob’s day Implement a “week at a glance” schedule for Jacob Focused on specific interventions for specific behaviors…..were so focused on the individual behaviors/interventions that we weren’t looking at the bigger picture

More Strategies Brainstormed Offer breaks Include breaks in schedule Provide Jacob a break menu to choose from Jacob will attend 1st half of social studies and team will back off on academics Reduce academic expectations throughout the course of the entire day Jacob’s mother will spend a few days with him at school to help integrate him back into the classroom Encourage LINKS to join Jacob at lunch Collect data on acceptance/refusals

More Strategies Brainstormed Offer Jacob the opportunity to type in items and/or decorate his weekly schedule Explore books on cd/mp3 Send language art worksheets home Explore option of using “route 66” reading program at home Social story about T.A. rotations Invite social studies teacher to participate in team meetings on a weekly basis

More Strategies Brainstormed Offer Jacob his fidgets Offer Jacob his water bottle Brush Jacob if he requests it with a visual Give advance notice of expectations for participating verbally in class Get Jacob started on work and give him space once he is engaged in work Address concerns without invading personal space or requiring eye contact Modify assignments to more closed ended questions

How Do You Turn This Around?

PUT ON YOUR ASD GLASSES YOU HAVE TO TAKE OFF YOUR E.I. GLASSES AND…

Promoting Interaction with Schedule LAPS TO GO Promoting Interaction with Schedule

Increase Engagement In School   NASCAR bulletin board in the classroom will be maintained by Jacob. Countdown to the next NASCAR race. Point standings of 10 favorite race car drivers

7

Points of NASCAR Drivers

Cleaning the Track

Card Questions

Student Initiated Medium of Exchange Which driver is #24? What is Dale Earnhardt Jr. Nick Name? Who won the Daytona 500 in 2004?

Break System – “Pit Stop” Access to the Pit Stop Built into schedule Student Request - presenting a yellow flag to any staff person Staff Prompt Length of Pit Stop Remainder of the lap

Pit Stop – Schedule

Pit Stop

Pit Stop

Pit Stop

Pit Stop

Break System – “Pit Stop” Access to the Pit Stop Built into schedule Student Request - presenting a yellow flag to any staff person Staff Prompt Length of Pit Stop Remainder of the lap Key Phrases “I hate school.” “I don’t care.” “____ is for losers.”

Time Away - Garage Tickling/touching/ scratching the necks of other students results in an immediate trip to the garage. Four step process for the garage. Provide a verbal prompt Provide a visual prompt (Garage Card) Contact the school principal Parents will be contacted by the principal.

Returning to the Schedule Pit Stop and Garage last until the next item on the schedule. Does not need to finish what he was working on when Pit Stop/Garage was initiated No post-incident processing Including: “What could you have done differently?” “Do you know how that makes others feel?” “Instead of _______, what could you do next time?” Etc…

Post Implementation Data Collection