The document outlines a training series on autism spectrum disorders. It describes 11 modules that cover topics like the characteristics of autism, communication issues, sensory differences, behavior challenges, and strategies for addressing problematic behaviors. Specific behaviors discussed include issues with social interaction, varying activity levels, repetitive behaviors, and aggression. The goal is to help individuals with autism better interact with and participate in their world by understanding the root causes of their behaviors.
Self regulation finalSelf Regulation for Children, Adolescents and Families, ...insideout-admin
Presented at a Mental Health Professional Network meeting, this presentation outlines an approach to self regulation in children adolescents and families with a strong emphasis on the defining sensor pathways and how to stimulate those pathways to the desired result.
Self regulation finalSelf Regulation for Children, Adolescents and Families, ...insideout-admin
Presented at a Mental Health Professional Network meeting, this presentation outlines an approach to self regulation in children adolescents and families with a strong emphasis on the defining sensor pathways and how to stimulate those pathways to the desired result.
This presentation was developed for a staff training day for Rainbow Nursery, Tel Aviv to support staff in developing their understanding of working with children with special and additional needs. It is appropriate for anyone working in early years and delivering the EYFS
Autism is a complex developmental condition that typically appears during early childhood and is characterised by difficulties in social interaction, communication, restricted and repetitive interests and behaviours, and sensory sensitivities. It is called a ‘developmental’ condition because symptoms of autism generally appear in the first two years of a child’s life. It is called a ‘spectrum’ disorder because it is most influenced by different combinations of genetic and environmental factors and affects people differently and to varying degrees. Each autistic person has a set of strengths and challenges that are distinct from any other autistic person and the way (s)he/she learns, thinks or solves problems can range from highly skilled to severely challenged. ASD may occur in persons across all ethnic, racial, and economic groups.
Many of the calls we receive are about behaviour. Unfortunately, as parents, our ability to manage our child’s behaviour seems to be one of those things that identifies us as ‘good’ or ‘bad’ parents, which is why when things seem to be going wrong it is often distressing. The first thing to remember is that all parents have difficulties with their child’s behaviour sometimes and the second is that though we can’t control children’s behaviour, we can manage it.
Definition, characteristics and challenging behaviors in students with autism. It also gives a brief introduction to positive behavior support interventions.
9 Practical Strategies to Decrease Impulsive Behavior in ChildrenRachel Wise
Certified school psychologist and licensed behavior specialist, Rachel Wise, shares nine strategies to decrease impulsive behavior in children. Rachel has 20 years of experience working with students with academic and behavioral needs and is also the CEO of the free learning and behavior website, educationandbehavior.com.
A collection of information about Autism Spectrum Disorder definition,symptoms,therapies,last researches about behavioral analysis and a comaparaison between signs in children ,adolescents and adults
9 Practical Strategies to Decrease Impulsive Behavior in ChildrenRachel Wise
Certified school psychologist and licensed behavior specialist, Rachel Wise, shares nine strategies to decrease impulsive behavior in children. Rachel has 20 years of experience working with students with academic and behavioral needs and is also the CEO of the free learning and behavior website, educationandbehavior.com.
School training module one, autism defined and overview
Child care training module seven updated behavior challenges
1. The Basics of Autism
Spectrum Disorders
Training Series
RAAC Training Committee
2. Child Care Training Series
Modules
Module One: Autism Defined, Autism Prevalence
and Primary Characteristics
Module Two: Early Signs of Autism
Module Three: Physical Characteristics of Autism
Module Four: Cognition and Learning in Autism
Module Five: Autism and Sensory Differences
Module Six: Communication and Autism
3. Child Care Training Series
Modules
Module Seven: Behavior Challenges and Autism
Module Eight: Understanding Behavior in Persons
with Autism
Module Nine: Functional Behavior Assessment
Module Ten: Autism Play Skills to Teach
Module Eleven: Safety and Autism
4. Behavior Characteristics
Children with ASD do not all behave the same way.
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
child, but to improve their ability to
interact with and participate in
their world.
7. Strategies for Social
Interaction
Some children with ASD do not like it if
someone is too close to them. It may be
helpful to let the child know that you are
approaching them.
Some children with ASD like to “people
watch,” or be around children, but not
have to interact with them.
8. Strategies for Social
Interaction
Some children 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 child
with ASD to interact.
9. Strategies for Social
Interaction
Be aware of safety concerns for children with ASD.
Some children with ASD “never see a stranger.”
They talk to or they are over-friendly with children
that they don’t know.
It can be difficult to teach a child with ASD who is
and who is not a “safe” person.
11. Strategies for Under-
Activity
It is important to help the child establish an
exercise routine:
Lack of exercise may result in weight gain.
Use of a picture schedule may help with an exercise
routine.
Children with ASD may need motivators to exercise.
13. Repetitive
Behaviors Explained
Children 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 or they may
including lining up objects.
These behaviors may happen because of a sensory
need (see Module Five).
These repetitive behaviors may occur more often
when the child 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
child engaging in these behaviors.
Help the child find things that they can do during
down time.
There are times that you may want to give the child
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).
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 (see Module Eight).
It is very important that the child 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 child 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 child 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 child 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 child with
ASD.
22. Big Idea
We must first understand
why a behavior happens
before we can change it.