How’s that working for ya? FOR INDIVIDUALS WITH AUTISM SPECTRUM DISORDERS (ASD) Proactive Behavior...

How’s that working for ya?

FOR INDIVIDUALS WITH AUTISM SPECTRUM DISORDERS

(ASD)

Proactive Behavior Strategies

What is Proactive?

Things being done to prevent the behavior BEFORE it happens

Setting up the environment Teaching errorless learning Making sure the student will be successful

What is Proactive? (Continued)

Being knowledgeable of the student’s individual needs and disabilitiesWhat are needs of students?Medical needs?Other?

Sensory considerations

Build Trusting Relationships

Get to know the studentsGet to know their strengthsBuild on student’s high interest

Build Trusting Relationships (Cont.)

Consider your verbal and non-verbal communication (i.e. your resting face)

It is important to build on strengths and not dwell on academics the student finds difficult until s/he feels safe with the staff

Schedules Start with a successful part of the

student’s day to teach the use of schedules with things the student does well

Use a schedule to explain difficult parts of the student’s day

Help each student understand expectations

Schedules (Continued)

Decrease student’s anxiety by making things predictable and understandable

Schedules help students understand what to do while they are WAITING

Use Common Sense

Provide a natural barrier between the student and the door if he/she is a runner (i.e. block with a mat, person, etc.)

Keep items of high interest out of site if this is a problem (i.e. food)

Consider student’s cognitive ability

Use Common Sense (Continued)

Keep personal items out of sight (i.e. cell phone, coffee cup, pop can)

Students do well if they can! (Ross Greene) Other examples?

Questions that Students Need to Know… Always

What should I be doing?Who am I working with? Where should I be?

Questions that Students Need to Know… Always (Continued)

How much work? How long?What should I do next? When can I access a preferred activity?

Communication

Use First ___ , Then ___ , rather than

If ___ , Then ___.

Avoid the words “No” and “You Can’t”. Instead, state what the student SHOULD be doing in a positive way.

Communication (Continued)

Teach and provide visuals for: “I need a break”, “I need help”

Model appropriate language but do not insist that the student repeat it (“Can I have a turn please?”)

Give time to process/respond to the direction; this will be different for each student

Communication Examples

Instead of… Say with a pleasant voice…

No hitting! Hands to yourself. Gentle Touch.

You can’t have that now. Good idea. First ___, then you can have ____.

Stop interrupting me. Just a minute please (a ‘WAIT’ card could be handed or shown to the student). Then after a few seconds (or minute) say, Thanks for waiting. What did you want to tell me?

If you don’t finish you won’t be able to go our for recess.

First work, then recess.

What is calming for this student?SOUND: Is there too much talking? Background

noise? Lights humming? Try…

head phones (to block out noise or provide calming music)

teaching the student to cover his/her ears music or white noise

What is calming for this student? (Continued)

SIGHT: Are the lights too bright? Too dim? Try…

non-florescent lights (lamps) hanging sheets over shelves to reduce visual distractions using a study carrel or dividers sunglasses turning off the lights

What is calming for this student? (Continued)

TOUCH: Textures, materials, pressure (soft vs. deep)?

Try…

fidgets shaving cream, water play play-dough, thera-putty weighted blanket bean bag chairs

What is calming for this student? (Continued)

SMELL: Be aware of perfumes, deodorants, shampoo, foods, bad breath.

Try… a plug-in air freshener (i.e. Glade) lotion, scented stickers to avoid using strong scents (i.e. deodorants, shampoo, etc.) lavender scents for calming

What is calming for this student? (Continued)

TASTE: Does the student chew on things? Try to bite others?

Try…

chewing for biting prevention (chew tubes, gum, fruit snacks) sucking to calm (suckers) sour foods or gum for focusing

Staff Response to Anxiety and Behavior

Be a calming presence Increase the use of visuals and be less

verbal Be aware of anxiety issues and triggers Know student’s calming strategies

Staff Response to Anxiety and Behavior (Continued) Provide choices to give the student a

feeling of control “Do you want to do 10 problems or 15?”

Acknowledge the student’s communication and validate his/her feelings “I hear that you don’t want

to… should we finish now or do you need a break?”

Staff Response to Anxiety and Behavior (Continued) Adjust work load so student can end

on a ‘positive note’ (“1 more and you can be finished”)

Provide a designated safe place for the student to relax

Staff Response to Anxiety and Behavior (Continued) Shift student focus by providing a

distraction or by using sense of humor to relieve tension

Ignore off-task behaviors and redirect to what the student should be doing

Act as a Frontal Lobe(Part of brain where we think before we act)

Students can be impulsive, so staff need to be proactive to help prevent the behavior

Examples of Proactive Strategies

Visuals (See District #287 ASD Module 2, “Visual Strategies”)

Video modeling (video tape student doing skill successfully Social Stories

Examples of Proactive Strategies (Continued)

Comic Strip Conversations Social Learning Profile/Functional

Behavior Assessment Deep Breathing

Examples of Proactive Strategies (Continued)

Relaxation strategies (EmWave software, music, yoga, walking, rocking, heavy lifting, deep breathing, Me Moves DVD)

Environmental factors (room dividers, lighting)

Examples of Proactive Strategies (Continued)

Self awareness 5 Point Scale How Does Your Engine Run, etc. Mindfulness (MindUP-Hawn

Foundation)

5Yelling—used mostly outside; sporting events; emergencies

4Louder voice—used outside; at recess; to get someone’s attention

3Regular voice—participating in class; talking to friends in the hallway; free time during class; other people can hear me easily

2Quiet talking—used while other people are working; people very near me can hear my voice

1Whispering—the way I talk in the library or a movie theatre; most people can’t hear my voice

Examples of Proactive Strategies (Continued)

Teach expressive and receptive communication skills

(visual, non-verbal, sign language, communication devices)

Direct teaching of skills

Iceberg (From Treatment and Education of Autistic and Communication related handicapped

CHildren)

Look for underlying reasons for behavior and focus on helping the student with these issues.

So remember…

Planning ahead with proactivestrategies may take some extra timebut will: help the student learn more effectively minimize off task and negative

behaviors!

ISD #287 Autism

For more information, go to www.district287.org Click on Program Services Click on Special Education Click on Itinerant Service ASD