The document outlines a training series on autism spectrum disorders for adults. It discusses 11 modules that cover topics like defining autism, characteristics, cognition, communication, behavior, and special issues in adolescence and adulthood. It also summarizes strategies for addressing social interaction difficulties, activity level issues, repetitive behaviors, and challenging behaviors that may occur in autism. The goal is to improve autistic individuals' ability to interact and participate rather than change who they are.

1. The Basics of Autism
Spectrum Disorders
Training Series
Regional Autism Advisory Council of
Southwest Ohio (RAAC-SWO)
Adults with Autism Spectrum Disorders
Task Force

2. Adult 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: Autism and Sensory Differences
 Module Five: Communication and Autism

3. Adult Training Series
Modules
 Module Six: Behavior Challenges and Autism
 Module Seven: Understanding Behavior in Persons
with Autism
 Module Eight: Functional Behavior Assessment
 Module Nine: Autism and Leisure Skills to Teach
 Module Ten: Special Issues of Adolescence and
Adulthood
 Module Eleven: Safety and Autism

4. Behavior Characteristics
People with ASD do not all behave the same. They
have differences based on their communication, social
skills, ability to cope, and their environment.
The following slides will describe four categories of
behavior:
 Social Interaction
 Activity Level
 Repetitive Behaviors
 Aggression

5. Big Idea
The goal is not for us to change the
person, but to improve their ability
to interact with and participate in
their world.

6. Social Interaction
Not Social Overly Social

7. Strategies for Social
Interaction
 Some people with ASD do not like it if
someone is too close to them. It may be
helpful to let the person know that you
are approaching them.
 Some people with ASD like to “people
watch,” or be around people, but not have
to interact with them.

8. Strategies for Social
Interaction
 Some people with ASD do not mind
others being nearby, they just ignore
them. You may have to explain this to
others so that they do not get their
feelings hurt
 Encourage, but do not force the person
with ASD to interact.

9. Strategies for Social
Interaction
Be aware of safety concerns for persons with ASD.
 Some people with ASD “never see a stranger.”
 They talk to or they are over-friendly with people
that they don’t know.
 They may be at risk if a person wants to take
advantage of them.
 It can be difficult to teach a person with ASD who
is and who is not a “safe” person.

10. Activity Level
Under-Active Over-Active

11. Strategies for Under-
Activity
It is important to help the person establish an
exercise routine:
 In general, activity level decreases during
adolescence.
 Lack of exercise may result in weight gain.
 Use of a picture schedule may help with an exercise
routine.
 Just like most people, people with ASD need
motivators to exercise.

12. Repetitive Behaviors
None Frequent

13. Repetitive Behaviors
Explained
 Persons with ASD may have certain behaviors that
they do over and over again. Often these are
physical behaviors, such as hand flapping, rocking,
finger flicking, or a repeated sound.
 These behaviors may happen because of a sensory
need (see Module Four).
 These repetitive behaviors may occur more often
when the person is upset, anxious, or when they
are not busy.

14. Strategies for Addressing
Repetitive Behaviors
 Be aware that down or free time often leads to the
person engaging in these behaviors.
 Help the person find things that they can do during
down time.
 There are times that you may want to give the
person something else to do that limits their use of
the repetitive behavior (i.e. if they flap arms, give
them something to carry when they are out in the
community).

15. Challenging Behavior
Challenging behavior can include both physically
and verbally aggressive behaviors.
None Frequent

16. Challenging Behavior May Be
the Result Of*……
 Difficulty expressing basic wants, needs and feelings.
 Not knowing how to ask for help or how to get someone’s
attention.
 Appearing to understand directions even when they don’t.
We may think they are being uncooperative.
 Difficulty understanding explanations, reassurance or
instructions.
*Adapted from Nancy Dalrymple’s Helping Children with Autism Learn to
“Behave”

17. Challenging Behavior May Be the
Result of…..
 Difficulty understanding social rules or social interaction.
 Difficulty understanding the viewpoint and motives of others.
 Need for longer than usual time to process, organize, and
retrieve information.
 Dependence on routines and not coping when events are out of
order.
 Limited number of interests and activities.
 Sensory overload.

18. Challenging Behavior May Be the
Result Of…
 Unusual fears about harmless objects or
situations.
 No fear of real dangers.
 Lack of sleep.
 Physical discomfort due to
gastrointestinal or other medical
problems.

19. Strategies for Addressing
Challenging Behaviors
 We must first understand the reason behind the
behavior (refer to Module Eight).
 It is very important that the individual with ASD has
a way to communicate so that others can easily
understand them.
 Be sure they understand what you are saying. Just
because the person can talk, they still may not be
able to understand you.
 Check out, and rule out, any medical reasons for a
behavior ( i.e. heartburn, localized pain).

20. More Strategies…..
 The problem could be something in the
environment (sensory) that needs to be
changed.
 Give the person time to follow instructions.
 New places and things can be hard.
Gradually introduce new people, places, and
things whenever possible.

21. Even More Strategies….
 Change is very hard. Prepare the person for
change. Practice change. It helps to break a
task into small steps.
 Teach new skills or new things in many
different settings with different people.
 Be aware of your own behavior and how your
mood or behaviors can influence a person
with ASD.

22. Big Idea
We must first understand
why a behavior happens
before we can change it.