Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.
The Basics of AutismSpectrum Disorders  Training Series    Regional Autism Advisory Council of      Southwest Ohio (RAAC-S...
Training Series Modules Module One: Autism Defined, Autism Prevalence  and Primary Characteristics Module Two: Physical ...
Training Series Modules Module Seven: Autism and Sensory Differences Module Eight: Sensory in the Classroom Module Nine...
Training Series Modules Module Thirteen: Social Skills in the School  Environment Module Fourteen: Functional Behavior A...
Training Series Modules Module Twenty: Asperger Syndrome: Managing and  Organizing the Environment Module Twenty-One: As...
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 be...
Step Two:       Describe the Behavior  Describe the behavior exactly. What did it look like (as if you had a video camera...
Step Three: What Happened  Immediately Following the Behavior? What happened to end the behavior? What did the student d...
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 le...
ReinforcementReinforcement is something that follows a behaviorthat either makes it occur more often or less often.Example...
Reinforcement is Important  We all reinforce ourselves throughout the day.   (i.e. an ice cream cone, a break, a favorite...
Big IdeaEveryone’s reinforcers aredifferent. We have to find out what works for each         student.
Upcoming SlideShare
Loading in …5
×

Understanding Behavior in Students with Autism

602 views

Published on

Published in: Health & Medicine, Technology
  • Be the first to comment

Understanding Behavior in Students with Autism

  1. 1. The Basics of AutismSpectrum Disorders Training Series Regional Autism Advisory Council of Southwest Ohio (RAAC-SWO) RAAC Training Committee 2011
  2. 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. 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. 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. 5. Training Series Modules Module Twenty: Asperger Syndrome: Managing and Organizing the Environment Module Twenty-One: Asperger Syndrome: Addressing Social Skills
  6. 6. Big IdeaWe must first understand why a behavior occurs before we are able to change it.
  7. 7. Steps to Understanding Reasons for Behavior
  8. 8. 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?
  9. 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. 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. 11. Big IdeaAll behavior happens for a reason and it ismotivated by something.
  12. 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. 13. 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)
  14. 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. 15. Big IdeaEveryone’s reinforcers aredifferent. We have to find out what works for each student.

×