1. Steps Toward Supporting Behavior Positively 1. Understand the characteristics of autism that may influence the child’s ability to function in the learning environment. 2. Acknowledge that behavior serves a function, is related to context, and is a form of communication. 3. Use a functional behavior assessment to determine the basis of the behavior and as the place to begin development of a program of support.

2. Positive Support (cont.) 4. Be proactive, think prevention, the time to address an inappropriate behavior is before it happens. 5. Collaborate with support team members (parents, educators, administrators, related service providers, etc.) to develop and implement long term prevention plans.

3. Characteristics and IQ Severe Autism Social and behavioral difficulties Severely affected population Cognitive skills in IQ Average or LD/MR range above average Poor academic skills -- Good Academic skills Lack verbal skills -- verbal Mild Autism Social and Behavioral Difficulties

4. “Iceberg Theory of Behavior” Applying what we know about the “culture” of autism to help us understand the behaviors we observe.

6. Gets stuck on details

8. Seems to lack “common sense”

9. Good rote memory

10. Lacks higher level thinking and comp. Skills

11. Limited problem solving ability

13. Poor social reasoning

17. Visual thinkers

20. Active yet odd

21. “Out of sync”

22. Socially naive, teased by peers

23. Few or no friends

24. “Little lawyer,”or “Class policeman”

25. Egocentric

26. May prefer being alone

27. Wants friends but lacks skills for making them

28. Misses subtle social cues and meta rules

29. Problems taking other’s perspective, mind blindness

30. Poor incidental social learner

31. Unable to navigate new social situations

32. Narrow fund of social knowledge applied to all situations

34. Upset with changes

35. Fussy about sounds, foods, clothing

37. Intense fixation on unusual things

38. Limited imagination

39. Overwhelmed by minimal change

40. Highly sensitive to environmental stressors

41. Attracted to sameness

42. Poor concept of time

43. Fatigue

44. Obsessive thoughts and compulsive behaviors

46. Stiff, awkward gait

47. Awkward posture

48. Poor handwriting

49. Not good at team sports

50. Poor fine motor skills

51. Poor gross motor skills

53. Sensory integration differences

54. Unable to coordinate own actions with that of peers

56. Poor concept of time

58. Impressive vocabulary, poor comprehension

59. Ineffective thinking strategies

60. Difficulty scanning information, visually

61. Limited social understanding, problems taking others’ perspectives

62. Pyramid of Support Task Structure Routines & Strategies Work Systems Schedules Physical Structure

63. Physical StructureHow is my classroom organized? Refers to the way that you arrange the furniture and materials to add meaning and context to the area or environment

64. Physical Structure Clear visual and physical boundaries Minimize auditory and visual distractions Develop basic teaching areas 1:1 or teacher area Independent work Leisure, calm, safe spot Group instruction Transition

65. Physical Structure With a shoulder partner, discuss ways that you might add physical structure to your current classroom environment Share

67. A visual system which allows student to predict what will happen next

69. Picture or photograph schedule

70. Pictures with words

71. Symbolic drawings

72. Written

74. Symbolic Drawing

75. Written/Text Schedule

77. Work system builds independent work skills

78. Answers:

79. How much work?

80. What work?

81. Concept of finished and progress

83. Right There

84. Right There

85. Right There

86. Matching

87. Matching

88. Matching

89. Matching using high interest

90. Written

91. Routines and Strategies Promote generalization of skills by using same or similar materials in a variety of ways Incorporate special interests Incorporate routines into daily events

92. Visual Structure of Tasks Definition: The process of incorporating concrete visual cues into a task or activity. Purpose: To capitalize on visual strengths, while minimizing reliance on weaker auditory processing skills.

93. 32 Three Key Elements Visual instructions Visual organization Visual clarity

94. 33 A. Visual Instructions Show how to combine and organize a series of parts to obtain the desired outcome Provide the necessary information to put parts or details of a task together in a systematic and meaningful way Promote the use of the child’s strong visual skills in a functional way

96. 35 B. Visual Organization Modulates sensory input by organizing materials and space within the work environment Placement of distinct materials into separate containers helps reduce distractions Limiting the work area space helps direct focus to relevant details

97. Visual Organization

98. 37 C. Visual Clarity Further clarification of relevant information and key materials Emphasizes significant parts of visual instructions Shifts child’s focus to relevant details: Colors Pictures Numbers Words Removal of unnecessary or extra materials

99. Lacking Visual Clarity

100. Visual Clarity

101. 57 Questions to Ask Yourself: Physical structure Scheduling Task demands Communication issues