1 Behavior & Sensory Strategies for Individuals with ASD
2 Kathleen Mo Taylor, OTR/L The Autism Programs Center for Development and Disability University of New Mexico
3 This presentation is made possible, in part, by the support of the American people through the United States Agency for International Development (USAID). The content of this presentation is the sole responsibility of the author(s) and does not necessarily reflect the views of USAID or the United States Government. The opinions and views expressed by the authors in this document do not necessarily reflect the views and opinions of KPMG.
4 Training Objectives Have an improved understanding of the functions of behavior in persons with ASD. Have an understanding of the sensory issues for people with ASD. Have an understanding of the ABC s of behavior. Have an understanding of evidence based strategies used to support people with ASD.
5 Behaviors we have seen Examples: Running off Biting Pushing things away Screaming Rocking Biting Have you seen these?
6 Behaviors They all have a reason
7 What types of behaviors do you see from individuals with ASD?
8 Behavior Reasons
9 Functions of Behavior Escape from a person, task, environment, etc. Tangible desire for a specific item or activity. Attention the desire for attention from peers, adults, etc. Sensory the behavior feels good or meets a sensory need. Power and Control. V. Mark Durand, 1990
10 Positive Behavioral Supports (PBS) Approaches to helping people improve their difficult behavior based on four principles.
11 The Principles of Positive Behavior Supports (PBS) Understanding that people (including caregivers) do not control others. Belief that there is a reason behind difficult behavior. Application, we will try what we know and change what we do. Conviction to move away from punishment and unpleasant events to manage behavior.
12 Behavioral strategies: Sensory strategies Understanding ABC s of behavior Reinforcement Being aware of the aggression cycle Knowing the steps of changing behavior
13 Sensory Integration Ability to take in, sort out, and connect information from the world around us. It s controlled by our central nervous system and information comes in through our senses. Sensory integration is the ability to make sense out of the environment in which we live.
14 Sensory Registration (Information Coming in Through Channels ) Taste Touch Movement Position Smell Sound Sight
15 Sensory Processing Making sense out of the information Information Comes In Sight Auditory Movement Position Taste Smell Touch Brain Respond
16 Response Behavioral Response: Reacting & responding to the information It s what we can see
17 Understanding the Cycle 2. Sensory Processing Making Sense of the Information 3. Behavioral Response 1. Sensory Registration Information coming in Reacting & responding to the information It s what we can see
18 We as educators: We can t change the brain and how it is processing sensory information. BUT We can change the sensory input going in And watch the behavioral response coming out.
19 Sensory Channels: Which ones work best for people with ASD? See Taste Smell Hear Position in space Move Touch
20 Sensory Channels Taste (hypersensitive) Smell See (Great Open road ) Hear (difficult) Position in space Move (can seek too much) Touch (needs to have control)
21 No Filter = Sensory Overload
22 Sensory overload = Too much sensory information coming into the brain at one time. The brain is not able to process all the information so the body reacts Fight Fright Freeze
23 Fight = These are the children who hit, kick, pinch, bite, and pull hair.
24 Fright = These are the children who run away, hide, and yell get away.
25 Freeze = These are the children that shut down and don t look like they are in our world. It is important for us to remember to help these children out by changing the sensory input coming in. These children often get left in their own little world too long.
26 Sensory input that can help regulate an individual Rhythmical movement Deep touch pressure Organized visual directions Decreased auditory input (noise) Heavy work activities (proprioception) Oral motor options
27 Sensory input that can escalate an individual Arrhythmic movement Light and unpredictable touch Disorganized visual input Environments with a lot of noise Too much movement Too much touch Too much talking
28 Sensory options at your establishment?
29 Having an understanding of sensory input can help change behavior This is a Positive Behavioral Support
30 What are the ABC s of Behavior? ABC Antecedents What happens before a particular behavior occurs Behavior What the person actually does in response to the antecedent Consequences What happens after a person performs a particular behavior
31 ABC s of Behavior B A C
32 Antecedents What happens before the behavior occurs: Setting events: could occur hours/days/weeks prior to the behavior (sleep pattern, illness, family issues, medication change, etc.) Immediate antecedents: act as triggers for the behavior (teacher says, peer takes a toy, schedule says cafe, etc.)
33 Behavior Positive or negative behaviors fall into this category Child can request a drink with a picture or verbally (positive behavior) Child can throw a cup onto the floor (negative behavior) Both are considered behaviors
34 Consequence What happens immediately following the target behavior Not always bad Reinforcement (causes an increase in behavior) Punishment
35 Example of ABC s Situation Antecedent Behavior Consequence At school playing a game & not sharing Told No don t do that or you ll lose your turn Says, No Mine! and runs off with the toy. Gets to keep toy, but teacher talks to him about empathy Child watching TV before dinner Mom turns off the TV for dinner, Let s eat Child screams, cries and turns on the TV Child gets to eat dinner on the couch while watching TV
36 ABC s of Changing Behavior B Reactive Intervention A Proactive Intervention C
37 Proactive Interventions: Visual schedule Routines Setting up the environment Sensory breaks Visual directions Time to process Partial participation Reinforcement plan
38 ABC s of Changing Behavior B Reactive Intervention A Proactive Intervention C
39 Reactive Interventions: Stay calm Keep the person with ASD and yourself safe Stop talking Give appropriate physical space Use visual supports and gestures Back your language down Adjust agenda accordingly
40 Keeping track of the ABC s Can help educators to be more proactive, therefore having less problem behaviors to deal with.
41 Reinforcement: Why do it? Helps people to do what needs to be done. Encourages people to try new things. Gives an end to an unfamiliar sequence. Help people deal better with stress and anxiety. May not be naturally reinforced by the activity itself.
42 What do you use for reinforcement at your establishment? We need to reinforce the small steps.
43 Reinforcing with strengths and interests is a key to supporting positive behavior with people with ASD because they are often not reinforced by the social interactions or the activity itself.
44 Behaviors They all have a reason And they have a level
45 Levels of Behavior Most severe Hurting themselves Aggressive toward others Damaging Property Less severe Irritating
46 The steps to changing behavior: 1. Determine the level 2. Determine the reason 3. Decide what you can replace the behavior with that is as fast and as easy 4. Determine how and who will teach the new behavior 5. Determine how you will reinforce the child for using the new behavior
47 Taking the time To follow the steps in changing behavior: Level of behavior Problem solve the reason Determining how to replace the behavior Decide how to teach the new behavior Teach it and reinforce the new behavior Will help in the Long Run
48 Aggression Cycle Post explosion Escalation Explosion
49 Being Aware of this cycle: Allows us to know when we may need to ride a tantrum out. Makes us aware that children need time to recover. Sometimes our interventions in the middle of a cycle make things worse.
50 Positive Behavioral Supports: Sensory strategies Understanding ABC s of behavior Reinforcement Being aware of the aggression cycle Knowing the steps of changing behavior
51 Understanding a child s behavior. Can help us understand their world!
SENSORY FRIENDLY CLASSROOMS- SUPPORTING SENSORIAL LEARNING AND INTEGRATION FOR SCHOOL READINESS Julia Childs Andrews, Disabilities Coordinator Cindy S. Jones, MFT, Mental Health Coordinator Neighborhood
AN ABA APPROACH TO TEACHING THE DIFFICULT CHILD By: Lindsay Rice and Stephanie Beaulieu Overview Defining the behavior Data collection and how to begin this process The why : Why is this behavior occurring
Brief Summary of Focus Person: Positive Behaviour Support Plan for Jane Jane is a 6 year old girl with ADHD, oppositional defiant disorder, prenatal exposure to cocaine and possible fetal alcohol spectrum
Behavior Impedes Learning ARSD 24:05:27:01.02. (1) In the case of a student whose behavior impedes his or her learning or that of others, consider the use of positive behavioral interventions and supports
m& Au t i s The Hospital Emergency Room A practical guide for health professionals to meet the needs of individuals with Autism Spectrum Disorders Understanding Autism Autism is a lifelong neurological
Eyes on Aggressive behaviours You can help to manage them Aggressive behaviours What do we know? From pregnancy to 6 months old n Children are better able to control their aggressive behaviours if their
Why is Autism Associated With Aggressive and Challenging Behaviors? Autism itself does not cause challenging behaviors. It is likely, however, that some of the underlying biological processes that result
Title: Conducting FBAs and Designing Behavior Interventions for Individuals with ASD: Keeping the Characteristics in Mind Presenters: Ruth Aspy, Ph.D., and Barry G. Grossman, Ph.D. Recognizing when problem
Brain Injury: Stages of Recovery Recovery after brain injury is a process that occurs in stages. Some people move quickly through the stages, while others make slow, but steady gains. The Rancho Los Amigos'
Adoption: Adoption is the legal process by which a person becomes a lawful member of a family different from their birth family. Adoption is a permanent lifelong commitment to a child. Becoming a parent
Building Strong Families How to Discipline by Mary Gosche, Human Development Specialist Adapted January 2000 Table of Contents What is Discipline?... 1 What is the Difference Between Discipline and Punishment?...
Applied Behavior Analysis Reinforcement Elisabeth (Lisa) Kinney, M.S. September 19, 2007 Skinner Box & Reinforcement In operant conditioning, behavior is also affected by its consequences, but the process
Contact Information Rebecca.firstname.lastname@example.org Phone 773-3678 Learning Behavior/Changing Behavior Students learn any behavior in the same way they learn to read through instruction/modeling, practice, feedback,
0 3 Months Sensory Motor Checklist Enjoys playful face-to-face interaction with people Coos in response to playful interaction Notices and responds to sounds Moves legs and arms off of surface when excited
Building Strong Families How to Discipline by Mary Gosche Adapted January 2000 Further adapted and simplified by Gail Rice, Literacy Specialist, December 2002 equal opportunity/ada institution Table of
The Doctor-Patient Relationship It s important to feel at ease with your doctor. How well you are able to talk with your doctor is a key part of getting the care that s best for you. It s also important
Nikki White Children s Occupational Therapist Barnet Community Services What is Occupational Therapy (OT)? An occupation is anything you do in your daily life. Anything meaningful or purposeful Eg. Getting
Conducting a Functional Behavior Assessment Current thinking regarding challenging behavior recognizes the success of an intervention depends on understanding why a person responds in a certain way, and
What is emotional intelligence? Emotional intelligence is the ability to identify, use, understand, and manage your emotions in positive and constructive ways. It's about recognizing your own emotional
FIT Child Development Audio Conference Journal Date: March 10, 2010 Topic: 24 30 months Participants: 6 New information: ~ In the area of gross motor/movement development, babies are, with support, walking
Cristine Deaver, MS, BCBA, LABA Behavior Analyst Provide an overview of effective research based interventions for professionals working with young students with challenging behaviors and their families.
Behavior Management Principles For the ADHD Child What I would like to talk about in the last part of this presentation is on the behavior management principles for the ADHD child. In order to get specific
Behavioral Observation Checklist 2010 If you are concerned about your child, contact the Mid-State ECDC for information on screening, evaluation, and assessment. The Mid-State Early Childhood Direction
DEALING EFFECTIVELY WITH CHILD SEXUAL BEHAVIORS Children are sexual beings. Take a slow breath and read that sentence again. Children are sexual beings. Are you still with me? Keep breathing. Keep reading.
Quick guide to autism What it looks like and how you can help What is autism spectrum disorder (ASD)? ASD is a lifelong neurodevelopmental disorder We don t know what causes ASD but we do know genetics
Minutes: North Tidewater Community of Practice in Autism (NT CoPA) Topic: Pivotal Response Training Date: October 13, 2009 Location: Healthy Families Partnership Building, Hampton Participants: 6 Pivotal
INTRODUCTION THE NURSERY CLASS Purpose Letter to Parents The purpose of the nursery class is to help children learn the restored gospel of Jesus Christ and live it. The nursery class should help the children
The ABC s of ABA Claire Benson Kimberly Snyder Sarah Kroll Judy Aldridge ABA Overview Applied Behavior Analysis is NOT one set of procedures that can be applied to everyone. Applied Behavior Analysis is
WRAP My Wellness & Recovery Action Planning Book Pocket Book of WRAP The way for YOU to take care of YOU 1 What is it? WRAP is a wellness plan. Who is it for? WRAP is for everyone. How can it help you?
Version 1.1 AGES & STAGES QUESTIONNAIRES : SOCIAL-EMOTIONAL A PARENT-COMPLETED, CHILD-MONITORING SYSTEM FOR SOCIAL-EMOTIONAL BEHAVIORS by Jane Squires, Ph.D. Diane Bricker, Ph.D. and Elizabeth Twombly,
Preventing and Responding to Challenging Behaviors in the Home Michael Boardman, MA, BCBA Learning Objectives 1. Understanding Problem Behaviors 2. A behavior analytic perspective on behavior 3. Defining
Learning Theories Taught in EDFL 2240: Educational Psychology Behavioral Learning Theories (Learning is defined as a change in behavior) Pavlov & Watson s Classical (Reflexive) Conditioning Definition:
How to Handle Anger Anger is a natural emotion felt by everyone from time to time. Like other emotions we experience, such as happiness and sadness, anger can affect our mood. Since our mood influences
Grade 8 Lesson Stress Management Summary This lesson is one in a series of Grade 8 lessons. If you aren t able to teach all the lessons, try pairing this lesson with the Weighing Risks to Make Decisions,
Table of Contents How to Use this Guide 2 What is Positive Behavior Support 2 Conducting Functional Behavioral Assessments 4 Step 1 : Developing a Strengths Based Profile 5 Step 2: Gathering Direct and
Steps for Implementation: Least-to-Most Prompts Neitzel, J., & Wolery, M. (2009). Steps for implementation: Least-to-most prompts. Chapel Hill, NC: National Professional Development Center on, Frank Porter
Teaching Your Child to: Become Independent with Daily Routines Does this Sound Familiar? Nadine is a single mom with two young children ages 3 and 5. Her children attend preschool while she is working.
INTO Guidance on Managing Challenging Behaviour in Schools What is challenging behaviour? Challenging behaviour, in the school context, encompasses behaviour that: Interferes with the pupil s own and/or
Cranmere Primary School reviewed Autumn 2015 Governors committee: Learning and Achievement Part i) Advice for children ANTI-BULLYING POLICY Bullying is never right. If you are being bullied tell someone.
Toilet Training A workshop for Parents Jenny Tsagalas Behaviour Support Specialist Autism Service AIM OF WORKSHOP To give you practical information regarding toilet training techniques for you and your
THE TOP 5 TIPS FOR BECOMING MORE ASSERTIVE Being Assertive is not just using a certain set of communication skills or behaviours. Assertiveness is, first and foremost an attitude of mind with an accompanying
TEACHER S GUIDE: PEER PRESSURE LEARNING OBJECTIVES Students will be able to identify peer pressure as both a positive and negative force. Students will understand how peer pressure impacts everyone. Students
Brain Injury Association National Help Line: 1-800-444-6443 Brain Injury Association Web site: www.biausa.org Centers for Disease Control and Prevention Web site: www.cdc.gov/ncipc/tbi Contents About Brain
Managing Challenging Behaviors in the Classroom By Ronald C. Savage and Helen McDonald Introduction The success of students in school is built around academic achievement and social behavior. The educational
Recovering from a Mild Traumatic Brain Injury (MTBI) What happened? You have a Mild Traumatic Brain Injury (MTBI), which is a very common injury. Some common ways people acquire this type of injury are
Practical Principles Using Applied Behavior Analysis Annie Baghdayan, PhD, BCBA-D, LBA email@example.com May 28 th, 2014 The Oklahoma Autism Network The Oklahoma Autism Network Established in October
TECHNICAL ASSISTANCE C INFORMATION PERSONNEL TRAINING National Consortium on Deaf-Blindness firstname.lastname@example.org Strategies for Inclusion of Children with Multiple Disabilities, including Deaf-Blindness
TARGETING THE BIG THREE CHALLENGING BEHAVIORS CAREGIVER MANUAL SUMMARY This training offers hands-on instruction for parents, caregivers, and direct care staff to address the most frequent and problematic
Conflict Resolution / Behavior Management Notes - New I have found that one of the major stressors for mentoring ministry staff is dealing with conflict and behavioral issues. Mentoring is all about developing
Page 1 Listen, Protect, and Connect PSYCHOLOGICAL FIRST AID FOR CHILDREN, PARENTS, AND OTHER CAREGIVERS AFTER NATURAL DISASTERS Helping you and your child in times of disaster. Page 2 As a parent or adult
Car Safety for Your Child with Autism Children with autism may have special needs that can cause challenges during travel. This brochure answers some questions you might have about transporting your child
Unusual Responses to Sensory Input in Autism Jill McCanney Middletown Centre for Autism Diagnostic Criteria DSM-IV Triad of core symptoms DSM-5 Dyad of core symptoms ( May 2013 Social Communication Social
Create a space for homework Help your child plan their studying Deal with exam stress Helping your child with homework and revision AT A GLANCE Helping your child with homework and exam revision Take an
For parents Children, armed conflict and flight Children s reactions to armed conflict and flight An increasing number of families and children are affected by armed conflict, and are being forced to flee.
The Incredible 5-Point Scale Kari Dunn Buron Patricia Howlin, a researcher from the UK, once said that having autism must be like falling through Alice s looking glass (from Alice in Wonderland), everything
Using Individual Behaviour Support Plans An individual behaviour support plan, which documents supports and strategies based on students unique and individual characteristics, will benefit students with
Parenting Positively Coping with DEATH For children aged 6 to 12 This booklet will help you to understand more about death and the feelings we all have when someone we care about, like a parent, a brother
California Treasures High-Frequency Words Scope and Sequence K-3 Words were selected using the following established frequency lists: (1) Dolch 220 (2) Fry 100 (3) American Heritage Top 150 Words in English
Applied Behavior Analysis Session 1: Course overview and basic concepts My background Special Ed teacher in Victoria Special Ed teacher in junior vocational high schools in Canada BEd, MSc University of
EARLY CHILDHOOD BEHAVIOR INTERVENTION MANUAL Goals, Objectives, and Intervention Strategies Stephen B. McCarney Copyright 1992 by Hawthorne Educational Services, Inc. All rights reserved. No part of this
How to have a well behaved dog Top Tips: Training should be FUN for both of you Training will exercise his brain Training positively will build a great relationship between you Training should be based
Stage 5: In this stage, students will explore how systems interact with each other to maintain healthy and optimal body functioning, including how the body responds to changes in the environment such as
Lesson Plan: Dealing with Stress Objective: Identify effects of stress on everyday issues and strategies to reduce or control stress. Time: 45-60 minutes Structure: On-line homework before class (Stress
1 Interviewer Number: Informant: Name: Informant Number: Telephone: What is your job? Aide Undernurse Nurse Other What shift do you usually work? Day/Night (schedule) Days only Nights only Other Reason
Materials: Test-Taking Skills Assessment on page 80 in this workbook (page 19 in the student workbook) Test-Taking Tips on page 81 in this workbook (page 20 in the student workbook) Tactics for Studying
Memory booklet Occupational therapy RDaSH Doncaster Community Integrated Services Contents Introduction 3 What is memory? 3 The memory process 4 Different types of memory 4 Everyday difficulties 5 Memory
1-2-3 Magic! ~~~~~~~~~~~ Thomas W. Phelan, Ph.D. The following is a summary of the key points offered by Dr. Thomas Phelan in the above titled book. It may be helpful to read the entire book for more examples
HOW YOU CAN HELP YOUR CHILD WITH CEREBRAL PALSY CBM is one of the world s largest international disability and development organisations, committed to improving the quality of life of persons with disabilities
A Note to Parents This Wordbook contains all the sight words we will be studying throughout the year plus some additional enrichment words. Your child should spend some time each week studying this Wordbook
An Overview of Applied Behavior Analysis and Principles behind Creating Effective Interventions through Prevent, Replace, and Respond Strategies to Address Challenging Behaviors. Presenter: Robin Palmer
Increasing Your Child s Motivation to Learn In order to be successful in school and to learn, students must stay involved in the learning process. This requires students to do many different activities
Special Education Paraprofessional Facilitator Guide Preview the PowerPoint file from this module. Enhance it as needed. Identify any terms to define. Find additional videos to supplement those listed.
The Anger Management Plan In order to make a good anger management plan, you need to know in advance what your personal anger triggers and settings are, how angry you may get, and what anger management
OFFICE OF MENTAL HEALTH AND SUBSTANCE ABUSE SERVICES BULLETIN ISSUE DATE: EFFECTIVE DATE: NUMBER: January 9, 2009 January 1, 2009 OMHSAS-09-01 SUBJECT: Guidance for Conducting Functional Behavioral Assessments
TWO EXAMPLES OF POSITIVE BEHAVIOURAL SUPPORT REPORTS APPENDIX D These independent reports by a certified behaviour analyst / positive behavioural support expert were requested by a commissioning care manager
ADD/ADHD in the Classroom TIPS FOR TEACHERS AND PARENTS At any given time, a teacher can expect to have at least one student with ADHD. The impulsive and hyperactive behavior of such students can be distracting
Fact Sheet #1: Skills to Expect from 0 to 18 months Mental Skills Remember people and objects that are not present Imitate other people s facial expressions, sounds, and actions Imitate what they see on
PRACTICE GUIDE EFFECTIVE DISCIPLINE CHILD DEVELOPMENT 12 Months-Introduce 15 Months-Reinforce 2 Years-Reinforce FINDING OUTLETS FOR YOUR CHILD S AUTONOMY/TANTRUMS PROBLEM SOLVING A BEHAVIORAL ISSUE NORMAL
Assessing Sensory Strengths and Challenges About the Author Winifred (Winnie) Dunn, PhD, OTR, FAOTA Department Chair and Professor University of Kansas Medical Center Presented by: Lynsey Psimas, PhD 2
Bullying Prevention When Your Child Is the Victim, the Bully, or the Bystander What Is Bullying? Bullying is not a conflict or a fight. Bullying is physical, verbal, or emotional abuse that is deliberate,
Information Sheet 1 Autism and Asperger Syndrome In producing this information we recognise that there are a number of terms that different individuals and groups prefer to use, including autism spectrum
Moving from primary to secondary school Supporting pupils with an autism spectrum disorder The transition from primary to secondary school is a major change in any child s life, and pupils with an autism
Schizophrenia National Institute of Mental Health U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES National Institutes of Health Schizophrenia Do you know someone who seems like he or she has lost touch with
27 Ages & Stages Questionnaires 25 months 16 days through 28 months 15 days Month Questionnaire Please provide the following information. Use black or blue ink only and print legibly when completing this
Attachment Disorders Insecure Attachment and Reactive Attachment Disorder When infants and young children have a loving caregiver consistently responding to their needs, they build a secure attachment.