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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
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Schedule Session 9:45-11:15 Lunch 11:15-12:30 Session 12:30-2:00
Breaks will be determined as we go
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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
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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.
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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.
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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.
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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.
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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.
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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.
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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
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Autism: A Cartoon
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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.
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Behavior Share Out: What are some “problem behaviors” you have experienced with students on the Autism Spectrum?
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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.
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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.
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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.
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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.
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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?).
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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?
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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?
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Labels vs. Behaviors
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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.)
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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.
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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.
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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.)
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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.
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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!
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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.
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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 (+, -)??
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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
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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
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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?
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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
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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.)
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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)
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Functions of Behavior
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Functions of Behavior Escape Attention Tangible Automatic
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Escape Behavior that is reinforced by escaping or avoiding an aversive situation
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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
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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
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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
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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!”)
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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)
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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).
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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
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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
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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
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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
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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
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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.)
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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.
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Intervention Resources
Intervention Central
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Data Collection Tools ABC Data Forms
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Data Collection Tools
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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.
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Microsoft Engineering Excellence
Contact information Brigitta Petersen, Elementary Autism Specialist Katie Crandall, Secondary Autism Specialist Microsoft Confidential
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