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

6. Behavior Characteristics Students with ASD do not all behave the same. They have differences based on their communication, social skills, ability to cope, and their environment. The following slides will describe four categories of behavior: • Social Interaction • Activity Level • Repetitive Behaviors • Aggression

7. Big Idea The goal is not for us to change the person, but to improve their ability to interact with and participate in their world.

8. Social Interaction Not Social Overly Social

9. Strategies for Social Interaction • Some students with ASD do not like it if someone is too close to them. It may be helpful to let the student know that you are approaching them. • Some students with ASD like to “people watch”, or be around people, but not have to interact with them.

10. Strategies for Social Interaction • Some students with ASD do not mind others being nearby, they just ignore them. You may have to explain this to others so that they do not get their feelings hurt • Encourage, but do not force the student with ASD to interact.

11. Strategies for Social Interaction Be aware of safety concerns for students with ASD. • Some students with ASD “never see a stranger”. • They talk to or they are over-friendly with people that they don’t know. • They may be at risk if a person wants to take advantage of them. • It can be difficult to teach a child with ASD who is and who is not a “safe” person.

12. Activity Level Under-Active Over-Active

13. Strategies for Under-Activity It is important to help the student establish an exercise routine: • In general, activity level decreases during adolescence. • Lack of exercise may result in weight gain. • Use of a picture schedule may help • Just like most people, children with ASD need motivators to exercise.

14. Repetitive Behaviors None Frequent

15. Repetitive Behaviors Explained • Students with ASD may have certain behaviors that they do over and over again. Often these are physical behaviors, such as hand flapping, rocking, finger flicking, or a repeated sound. • These behaviors may happen because of a sensory need (see Module Seven). • These repetitive behaviors may occur more often when the student is upset, anxious, or when they are not busy.

16. Strategies for Addressing Repetitive Behaviors • Be aware that down or free time often leads to the student engaging in these behaviors. • Help the student find things that they can do during down time. • There are times that you may want to give the student something else to do that limits their use of the repetitive behavior (i.e. if they flap arms, give them something to carry when they are out in the community).

17. Challenging Behavior Challenging behavior can include both physically and verbally aggressive behaviors. None Frequent

18. Challenging Behavior May Be the Result Of*…… • Difficulty expressing basic wants, needs and feelings. • Not knowing how to ask for help or getting someone’s attention. • Appearing to understand directions even when they don’t. We may think they are being uncooperative. • Difficulty understanding explanations, reassurance or instructions. *Adapted from Nancy Dalrymple’s Helping Children with Autism Learn to “Behave”

19. Challenging Behavior May Be the Result of….. • Difficulty understanding social rules or social interaction. • Difficulty understanding the viewpoint and motives of others. • Need for longer than usual time to process, organize, and retrieve information. • Dependence on routines and not coping when events are out of order. • Limited number of interests and activities. • Sensory overload.

20. Challenging Behavior May Be the Result Of… • Unusual fears about harmless objects or situations. • No fear of real dangers. • Lack of sleep. • Physical discomfort due to gastrointestinal or other medical problems.

21. Strategies for Addressing Challenging Behaviors • Must first understand the reason behind the behavior (refer to Module Twelve) • It is very important that the student have a way to communicate so that others can easily understand them. • Be sure they understand what you are saying. Just because the student can talk, they still may not be able to understand you. • Check out, and rule out, any medical reasons for a behavior ( i.e. heartburn, localized pain).

22. More Strategies….. • The problem could be something in the environment (sensory) that needs to be changed. • Give the student time to follow instructions. • New places and things can be hard. Gradually introduce new people, places, and things whenever possible

23. Even More Strategies…. • Change is very hard. Prepare the student for change. Practice change. It helps to break a task into small steps. • Teach new skills or new things in many different settings with different people.

24. Big Idea We must first understand why a behavior happens before we can change it.