This document outlines training modules on autism spectrum disorders for educators. It discusses 21 modules that cover topics like defining autism, physical and cognitive characteristics, classroom environment, communication, behavior, social skills, and transitioning to adulthood. A key point is that behaviors must be understood in context by examining antecedents and consequences to determine the function or motivation behind them. Reinforcement, whether positive or negative, plays an important role in influencing behavior and students with autism often require reinforcement to encourage participation and learning. The document stresses finding each individual student's unique reinforcers.

1. The Basics of Autism
Spectrum Disorders
Training Series
Regional Autism Advisory Council of
Southwest Ohio (RAAC-SWO)
RAAC Training Committee 2011

2. 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

3. 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

4. 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

5. Training Series Modules
 Module Twenty: Asperger Syndrome: Managing and
Organizing the Environment
 Module Twenty-One: Asperger Syndrome:
Addressing Social Skills

6. Big Idea
We must first understand
why a behavior occurs
before we are able to
change it.

7. Steps to Understanding
Reasons for Behavior

8. Step One: Describe What Was
Happening 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?

9. 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?

10. 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?

11. Big Idea
All behavior happens for
a reason and it is
motivated by something.

12. 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.

13. Reinforcement
Reinforcement is something that follows a behavior
that 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)

14. 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.

15. Big Idea
Everyone’s reinforcers are
different. We have to find
out what works for each
student.