This document provides an overview of an autism training module. It defines autism spectrum disorders and outlines key characteristics including difficulties with social skills, communication, and repetitive behaviors. The training aims to help participants understand autism by discussing topics like brain research, sensory processing, socialization techniques, and addressing challenging behaviors. The document emphasizes that each person with autism is unique and recommends addressing behaviors by understanding their function and teaching replacement skills.

1. Autism 101: Top 10 Pieces to the Puzzle Core Training in Autism – Module 12008Texas Statewide Leadership for Autism

3. Identify research-based strategies to address the behavioral, social and communication needs of individuals with Autism Spectrum Disorders Core Training in Autism – Module 12008Texas Statewide Leadership for Autism

4. Welcome & Overview The Autism Spectrum Behavior Connections Sensory Processing Keys to Socialization The Power of Communication The Ongoing Journey Autism 101 Agenda

5. Welcome

6. Who is here today? Parents & Family Educators Child Care Providers Related Service Providers Evaluation Personnel Administrators

7. Pretest: “What I already know!” Please take a few moments to complete the pre-test.

8. Introductions You are going to introduce yourself to a partner using a Social Script Script: “Hello , my name is __________ . I am from __________. My relationship to a student with autism is as a _________ (role). One question I have about autism is ________________. And how about you?” [Now, listen to your partner.]

9. Scripts are . . . “Research on scripts and script fading documented procedures that enable children to participate in interaction so that, like other youngsters, they are regularly exposed to others’ talk and can make use of other people’s language models in later conversation. “Scripts and script-fading procedures are useful to students who are more and less-severely disabled, and to readers and nonreaders.” -Lynn McClannahan & Patricia Krantz Teaching Conversation to Children with Autism

10. Commissioner’s Rules 2007 89.1055 (e.) (1-11) 7 Points 2004 IDEA 2006 USDE/OSEP http://www.txautism.net/rules.html

11. Commissioner’s Rules 89.1055 (e) (6) parent/family training... (e) (10) professional educator/staff support... (e) (11) Teaching strategies based on peer reviewed, research based practices...

13. Oh My Gosh! You started with #5! That is out of order! How will I survive this training? I need a strategy to help – how about a social story?

14. Social Stories Stay tuned for more on social stories later in the training. Stay Tuned

15. “I THINK IN PICTURES. Words are like a second language to me. I translate both spoken and written words into full-color movies, complete with sound, which run like a VCR tape in my head.” “When somebody speaks to me, his words are instantly translated into pictures.” -Temple Grandin, PhD

16. Don’t we already know this? Why the visual?

17. Did you know? According to research, 65% -75% of the general population is considered to be primarily visual learners. Visual strategies may be the strongest link between individuals with neuro-typical brains and individuals with autistic brains.

18. The Autism Spectrum

19. Incidence Nearly 1 of every 150 children are identified as having an Autism Spectrum Disorder. Four times as many boys as girls are affected. -Centers for Disease Control & Prevention 2007

20. Prevalence Before 1990’s a rate of 4 to 5 per 10,000 children 1990’s – 1 in 1000 incidence rate 2007 – 1 in 150

21. Leo Kanner Ivar Lovaas Bruno Bettelheim Hans Asperger Eric Schopler Bernard Rimland A Bit of History

22. What is Autism? Autism is a developmental disorder of neurobiologic origin that is defined on the basis of behavioral and developmental features. (National Research Council, Educating Children with Autism)

23. Pervasive Developmental Disorders - a diagnosis

24. What causes autism? “It has become more and more apparent that the etiology is multifactorial with a variety of genetic and, to a lesser extent, environmental factors playing a role.” Chris Johnson, Scott Myers and the Council on Children with Disabilities, 2007

25. Brain Research Neuropathology and neuroimaging have shown that there are “fundamental differences in brain growth and organization in people with ASDs that have their origin in the prenatal period but extend through early childhood and into adulthood.” Chris Johnson, Scott Meyers, and the Council on Children with Disabilities, 2007

26. Autism – an IDEA eligibility category Definition of autism in IDEA: “a developmental disability significantly affecting verbal and nonverbal communication and social interaction, usually evident before age 3, that adversely affects a child's educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences."

27. Educational Need may include Academic performance Communication functioning Pragmatic language Social functioning Organizational Skills Problems solving skills Emotional regulation Daily living skills Adaptive behavior Hygiene Group work skills Behavior Generalizing learned skills to different people/environments

29. Behavior Connections

30. Characteristics of Autism Spectrum Disorders

31. Addressing Behavioral Challenges- Proactive Programming Texas Behavior Support Initiative – Education Service Center Region 4 Goal of “Positive Behavior, Positive Support, Positive Students”

32. Key Concepts of TBSI Individual Interventions Model All behavior is learned Behavior serves a function Environment impacts behavior Skills deficits impact problem behavior Team approach is critical The student-teacher relationship matters.

33. Addressing Problem Behaviors Step 1: Begin the process by defining the behavior. TBSI asks 4 questions: What does the behavior look like? Can I see or hear it? Can I measure it? Would someone else identify the exact behavior from this description?

34. Addressing Problem Behaviors Step 2: Data Collection Gathering information about the behavior gives the team a “baseline” from which to design an intervention.

35. The Importance of Data Collection

36. Commissioner’s Rules89.1055 (e) (1) extended educational program… (e) (3) in-home and community based training… (e) positive behavior support…

37. ABC Chain A - Antecedent B - Behavior C - Consequence

38. Addressing Problem Behaviors Step 3: Determining the Function of the Behavior Talk to people who know the student Observe the student, antecedent, and consequences in the environment Interview the student Step 4: Create a hypothesis about the function of the behavior

39. Functions of Behavior To obtain something, either internal or external, that is desirable To escape or avoid something, either internal or external, that is unpleasant

41. Designing Interventions Step 5: Design an Intervention giving consideration to Replacement behaviors Student involvement Use of reinforcers Skill deficits ABC Strategies

42. FBA + Teaching “The combination of functional assessment and functional communication training [i.e. teaching a more appropriate behavior to replace a challenging behavior] is a powerful intervention package that can be used in any classroom for children with and without disabilities.”

43. Addressing Problem Behaviors Step 6: Implement the intervention and gather data. Step 7: Compare the post-intervention data with the baseline data to determine effectiveness.

44. Addressing Behavioral Challenges - Proactive Programming Assume the problem behavior serves a purpose for the student Modify the antecedents and environmental controls Attempt to teach alternative and replacement skills that serve the same function -Lori Ernsperger, Ph.D.

45. When behavior escalates Texas Behavior Support Initiative: Module 4 on time-out Module 5 on Prevention and De-escalation Techniques with Severe Behavior Face-to-face training in non-violent crisis intervention required of identified school personnel

46. Remember . . . When behavior starts to escalate, it may be best to talk less and show more. Visual processing is a strength!