The Basics of Autism Spectrum Disorders Training Series

1. The Basics of Autism Spectrum DisordersTraining Series Regional Autism Advisory Council of Southwest Ohio (RAAC-SWO) RAAC Training Committee 2011

2. Training Series Modules Module One: Autism Defined, Autism Prevalence and Primary Characteristics Module Two: Physical Characteristics of Autism Module Three: Cognition and Learning in Autism Module Four: Getting the Student Ready to Learn Module Five: Structuring the Classroom Environment Module Six: Using Reinforcement in the Classroom

3. Training Series Modules Module Seven: Autism and Sensory Differences Module Eight: Sensory in the Classroom Module Nine: Communication and Autism Module Ten: Communication in the Classroom Module Eleven: Behavior Challenges and Autism Module Twelve: Understanding Behavior in Students with Autism

4. Training Series Modules Module Thirteen: Social Skills in the School Environment Module Fourteen: Functional Behavior Assessment Module Fifteen: Working Together as a Team Module Sixteen: Autism and Leisure Skills to Teach Module Seventeen: Special Issues of Adolescence Module Eighteen: Safety and Autism Module Nineteen: Special Issues: High School, Transition, and Job Readiness

5. Training Series Modules • Module Twenty: Asperger Syndrome: Managing and Organizing the Environment • Module Twenty-One: Asperger Syndrome: Addressing Social Skills

6. Big Idea We must first understand why a behavior occurs before we are able to change it.

7. Steps to Understanding Reasons for Behavior

8. Step One: Describe What Was Happening Before the Behavior Started Who, What, When, Where, and then Why? • Where does the behavior happen? • When does the behavior happen? • Who is there when the behavior occurs? • What was happening right before the behavior started?

9. Step Two: Describe the Behavior Describe the behavior exactly. • What did it look like (as if you had a video camera)? • Who was involved? • How long did it last? • What was being said?

10. Step Three: What Happened Immediately Following the Behavior? • What happened to end the behavior? • What did the student do? • Was someone else involved in ending the behavior? • Did the student get what he wanted? • What was it?

11. Big Idea All behavior happens for a reason and it is motivated by something.

12. Some Reasons Behind Behavior • Behaviors are a way of coping with what is happening around us. • Behaviors are learned through trial and error. • Behaviors that are reinforced are likely to continue. • If a behavior continues to occur or it is increasing, it is being reinforced in some way. • To change the student’s behavior, we must change what we are doing.

13. Reinforcement Reinforcement is something that follows a behavior that either makes it occur more often or less often. Examples: - a baby says “mama” for the first time and mommy smiles, claps, and yells her excitement. (Positive) - loud buzz in some cars when ignition is turned on in order for driver to put on seat belt to eliminate irritating buzz. (Negative) - I receive a paycheck every 2 weeks. (Positive)

14. Reinforcement is Important • We all reinforce ourselves throughout the day. (i.e. an ice cream cone, a break, a favorite television show, praise) • Students with ASD tend to need a lot of reinforcement throughout their day. - It increases motivation to participate. - Participation can help in learning new things. - Once the behavior is learned, the reinforcement can usually be lessened.

15. Big Idea Everyone’s reinforcers are different. We have to find out what works for each student.