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Learning EnvironmentsPreventative Behavior Supports for Students with ASD
Autism Summer Institute
Supporting Students on the Autism Spectrum in SchoolsIdaho Autism Support Project - 2013
Underlying characteristics that impact behavior
Physical Structure
Visual Structure
Identifying basic expectations
Identifying motivating materials and reinforcement
Impaired Theory of Mind/Mindblindness
Weak Central Coherence
Executive Dysfunction
Sensory Integration
Difficulty understanding the thoughts, feelings, and beliefs of others
Difficulty predicting the actions of others
Difficulty using words to describe their own feelings/behaviors
Difficulty understanding non-literal language (e.g., sarcasm, inferred meanings)
Skills such as:Behavior inhibition
Planning/Problem Solving
Self-Regulation
Mental Flexibility (adjusting to change, required sameness)
Is a neurological disorder causing difficulties with processing information from the five classic senses (vision, auditory, touch, olfaction and taste), the sense of movement (vestibular system), and/or the positional sense (proprioception).
For those with SID, sensory information is sensed normally, but perceived abnormally.
Considerations w/ ASD
Arrangement
Expectations
Reinforcement
Typical Considerations
Structure & Organization
Visual Support
IndividualizedInstruction
IndividualizedRoutines
Atypical motivators
Varied approaches
Attending to content
Appropriate behavior
Acknowledging Academic responding
Basic Classroom Organization and Structures
Participation
Structures and Organization: Organizing the environment so that the individual understands where different activities take place and where materials are kept
Visual Supports:
Provides another level of support to the individual to highlight key ideas in the environment and to increase understanding
Helps to establish clear boundaries; Each activity is clearly associated with a particular space
Minimizes visual and auditory distractions
Helps child focus on main concepts or activity
Helps to avoid sensory over-loading
Physical Structure in the Home
•What does this structure tell you?
•What will happen here?
•How many people will be involved?
•What items will I use?
Daily planners
Recipes
Menus
Driving
Where do items go?
* Helps us find where we are going, assist in making choices and completing daily routines and tasks
What to do
What will happen
When and where activities will occur
Complete tasks/activities
How and when to transition
What and how to make choices
How to express emotions
How to socially interact
Visual Schedules (different pictures on the online module)
Objects
Photos
Icons
Written words
Schedules vary by:Length
Mobility
Assess the individual’s communication strengths/needs….
1. HOW does the individual understand what is happening in the environment?
2. WHAT does the individual attend to in the environment?
3. WHEN does the individual understand? WHEN are they confused?
4. WHAT resources are available to create a visual schedule?
When training: one item at a time; prompt comes from behind
First, Then
Partial day vs. full day
May need to start with “selling” the schedule
Individualized instruction on basics: Providing more intensive and concrete explicit instruction, as well as increased practice opportunities for basic classroom expectations.Student specific participatory routines: Routines for the student that improve his/her access to classroom activities and routines.Student specific interaction routines: Routines for the student that improve his/her access to peer interactions within the classroom.
Teaching
Matrix
SETTING
All
SettingsHallways Playgrounds Cafeteria
Library/
Compute
r Lab
Assembly Bus
Respect
Ourselves
Be on task.
Give your
best effort.
Be
prepared.
Walk. Have a plan.
Eat all your
food.
Select
healthy
foods.
Study,
read,
compute.
Sit in one
spot.
Watch for
your stop.
Respect
Others
Be kind.
Hands/feet
to self.
Help/share
with
others.
Use normal
voice
volume.
Walk to
right.
Play safe.
Include
others.
Share
equipment.
Practice
good table
manners
Whisper.
Return
books.
Listen/watch.
Use
appropriate
applause.
Use a quiet
voice.
Stay in your
seat.
Respect
Property
Recycle.
Clean up
after se lf.
Pick up
litter.
Maintain
physical
space.
Use
equipment
properly.
Put litter in
garbage can.
Replace
trays &
utensils.
Clean up
eating area.
Push in
chairs.
Treat
books
carefully.
Pick up.
Treat chairs
appropriately.
Wipe your
feet.
Sit
appropriately.
Ex
pe
cta
tio
ns
Eber & Sugai, 2009
Use evidence-based approaches to make instruction more meaningful to your student(s)
Social NarrativesPower Cards
Comic strip conversations
Visual Supports and stimulus prompts
Video models
ParticipationGetting help from teacher
Answering questions
Setting up activity schedule
Using homebase or safe place in the classroom
Interacting with peersGetting their attention and inviting them to play
Sharing materials and games
Practice to create stimulus controlPractice the actions/words before, during and after target activity until the behavior is the habit
Practice to link skills to contextUse contrived reinforcers to bridge the skill to natural enforcers
Practice in a way that leads to generalizationCreate a variety of experiences to show/create links to a variety of natural reinforcers in various settings
Identify atypical reinforcers: Perform preference and reinforcer assessments to help identify reinforcing items when they are unknown.
Use a variety of approaches: Maintain a continuum of ways for your student to access a variety of reinforcers to prevent strategies from going stale.
OUR JOB IS:• 50% establishing interest and motivation• 25% Providing instruction• 25% Providing practice opportunities
Our attention greatly impacts student behavior
Common Misconception: Positive/Negative scale
Actual Continuum: Quality Scale
Negative
Positive
Adult AttentionCore components:
Know what sort of behavior you will engage with (reinforce)
Common Mistake: Often provide clearly higher quality attention to errors than participation and correct attempts
Prepare a low attention way to deal with the interruptive disruptive behavior (squeaky wheel)
Plan an error correction procedure that is NOT reinforcing.
Keep your attention relevant and positive
Always protect your reputation as the big skittle.
How we deliver contingent Rewards can have a big impact
Core Components:
Simple, and contingent on expectations
Paired with specific praise
Visually represented• Use token or symbol, like stickers, stamps, marbles,
etc.
Adapted from Horner & Goodman, 2009
Generalized Conditioned Reinforcers - GCRs
Like money, penny boards are not inherently reinforcing; it is what these penny boards have been paired with.
Earning pennies is paired with access to desired things
Money and Penny boards are Generalized (usable anywhere), Conditioned (made reinforcing by what it provides access to) Reinforcers (increases the likelihood of seeing the behavior in the future) GCRs.
Many students take significantly longer to develop both the conditioning, and transfer necessary to make GCRs an effective reinforcement tool for them
Adapted from Cooper, Heron, & Heward (2007)
GCRs
GCR’s may be one of the most powerful tools in your classroom because they can be given
AnywhereFor anythingUsed for anything
But they require teaching to workGive after behaviorEarn very few to access actual reward in beginning (1 or 2)Linked visually (preferred activity on board)
Absolutely! Just make sure you provide visual cues to when reinforcement is available
Tear off boards
Connect the dots
Puzzle boards
Get Creative:
There are tons of
possibilities
Ensure there is a continuum of reinforcement across the entire instructional context
Julian1. Accumulating classwork
stickers lead to Friday afternoon activity
2. Meeting behavioral expectations leads to pennies and ultimately preferred activity time
3. Social Star awards are earned by appropriate interactions with peers and lead to a prize at the end of each day
RosaMeeting behavioral expectations leads to preferred activity via picture-based token board.
Academic responding leads to edible rewards (piece of a chip).
Fast transitions and completing start to finish routines leads to preferred activity time.
Example