1. Autism Strategies for classroom implementation
Brigitta Petersen
Katie Crandall
August 15-17
Welcome:
-Introduce ourselves
-Housekeeping items: bathroom location, 180 minute presentation, lunch break, materials
-Introduce our topic
-Ask how many individuals are the following: preschool, elementary, secondary, or post high
-Ask how many individuals are the following: sped teachers, reg ed teachers, related service personnel, or other
-Ask how many individuals are familiar with autism spectrum disorder
-Ask how many individuals have taught students on the autism spectrum

2. Schedule Session 9:45-11:15 Lunch 11:15-12:30 Session 12:30-2:00
Breaks will be determined as we go

3. Training Objectives Participants will:
Obtain a basic overview of Autism
Review and become familiar with the updated Tiers of Intervention Trifold and Least Restrictive Behavior Interventions (LRBI)
Discuss and design interventions that may be successful for individuals on the Autism Spectrum

4. Autism Spectrum Disorder: The Basics
Difficulties in social interaction
Deficits in developmental verbal and nonverbal communication, as well as language
Engagement in significant restricted, repetitive, and stereotyped pattern(s) of behavior, interests, and activities
Unusual resistance to environmental change or change in daily routines
Challenges with sensory experiences and processing
After stating the last bullet point, say the following: We will now discuss each of the stated bullet points in more detail.
If you don’t understand something or need further clarification, please stop us and ask.

5. Autism Spectrum Disorder: Social Interaction
Difficulties in social interaction includes, but is not limited to:
Failure to use appropriate nonverbal behaviors
Failure to develop peer relationships appropriate to developmental level
A lack of spontaneous initiation to share interests, enjoyment, or achievements with others
Inability to understand what other people think and feel
Inability to read social cues
When discussing the 1st bullet, indicate the types of nonverbal behaviors: eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interaction.
When discussing the 4th bullet, indicate that this makes it challenging to individuals with ASD to express themselves either with words or through gestures, facial expressions, and touch.
When discussing the final bullet, indicate what the social cues include: facial expressions, body language, or tone of voice.

6. Autism Spectrum Disorder: Communication and Language
Deficits in developmental verbal and nonverbal communication, as well as language includes, but is not limited to:
Delay in or lack of spoken language with no attempt to communicate through alternate modes (sign language, pictures, gestures, etc.)
Stereotyped and repetitive use of language or peculiar language (echolalia)
In individuals with adequate speech, an inability to initiate or sustain a conversation and to use conventions of social communication or pragmatics
Lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level
When discussing the 3rd and 4th bullets, ask participants to link those skill deficits to a lack of social skills.

7. Autism Spectrum Disorder: Behavioral Characteristics
Engagement in significant restricted, repetitive, and stereotyped pattern(s) of behavior, interests, and activities include, but are not limited to:
Restricted patterns that are not typical either in intensity or focus
Rigid adherence to specific, non-functional routines or rituals
Stereotyped and repetitive motor mannerisms such as hand or finger flapping or twisting, or complex whole-body movements (also known as “stimming”)
Persistent preoccupation with people, events, or objects
At the end of the slide, ask participants to name behaviors that they have observed, such as rocking, pacing, hand flapping, etc.

8. Autism Spectrum Disorder: Routine
Unusual resistance to environmental change or change in daily routines includes, but is not limited to:
New adults or students in the classroom setting
Any major or minor changes made to the physical environment within the school setting
Any major or minor changes made in the daily schedule
At the end of the slide, ask participants to provide examples of environmental changes, as well as daily schedule changes.

9. Autism Spectrum Disorders: Sensory
Challenges with sensory experiences and processing include, but are not limited to:
Sudden loud noises or high-pitched sounds
Rough or highly textured surfaces or clothes touching the skin
Hyper-sensitive
Hypo-sensitive
Bright lights, florescent lights, or sudden changes in lighting
Strong or unfamiliar tastes or smells
At the end of the slide, ask participants to provide examples of sensory experiences that they have noticed negatively/positively affect students on the Autism Spectrum.
Before moving on to the next slide, ask participants if they have any questions thus far.

10. What might this look like?
Defining Autism 1
What is it? 2
What might this look like? 3
Give an example.
Small Group Discussion: Get in groups of 5 and recap what you’ve learned about the Autism Spectrum Disorder...think of a student you have worked with to provide personal connection and insight as we close this section.
3 minutes

11. Autism: A Cartoon

12. Supporting Students with an Autism Spectrum Disorder
Tiers of Intervention Trifold
Specific to students with on the Autism Spectrum
Separated into a Tier I, Tier II, and Tier III Interventions model
ACTIVITY: Split into groups and identify which Tier or Tiers each intervention fits under
Before presenting the slide, show the updated Autism Website and quickly review the forms. Wait to show the Tiers of Intervention Trifold on the website until after the activity. Indicate that a hard copy will be supplied after the activity.
10 minutes working; 5 minutes check with Trifold Doc
At the end of the slide, explain the ACTIVITY: Each intervention name and definition will be cut and provided to each group. The groups will divide the interventions into the appropriate tiers. Once the groups are finished, the Tiers of Intervention Trifold will be passed out to each participant. The group will compare what their group placed the tiers in comparison to the trifold. The group will have a discussion about how interventions can be modified or adjusted based on student need...to be authentic, you must implement interventions you are comfortable with.

13. Behavior
Share Out: What are some “problem behaviors” you have experienced with students on the Autism Spectrum?

14. Behavior can be changed!!!
Is communication
Is a way of getting basic needs met
Serves a purpose/function
Escape/Avoid
Attention
Tangible (get or obtain something)
Automatic Reinforcement
Behavior can be changed!!!
While discussing the 1st and 2nd bullet, state the following: Behavior is communication and communication is a basic need all people have. If a person can’t communicate what he wants and/or needs, behaviors are engaged in to ensure that those needs are met.
Before stating the 3rd bullet, state the following: There are four basic functions of behavior that students engage in.
After stating the 4th indented bullet, say: Automatic reinforcement or sensory stimulation
After discussing the 3rd large bullet, state the following: Because behavior is functional, it can be taught and changed using research based practices. This is a good thing for school teams, particularly special educators, who are obligated by law to address student needs in this area.
At the end of the slide, state the following: Our current functional assessment and behavior plan documents are being revised by the district to reflect these 4 basic functions and will come out in a few months. We want to point out that we will be removing “power and control” as an option on our current FBAs because it is not a research based function of behavior, but rather, power and control is something a person does/uses in order to get or avoid something. Therefore, it is part of the behavior, not a function. Power and control can be observed in each of the functions.

15. Behavior is functional which means it serves a purpose
Question: Why do people continue to engage in the same behavior over and over?
It works!!!
Behavior is functional which means it serves a purpose
If a student repeatedly engages in a problem behavior, he/she is doing it for a reason…in some way, it is paying off for the student
Remember: Behavior is not GOOD or BAD
Quick Think: Each part of this slide will fly in. Ask the teachers: “Why do people continue to engage in the same behaviors over and over?” Have a whole group discussion for 1 minute. After the discussion, fly in each response here and discuss each briefly.
At the end of the slide, state the following: We may see the behavior as being “bad” or “good”, but the student does it because it is effective (it pays off) or fills a need he/she has. Even when we don’t see the function of the behavior right away, if the behavior is continuing, it is serving a function.

16. Components of Behavior Change
Antecedent/Trigger
Target Behavior
Maintaining Consequence/ Function of Behavior
At the end of the slide, state the following: Here are the components to changing a behavior, but often we forget about the replacement behavior. You cannot just stop a behavior without replacing it with an appropriate behavior that serves the same function. We will discuss each of these components in more detail now.

17. What is an Antecedent/Trigger?
What occurred to “set-off” the target behavior
Antecedent factors to consider are:
Time of day
Physical environment
People
Activity
Skill deficit
Before pushing enter, state the following: Antecedents occur prior to the target behavior and are often referred to as the “trigger” or what “sets off” that target behavior.
While discussing the 2nd bullet, state the following: The antecedent can be an immediate event or a more distant setting event. Examples include: just before mealtime, the environment is uncomfortable (too hot/cold), a specific person he/she does or does not like is present, giving him/her something he/she does no want to do, something happens before he/she gets to school, etc. Antecedents can influence the occurrence of the behavior by “setting the stage” for the behavior. They are the setting events that tend to be in place when a behavior typically occurs.
Independent work: Take 30 seconds and independently think of examples of antecedents that have occurred prior to a student’s behavior from these mentioned categories.

18. What is a Target Behavior?
Target behavior is a behavior that is being analyzed for change
Must be well defined:
Observable
Visible action or act
Objective (does not include feelings or personal perspectives)
Simple
Two or more people can agree when the behavior does and does not occur
It is helpful when the definition includes non-examples
Measurable
Frequency
Duration
Intensity
Before reading the 1st bullet, state the following: After the A of the ABC of behavior is established, we must identify the target behavior next.
Before reading the 2nd bullet, state the following: The first step in identifying the target behavior is to make sure it is defined in observable and measurable terms.
(Presenter info: Stress what makes a behavior observable and measurable. Ask: Can another person come in and take data on that behavior? Have we used quantifiable information to define it?).

19. Target Behavior Example: Hitting
Hitting involves any instance of Jane Doe using any part of her hand (open or closed) with movement beginning above her shoulder to attempt to contact (from a distance of 6 inches) or contacting another person’s body. This does not include giving a high five, giving a fist bump, or gaining attention by tapping the teacher on the shoulder.
At the end of the slide, ask the following: Is this observable? Is this measurable? Does it include non-examples?

20. Are these observable and measurable target behaviors?
Hyperactive
Disrespectful to adults and peers
Leaves room at least 3 times during a 30 minute lesson
Throws a tantrum
Out of seat
Talks out
Non compliance
Refusing to complete work
(Presenter info: A behavior or non behavior will fly onto the screen.)
Before pushing enter explain the following:
Learning task:
We will determine if each behavior is observable and measurable. You will signal with a thumbs up if it meets the target behavior definition or a thumbs down if it does not meet the criteria for target behavior.
The following information is for the instructor to refer to as you go through the task:
Hyperactive: thumbs down
Disrespectful to adults and peers: thumbs down
Leaves room at least 3 times during a 30 minute lesson: thumbs up (what could be added to make it more observable/measurable?)
Throws a tantrum: thumbs down
Out of seat: thumbs up (what could be added to make it more observable/measurable?)
Talks out: thumbs up (what could be added to make it more observable/measurable?)
Non compliance: thumbs down
Refusing to complete work: thumbs up (what could be added to make it more observable/measurable?)
After evaluating each bullet, state the following: Even though there are some thumbs up here, you will need to define the behavior more specifically for all of those we determined were ok.
Does anyone have a question about how to define any of these behaviors more specifically? Does anyone want to take a stab at defining one?

21. Labels vs. Behaviors

22. Learning Task
With a partner write a description of the following target behavior: “out of seat”
Make sure your definition is observable and measurable
While discussing the slide, state the following: Now we are going to do a think-pair-share. Turn to a partner and together write a description of out of seat behavior. Make sure your definition is observable and measurable. You will have 3 minutes to complete this task. You will be sharing your ideas with the group.
(Presenter info: Only take a few volunteers due to time restraints.)

23. Consequences Natural Occurs without human involvement Logical
Direct link between what a person did and what someone else did as a result of the behavior
Contrived
“Contracts”: The rules are explained beforehand
Token economies
Before pushing enter, state the following: After the B of the ABC of behavior is established, we must identify the consequences used next.
While discussing the 1st bullet, state the following: Natural consequences occur with no human involvement. They occur “naturally.” If someone skips breakfast, he/she will be hungry. If you go outside in the rain without an umbrella, you will get wet. These are examples of naturally occurring consequences.
While discussing the 2nd bullet, state the following: A logical consequence has a direct link or connection between the behavior and the consequence. One of the faculty members of The Mandt System, Inc., likes to listen to music quite loud while he works. One night, the desk clerk called and asked if he knew what time it was. He said “no” and the clerk said it was 1:00am. The clerk went on to say that if he did not turn the music down, he would be asked to leave and would not be given his money back. This is an example of a logical consequence. There is a direct connection between playing music so loud it disturbs other guests and being asked to leave. A warning is given and the faculty member turned his music down.
While discussing the 1st indented line on the 3rd bullet, state the following: Had the clerk said “Sir, if you don’t turn your music down, you will have to clean four rooms tomorrow,” the consequence would not be logical. That is an example of a “contrived” consequence. These types of consequences are quite common in our society. They work because there is a contract in place, such as a warning that if a person does a certain thing there will be a certain consequence. There is, for example, no logical connection between driving too fast and getting a speeding ticket. This is a contrived consequence. It works because we entered into a contract with the state when we were issued a drivers license. We promised we would obey all the traffic laws, and if we did not, then we knew what the consequence would be.
While discussing the 2nd indented line on the 3rd bullet, state the following: Another example of contrived consequences are token economies. If the person writing the behavior support plan is using a token economy, or level system, it is very important that the staff follow the plan! Not following the plan makes the consequences either useless or it is perceived as punishment.

24. Consequences Give people feedback
Lets him/her know if his/her behavior worked or not
According to the plan
At the end of the slide, state the following: When using any or all of these consequences, it will be important to give people feedback about his/her behavior. As stated earlier, we need to give people information they can use to either make the same decision next time or choose to engage in a different behavior the subsequent times.

25. That’s Not Fair!
That’s not fair!
When a contrived consequence is imposed without informed consent
Person may feel punished and react negatively
Before pushing enter, state the following: Any time someone says “that’s not fair” after we have imposed a consequence, there is a very high chance that he/she was not aware that if he/she did one thing (or didn’t do that thing) that something would happen. This is especially true about contrived consequences.
As soon as you are wishy washy about consequence implementation, you are providing empty threats, and the student will not take you seriously.
While discussing the 2nd bullet: state the following: People, especially parents, get in trouble when they give a consequence while they are upset or while they are in the escalation or crisis phase of the Crisis Cycle. When and if this happens, the person may feel he/she is being punished as a result and react negatively towards the person imposing the consequence.
At the end of the slide, state the following: When people say “that’s not fair” it gives us an opportunity to respond non-physically and de-escalate the situation with an awareness of his/her trauma history.
(Presenter info: you will need to prepare for questions regarding people who are “lazy” or who refuse to take responsibility, even when they were informed of the possible consequences.)

26. Non-Contingent Reinforcement
If we only reinforce behavior on a contingent basis, we turn people into performers
“Don’t tell staff what you like, because they’ll take it away from you and make you earn it back!”
Before stating the 2nd bullet, state the following: This concept focuses on ensuring a good quality of life for others and treating people with compassion and respect.
While discussing the 2nd bullet, state the following: There is a famous saying attributed to an anonymous individual: “Don’t tell the staff what you like, because they’ll take it away from you and make you earn it back.”
At the end of the slide, state the following: People should get to do some things just because of who they are, not because of what they do.

27. Punishment
Decreases the likelihood that a behavior will be used the next time antecedent arises
When you were a child, were you punished?
Did you get sneakier?
While discussing the 1st bullet, state the following: The purpose of a punishment is to help the person not do what he/she did before and pick a new behavior. The problem is, punishment does not help you learn what to do differently, unless there is specific feedback from staff about what they can do differently next time. Punishment is not about punishing the person, but the behavior.
At the end of the slide, state the following: Punishment is the most frequently used and most ineffective behavior change strategy at times. Most people, when asked if they were punished as children, say they were. And most also say they got sneakier! Some people even said this: “if I get caught, it is worth the price.” This happens because the antecedent, the thing they wanted to get, was more important than the punishment. The power in the behavioral equation is not in the consequence, it is in the antecedent!

28. Punishment Does Not Work (At Least Not Always)
When staff say “Well, aren’t you going to give them a consequence?”… What do they want to give?
Most likely, a punishment
How do they want to punish?
By taking something away ☺
At the end of the slide, state the following: What does this do to the relationship between the individual and staff that take things away? Does it build it up or tear it down?
Before moving on to the next slide, state the following: Use punishment as a last resort treatment option, as it is poorly understood, is frequently misapplied, is controversial, there are risks involved, and it is not fun to implement. It occurs in the natural environment and can be effective.

29. Reinforcement and Punishment
Present
(Give to the person)
Remove
(Take away from the person)
Something the person likes
(favorite activity, book, etc.)
Reinforcer
Something the person does not like
(task, sound, etc.)
Something the person does not like (task, sound, etc.)
Punisher
Something the person likes (favorite activity, book, etc.)
Activity: Can you name an example of each reinforcement (+, -) and punishment (+, -)??

30. 5 Basic Concepts Related to Behavior
Behavior is learned
Any behavior that occurs repeatedly is serving some function for the individual
Behavior can be changed
Focus more energy on encouraging responsible (desired) behavior rather than on trying to reduce inappropriate behavior
Changing behavior may require the implementation of a comprehensive behavior plan

31. Building Rapport is the Place to Start
Be yourself and allow the relationship to happen
Spend time in recreational activities
Display genuine concern and respect for students
Show interest in helping students
Encourage the students; stay positive
Be aware of “personal space” and the power of proximity

32. Something to Ponder
“Each time a student fails there is a high probability that they will fail again. If they succeed then there is a high probability that they will succeed again.”
—Terry Scott
Ponder: Think about how you set your students up for success in the classroom and school environment.
How do you build rapport with students in your classroom/school?

33. Promoting Responsible Behavior
Make sure students understand what the behavioral expectations are
Ensure that the students know how to meet the behavioral expectations
Arrange the physical space so that it is more conducive to responsible behavior than to irresponsible behavior
Design a fast-paced schedule and provide interesting lessons

34. Reinforcement
Increases chances of behavior being repeated the next time the antecedent occurs
Reinforcement is much more effective at changing behavior than punishment
Avoid generalities, be specific
While discussing the 1st bullet, state the following: The purpose of any reinforcement is to help the person repeat the same or similar behaviors the next time they find themselves in that situation, or put in behavioral terms, the next time the antecedent occurs.
While discussing the 2nd bullet, state the following: Reinforcement is much more effective at changing behavior in the long term. Who said that? B.F. Skinner, back in 1953.
While discussing the 3rd bullet, state the following: When you reinforce, you must do more than just say “good job.” If you say “good job” to someone, they will choose which of their behaviors you are reinforcing! Be specific, say something like “I like the way you are (give a specific example) That will help you to (now tell him/her how his/her behavior will help him/her to achieve the goals of his/her behavior, which is his/her antecedent.)

35. Supporting Students with an Autism Spectrum Disorder
LRBI Manual
General document for ALL students
Separated into Tier I (Universal), Tier II (Targeted), and Tier III (Individual) Interventions model
JIGSAW ACTIVITY: Split into groups,
review the assigned LRBI pages,
and collaborate with other groups of
the same intervention tier. Collective
groups will present a summary to the
whole group.
Jigsaw Activity: Have participants split into groups for Tier I and Tier II Interventions. Each group will review LRBI pages, and then collaborate with other groups of the same Intervention Tier. Then, collective groups will present a summary to the whole group.
Tier I pp (1-7; 8-14; 15-22)
Tier II pp (1-8; 9-17)

36. Functions of Behavior

37. Functions of Behavior
Escape
Attention
Tangible
Automatic

38. Escape
Behavior that is reinforced by escaping or avoiding an aversive situation

39. Common Interventions for Escape
• Antecedent Modifications
-Verbal/nonverbal reminders
-Check in Check out
• If this, Then that
• Providing Choices
-Every other ½ assignment on own, ½ with a partner
• Environmental Supports
-Agenda/organizer
-Verbal reminders
-Break card
-1 on 1 assistance
-Increased engagement time
• Home-School Reinforcement System

40. Common Interventions for Escape Cont.
• Learning Strategies
-Peer tutoring
-Specific academic skills
-Independent responding
• Self-Management/Monitoring
-Graphing
-Pennies in pocket
• Set up Reinforcement Schedule/Program
-Behavior contract
-Token economy
-Alternative assignment
• Peer Supports
-Tutor/mentor
-Positive peer reporting

41. The behavior has been reinforced by the delivery of positive reinforcement by another person. Therefore, when there is a desire and a stimulus for this type of reinforcement, the behavior occurs.
Attention

42. Common Interventions for Attention
• Pat the student on the shoulder
• Make eye contact and smile at the student
• Give the student a thumbs up
• Check in with the student about how he/she is progressing with an assignment
• Call on the student in class (when you are sure that he/she knows the answer!)
• Pass the student a note with a cheerful comment, specific praise, or compliment
• Give brief, specific praise about the student’s work or behavior (e.g., “I really like to see how carefully you are drawing that map, Joanna!”)

43. Common Interventions for Attention Cont.
• Give the student a few words of encouragement
• Invite the student to summarize for the group the main points of a classroom discussion
• Converse briefly with the student
with a cheerful comment, specific praise, or compliment
• Select the student to carry out a classroom task that he/she likes (e.g., passing out papers)

44. Tangible
Some behaviors occur so the person can obtain a tangible item or gain access to a desired activity.
For example, someone might scream and shout until his/her parent buys him/her a new toy (tangible item) or take him/her to the zoo (activity).

45. Common Interventions for Tangible
If this then that (If...Then Chart)
Token Economy
Marble jar
Tickets/tokens
Stamps
Transition Supports
Hall pass
Manipulative
Hallway ‘buddy’
Set up Reinforcement Schedule/Program
Reinforce replacement behavior
Requesting a break
Raising hand

46. Spontaneous production of often purposeless verbal or motor behavior without conscious self-control or self-censorship.
The behavior does not typically involve another person. It is not a social behavior.
The student will engage in the behavior if he/she is alone. The student will engage in the behavior if you put NO demands on him/her. The student will engage in the behavior if he/she loses rewards, privileges, or reinforcers.
Automatic

47. Automatically Maintained Behaviors
Examples of automatic positive reinforcement (occurs when a person obtains something as a result of their own behavior) can include:
Brushing your hair because you want it to be neat
Dressing yourself
Putting salt on your own dinner to improve the taste of the food
Tying your shoelaces
Watching a movie because you enjoy it

48. Automatically Maintained Behaviors
Examples of automatic negative reinforcement (occurs when a person escapes or avoids something as a result of their own behavior) can include:
Washing your own hands to remove dirt
Cutting your own finger nails to reduce their length
Throwing out rubbish
Turning on your car windscreen wipers to remove rain water
Rubbing your leg to sooth the pain after banging it off a table edge

49. Automatically Maintained Behaviors Cont.
Examples of automatic self-stimulation and sensory can include:
Hand flapping
Rocking
Inappropriate jumping/climbing
Repetitive or extended vocal sounds
Fingers in ears
Toe walking
Pica (eating nonedibles)
Saliva play or holding spit in mouth
Stuffing cheeks with food
Mouthing

50. Automatically Maintained Behaviors Cont.
Examples of automatic self-stimulation and sensory can include:
Chewing on fingers or clothing
Screaming
Making noises with mouth
Smearing/playing with feces
Licking objects
Vomiting
Immediate or delayed echolalia
Self-injurious behaviors (eye poking, head- banging, hair pulling, etc.)

51. Common Interventions for Automatically Maintained Behaviors
Response block with a functionally equivalent (and as possible, topographically similar) replacement behavior
For example: When a student bangs a table repeatedly, provide him/her with a drum to bang on.
For example: When a student bites his/her arm, provide a teething item to chew on.
*The replacement behavior should not require more effort than the inappropriate behavior.

52. Intervention Resources
Intervention Central

53. Data Collection Tools
ABC Data Forms

54. Data Collection Tools

56. Put What You’ve Learned Into Practice
Activity: Think back to the target behaviors we evaluated as a group. In groups, determine the function (if possible), and design 1 intervention. We will then share as a group.

57. Microsoft Engineering Excellence
Contact information
Brigitta Petersen, Elementary Autism Specialist
Katie Crandall, Secondary Autism Specialist
Microsoft Confidential