1. Example of a Student

2. 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

3. 5th Grade Moved in mid-year Everything the “right way” Social studies
Transition
Weekly team meetings
Peer to peer support
Social studies
Physical incidents

4. 6th Grade Transition - Everything the “right way” again
Building to building
Followed district plan
Peer to peer program and class
Weekly team meetings

5. 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

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

7. Data Collection

8. Charts and Graphs
All Observed Antecedents for Growling

9. 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)

10. 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

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

12. 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

13. 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

14. 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

15. 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

16. How Do You Turn This Around?

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

19. Promoting Interaction with Schedule
LAPS TO GO
Promoting Interaction with Schedule

20. 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

21. 7

22. Points of NASCAR Drivers

23. Cleaning the Track

24. Card Questions

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

26. 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

27. Pit Stop – Schedule

28. Pit Stop

29. Pit Stop

30. Pit Stop

31. Pit Stop

32. 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.”

33. 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.

35. 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…

36. Post Implementation Data Collection