School training module twelve,understanding behavior in studPresentation Transcript
The Basics of AutismSpectrum Disorders Training Series Regional Autism Advisory Council of Southwest Ohio (RAAC-SWO) RAAC Training Committee 2011
Training Series Modules Module One: Autism Defined, Autism Prevalence and 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 Classroom Environment Module Six: Using Reinforcement in the Classroom
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 in Students with Autism
Training Series Modules Module Thirteen: Social Skills in the School Environment Module Fourteen: Functional Behavior Assessment Module Fifteen: Working Together as a Team Module Sixteen: Autism and Leisure Skills to Teach Module Seventeen: Special Issues of Adolescence Module Eighteen: Safety and Autism Module Nineteen: Special Issues: High School, Transition, and Job Readiness
Training Series Modules Module Twenty: Asperger Syndrome: Managing and Organizing the Environment Module Twenty-One: Asperger Syndrome: Addressing Social Skills
Big IdeaWe must first understand why a behavior occurs before we are able to change it.
Steps to Understanding Reasons for Behavior
Step One: Describe What WasHappening Before the Behavior Started Who, What, When, Where, and then Why? Where does the behavior happen? When does the behavior happen? Who is there when the behavior occurs? What was happening right before the behavior started?
Step Two: Describe the Behavior Describe the behavior exactly. What did it look like (as if you had a video camera)? Who was involved? How long did it last? What was being said?
Step Three: What Happened Immediately Following the Behavior? What happened to end the behavior? What did the student do? Was someone else involved in ending the behavior? Did the student get what he wanted? What was it?
Big IdeaAll behavior happens for a reason and it ismotivated by something.
Some Reasons Behind Behavior Behaviors are a way of coping with what is happening around us. Behaviors 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 student’s behavior, we must change what we are doing.
ReinforcementReinforcement is something that follows a behaviorthat either makes it occur more often or less often.Examples: - a baby says “mama” for the first time and mommy smiles, claps, and yells her excitement. (Positive) - loud buzz in some cars when ignition is turned on in order for driver to put on seat belt to eliminate irritating buzz. (Negative) - I receive a paycheck every 2 weeks. (Positive)
Reinforcement is Important We all reinforce ourselves throughout the day. (i.e. an ice cream cone, a break, a favorite television show, praise) Students with ASD tend to need a lot of reinforcement throughout their day. - It increases motivation to participate. - Participation can help in learning new things. - Once the behavior is learned, the reinforcement can usually be lessened.
Big IdeaEveryone’s reinforcers aredifferent. We have to find out what works for each student.