Understanding Understanding Challenging Challenging Behaviours in AutismBehaviours in Autism

Patricia Assouad, Consultant for Autism

Christina Kyriakidou, Consultant for Autism

Helene Packman, Speech-Language Pathologist

Lester B. Pearson School Board

February 20, 2009

We are all a piece of the puzzle!

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Peers

Child with Autism

Family

Teachers Internal Supports

What is a challenging behaviour?

Causes injury or harm to self, others, and/ or property

It inhibits the individual from participating in daily routines (independently/ appropriately)

It interferes with learning

What is Autism?

A neurological disorder that is characterized by:

Qualitative impairments of language and communication

Qualitative deficits in social interaction

Restrictive, repetitive and stereotyped behaviours and interests

The number and intensity of symptoms displayed determines severity

Learning Characteristics Associated with Autism Spectrum Disorders

Concrete/hands on

Difficulty with comprehension (very literal)

Highly distractible/intensely focused

Rule bound

Difficulties with unstructured time

Organizational difficulties

Need for predictability and routine

Need for activities that motivate

Need for repetition

Functions of behaviour

Communication

Attention-seeking

Avoidance

Desire to obtain a tangible

Self-regulation

Fundamentals of Behaviour

Behaviour patterns exist because they are being reinforced, therefore we need to stop the behaviour from being effective.

Behaviours express real needs and wants; it is the means of expressions that are inappropriate, therefore we need to provide other means of satisfying those needs and wants.

How Do We Handle These Behaviours In An Inclusive

Classroom?

“When the challenging behaviors continue despite consistently enforcing rules, it doesn’t matter anymore whether the behavior was intentional. We need to understand how to alter the triggers to those behaviors and/or teach better ways to cope with those triggers.”

Dr. Jed Baker

Let’s Take into Account:

Student’s sensory needs (sight, sound, smell, touch, taste)

Student’s medical needs (medication, co-morbid diagnoses)

Student’s natural temperament/personality

Student’s previous experiences

Best Practices

Address anxiety

Address sensory needs

Assist with organization

Structure the learning/physical environment

Use visuals

Motivate!

Be an effective communicative partner

Coping with Anxiety

Teach students to ask for ‘breaks’

Teach relaxation techniques

Priming

Use visuals to increase predictability

Coping with Anxiety

Being aware of your own anxiety level

Understanding anxiety and its effects

Adapting your behaviour accordingly

Incredible 5-Point Scale

A tool to help students better understand their emotions and reactions in different situations

Makes behaviours more concrete by breaking them down into sequential, understandable parts

Individualized to the students’ specific issues or needs as he or she is an active participant in creating the scale

Suggests alternative, positive behaviours at each level of the scale

5-Point Scale

http://www.autismnetwork.org/modules/behavior/stress/fig1.jpg

Address Sensory Needs

Reduce auditory and visual distractions

Make sure the student is attending

Don’t insist on eye contact

Be aware of sensory over-reaction and under-reaction

Take sensitivities seriously

Allow the student to take sensory breaks 

Structure the Learning Environment

For every task, the following items must be clear to the student:

What is expected

Where to begin the task

When the work ends

What to do when the work is finished

What the reinforcement will be

That he/she is competent at doing the task

Structure the Physical environment

Examples of built-in physical elements of a student’s surroundings:

physical space (too big or too small)

location of materials

location of temptations

seating arrangements

size of the chair

visual distractions

who is there

Use Extrinsic Motivation

Student feels that he/she is working towards a reward

Task will become more meaningful to accomplish

Tells the student when the work will finish

Positively reinforce positive behaviour

Can use “I am working for” or “First/Then” card

Use Visual Supports

Visual supports can help:

Decrease anxiety as students will know what comes next

Promote independence

Give clear expectations

Support the students’ difficulty with sequential memory and organization of time

Examples of Visuals

Written directions

Boundaries to help organize space on paper

Checklists for completing multi-step tasks (math problem-solving, book report)

Cues for asking for help

Reminders for classroom behaviour

Provide Opportunities for Choice

Allowing for choice-making increases sense of control and may avoid behaviour problems

Show available choices visually

Build in many opportunities for choice-making throughout the day

You may have to teach the skill of choice-making

Being an Effective Communicative Partner

Reduce the amount of language you use

Speak slower with natural pauses

Reduce the number of questions that you ask

WAIT for the student to respond

Reduce the amount of verbal prompts

Don’t overestimate students’ comprehension level

Case Study #1

Case Study #2

ReferencesBaker, J. (2008). No More Meltdowns. Arlington: Future Horizons, Inc.

Dunn Buron, K. and Curtis, M. (2003) The Incredible 5-Point Scale – Assisting Students with Autism Spectrum Disorders in Understanding Social Interactions and Controlling Their Emotional Responses. Shawnee Mission, KS: Autism Asperger Publishing Co.

Hodgdon, L. (1999). Visual Strategies For Improving Communication: Practical Supports for School and Home. Troy, MI: QuirkRoberts Publishing

Hodgdon, L. (1999). Solving Behavior Problems in Autism: Improving Communication with Visual Supports. Troy, MI: QuirkRoberts Publishing

Notbohm, E. (2006). Ten Things Your Student with Autism Wishes You Knew. Arlington: Future Horizons, Inc.

Pratt, C. (2005, May 19) Supporting Students in Typical School Settings. Presented at PREM-TGC 5th ID- PDD conference, Montreal, QC

Twacthman-Cullen ( 2000). How to be a Para Pro: A Comprehensive Training Manual for Paraprofessionals. Higganum, CT: Starfish Specialty Press,

Websites:www.lbpsb.qc.ca/eng/asdn/index.asp

www.thegraycenter.org

www.setbc.org

www.UseVisualStrategies.com

www.5pointscale.com

Thank You !!!