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School training module twelve,understanding behavior in stud

School training module twelve,understanding behavior in stud






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School training module twelve,understanding behavior in stud School training module twelve,understanding behavior in stud Presentation 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.