The Basics of Autism The Basics of Autism Spectrum Disordersp

Training Series

Regional Autism Advisory Council of

Southwest Ohio (RAAC SWO)Southwest Ohio (RAAC-SWO)

Adults with Autism Spectrum Disorders

Task Force

Adult Training Series gModules

Module One: Autism Defined, Autism Prevalence and Primary Characteristics

Module Two: Physical Characteristics of Autism

Module Three: Cognition and Learning in AutismModule Three: Cognition and Learning in Autism

Module Four: Autism and Sensory Differences

Module Five: Communication and Autism

Adult Training Series gModules

Module Six: Behavior Challenges and Autism

Module Seven: Understanding Behavior in Persons gwith Autism

Module Eight: Functional Behavior AssessmentModule Eight: Functional Behavior Assessmentgg

Module Nine: Autism and Leisure Skills to Teach

M d l T S i l I f Ad l d Module Ten: Special Issues of Adolescence and Adulthood

M d l El S f t d A tiModule Eleven: Safety and Autism

Big IdeaBig Idea

We must be like a detective in order to

find out the reason for a find out the reason for a behavior and follow the f

clues.

RememberRemember…..Behavi rs are a way f c pin with what is happenin Behaviors are a way of coping with what is happening around us.

Behaviors are learned through trial and errorBehaviors are learned through trial and error.

Behaviors that are reinforced are likely to continue.

If a behavior continues to occur or it is increasing, it is being reinforced in some way.

To change the person’s behavior, we must change what we are doing.

Functional Behavior Assessment

A Functional Behavior Assessment (FBA) ill h l di h (FBA) will help you to discover the reasons behind a behavior. You can th d id l f h t then decide on a plan for how to change it.

Functional Behavior AssessmentTh ABC f B h iThe ABCs of Behavior

A B C

A t d t Wh t h b f th b h i ?Antecedent: What happens before the behavior?

Behavior: What is the behavior?

Consequence: What happens after the behavior occurs?Consequence: What happens after the behavior occurs?

Functional Behavior Assessment:Finding the Reason for the Behavior

M di l ( h i l i di f t)Medical (physical pain or discomfort)

Attention (verbal or physical)

Escape (getting away from something that I do not want to do or from a place that I do not want to b i )be in)

Tangible (getting something that I want)

Automatic (something my body seeks, such as something sensory, i.e. rocking)

Medical StrategiesMedical Strategies

If this is a new behavior, check out medical reasons first.f

Keep track of medical symptoms (when and what).

Go to the doctor or dentist.

Strategies for Attention B h iBehaviors

Teach the person better ways to get attention. p y g

Focus on the behavior that you want to see more of – and ignore the behavior that you want to hchange.

Avoid using negative words (“don’t”, “no”).

Use positive words about the behavior that you want them to do instead (“do”……).

Use a neutral tone. Show no over-reaction, either words or facial expressions, to the behavior that you want them to change.you want them to change.

Strategies for Escape Behaviorsg pMix up activities that they like to do with activities that are harder for them or that they are not interested in doing.

Have a beginning and end to the activity (i.e. your chore is done when you pick up all the clothes from the bedroom floor)floor).

Sometimes it helps to break a task down into smaller steps, doing one at a timedoing one at a time.

Make sure that you “reinforce” when the task is completed. This might have to happen after each small step (i.e. drinking This might have to happen after each small step (i.e. drinking glasses put away, reinforce with praise, plates put away, reinforce with praise, spoons put away, reinforce with praise, pots put away break etc )pots put away, break, etc.).

More Escape Behavior StrategiesMore Escape Behav or Strateg esKeep things moving on schedule. Too much time doing any one thing might cause a problem behavior.

Start with something that the person with ASD does well and then move to something that is either less preferred or difficult for them.

Think about the skills needed, the sensory problems the person may have.

Consider the importance or the necessity of the activity or task.

When they complete an activity they do not like to do, remember to use positive reinforcement.

Strategies for Tangible Behaviors

If waiting is difficult then you may have to teach the person how to wait. At first, you may have to use a lot of reinforcement after just a second or two of their waiting and then slowly work to extend the amount of time they can wait. amount of time they can wait.

Consider using an audible or a visual timer, like a cooking timer when teaching “wait”.cooking timer, when teaching wait .

Strategies for Tangible B hBehaviors

T h “fi t d th ” (i fi t i k Teach “first and then” (i.e. first you pick up your clothes from the floor, then you take a television break). A visual schedule can help.) p

Remember to use a neutral tone when you are redirecting them.

Strategies for Automatic

Automatic Behavior is usually something that the body seeks

BehaviorAutomatic Behavior is usually something that the body seeks,

such as something sensory (i.e. rocking)

Replace the unwanted behavior with an activity that provides p y pa similar experience (i.e. using a hand fan instead of finger flicking).

Fi d ti d l th t th b h i i k t d (i Find a time and place that the behavior is okay to do (i.e. sitting in a rocking chair when watching TV).

Limit “down time” by keeping the schedule moving Limit down time by keeping the schedule moving.

Big IdeaBig Idea

Changing something that we are Changing something that we are doing is often easier or better

h h than trying to change something the other person is m g p

doing.