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.