1. The Basics of AutismSpectrum DisordersTraining Series
Regional Autism Advisory Council of Southwest Ohio (RAAC-SWO) RAAC
Training Committee 2011
2. Training Series Modules Module One: Autism Defined, Autism
Prevalenceand 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 ClassroomEnvironment Module Six: Using
Reinforcement in theClassroom 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 inStudents with
Autism 4. Training Series Modules Module Thirteen: Social Skills in
the SchoolEnvironment Module Fourteen: Functional Behavior
Assessment Module Fifteen: Working Together as a Team Module
Sixteen: Autism and Leisure Skills toTeach 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 andOrganizing the Environment Module Twenty-One:
Asperger Syndrome:Addressing Social Skills 6. A Few Key Points
Reinforcement is anything that comes after abehavior that increases
the likelihood the behaviorwill occur again. If you want to change
someone elses behavior, firstchange your own. If challenging
behaviors exist, two things mustoccur Adapt the environment Teach
AND REINFORCE new skills 7. Strategies for Increasing Reinforcement
8. Make itrewarding! 9. So what do we reinforce, and how do we
reinforce it? 10. Its about the bells and whistlesCelebration!Great
job!Way to go!Woohoo!!!! 11. What are we reinforcing? New skills
reinforce with high rate (a lot of reinforcementwith high
frequency) for new or desired behaviors. Maintenance use a variable
rate (less often and not everytime the behavior happens) Practice
use a variable rate Prompted behavior high rate, smaller amount
(reinforceoften but do not use a large amount of the reinforcer)
12. What are we not reinforcing?Danger, danger!We do not reinforce
behaviorswe wish to extinguish (get rid of)!Remember, timeout and
reprimands are a reinforcers forsome!Turn those rewardsand
reinforcers around 13. We know the what ofreinforcementso how do we
reinforce it? 14. If youve metone childwith AutismYouve met one
child!The same holds true for reinforcers they are very
individual.One size does not fit all. 15. Where to
start?Assessment! Know your student! Begin with a list of:1.
likes,2. LOVE IT3. GOTTA HAVE IT NOW!!!4. and dislikes 16. Test for
preferencesConsider your students special interests StringRipping
paper Sponge Bob Disney trivia cookies 17. Test for new preferences
18. Big IdeaThe reinforcer must be reinforcing to thestudent for it
to work. Some students need avariety of reinforcers to keep their
interest and motivation moving, and they may change reinforcers
frequently. 19. Tantalize and Tempt Make it something to want. Make
it visually accessible, or something that they can see.Make it a
reward. 20. Tantalize and TemptHow?Container with a lidPut item up
highor out of reachHide item use picture icon 21. How to remove the
reinforcer to keep them workingmy turnFood items only offer small
bites 22. How to keep them workingEarning pieces to get rewards -
Token or coin system 1,2,3 Puzzle pieces to favorite puzzle 23. Try
a timer 24. Use what you have Computer time Reading corner TV time
Swing Music Puzzles 25. Use what you have People rewards Home
rewards (agreed upon with parents) Free time Coloring Painting
Playdough Quiet time Computer time 26. Use stims Love to jump?
Finish this task and you can jump! 27. Speaking of jump Dont make
them jump through hoops. Make your goals reasonable and your
reinforcementpowerful. 28. Preference choice boardUsing pictures or
boardmaker symbolsChoice of activity, treat or song 29. Additional
thoughtsDont put all your eggs in one basket Reserve some
reinforcers and alternate to retaineffectiveness Always have a
backup plan Assess, assess, assess! 30. Good places to shop/look
Dollar tree Fast food prizes in kid meals Family Look to your
classroom Check your junk drawer Goodwill, second hand stores 31.
Big Idea If the student never earns thereinforcer, the system
isntworking to build any new skillindividuals need LOTS AND LOTS of
reinforcement all day long.
