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Behaviour is a communication function.

Behaviour is a communication function. Supporting children with ASD and challenging behaviour. Children with ASD often behave in unconventional ways:. Angry tantrums Rudeness and ignoring others Unco-operative for no apparent reason Lack of interest in playing with other children

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Behaviour is a communication function.

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  1. Behaviour is a communication function. Supporting children with ASD and challenging behaviour.

  2. Children with ASD often behave in unconventional ways: • Angry tantrums • Rudeness and ignoring others • Unco-operative for no apparent reason • Lack of interest in playing with other children • Obsessive and controlling behaviours • Disorganised and inattentive in school • Unreasonable demands…

  3. Real life examples…

  4. ‘Reality to an autistic person is a confusing mass of events, people, places, sounds and sights. There seem to be no clear boundaries, order or meaning to anything. A large part of my life is spent just trying to work out the pattern behind everything’. An autistic person.

  5. The function or purpose of the behaviour is not always obvious. • Information about the child, behaviour, frequency, environment, and consequences needs to be collected to determine what purpose the behaviour serves and what is reinforcing it. • What alternative behaviour can be taught? • What skills does the student need to be able to use more positive behaviour as a communication function?

  6. Group activity 1

  7. ‘The iceberg metaphor’, Schopler 1994.

  8. Preventative strategies Teach communication skills Teach social skills Use social stories Clear expectations for behaviour Clear schedules Teach how to make choices Use visual aids and prompts Learn to read signs of anxiety Teach relaxation Teach how to ask for a break Rehearse and try new things Reinforce appropriate behaviour Replace inappropriate behaviour with alternatives Anger management and self control Promote independence Develop a behaviour plan for reactive interventions Be consistent Evaluate impact What to do?

  9. Behaviour: Hitting/pushing Frustrated and angry Will not comply Does not use words to explain frustration Stands too close Does not give eye contact Says inappropriate things Makes funny noises Adult/pedantic language echolalia Possible reason? Language processing difficulties Word finding difficulties Sensory overload Poor awareness of purpose of communication Does not know how to start a conversation Or how to continue it Special interests take over Literal understanding of language Frightened of change/transitions Communication difficulties

  10. Lack of social understanding.

  11. Behaviour Prefers adults to children Self centred/will not share Not interested in conversation Tantrums when things change Points out other children’s misdemeanours but cannot see his own Not interested in other’s wishes or games Never talks about school day to parents Inability to make friends; rejection and more anger Possible reasons? Adults are more predictable than children No value in sharing in an activity that holds nothing for him/her Language is easier to find when it is about a special interest Manipulating others to do what is comfortable/safe to him/her Lack of self awareness Lack of social competence – difficulty reading social cues Social interaction difficulties

  12. Some strategies: • Clear expectations of behaviour • Social stories • Verbal and visual guides • Visual schedules • Teach simple choices • Rehearse and try new things • Reward good behaviour

  13. Group activity 2

  14. Playtime nightmare • Poor turn taking and loosing • Imposes rules • Plays organising/logical games • Dislikes others playing with or does not understand why they do not like his/her rules • Plays same games every day • Angry that no one will be his/her friend

  15. Some strategies… • Think about the reasons for the behaviour. • What skills are needed? • Can these be rehearsed in less stressful situations? • Learn to recognise the signs of anxiety and to talk about them. • Set up manageable situations.

  16. Lack of flexibility of thought and understanding of other people and situations. (theory of mind). • Repetitive questions • Ritualised greetings • Rigid ways of behaving and thinking • Eating difficulties • Repetitive language from TV or favourite books • Obsessions with objects/organisation • Inability to decipher what others are thinking/feeling These behaviours can mask anxiety due to • routine changing/wants to impose routine • an assumption that the other person knows why they are upset…

  17. Task 3

  18. Attentional difficulties

  19. Schedules… Examples and activity 4

  20. Sensory processing difficulties

  21. Questions and discussion.

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