Understanding
Challenging
Behaviours in
Autism
Patricia Assouad, Consultant for Autism
Christina Kyriakidou, Consultant for Autism
Helene Packman, Speech-Language Pathologist
Lester B. Pearson School Board
February 20, 2009
Teachers
Family
External
supports
We are all a piece of the puzzle!
Internal
Supports
Peers
Child with
Autism
What is a challenging
behaviour?
Causes injury or harm to self, others, and/ or
property
It inhibits the individual from participating in
daily routines (independently/ appropriately)
It interferes with learning
What is Autism?
A neurological disorder that is characterized by:
Qualitative impairments of language and
communication
Qualitative deficits in social interaction
Restrictive, repetitive and stereotyped
behaviours and interests
The number and intensity of symptoms displayed
determines severity
Learning Characteristics
Associated with Autism
Spectrum Disorders
Concrete/hands on
Difficulty with comprehension (very literal)
Highly distractible/intensely focused
Rule bound
Difficulties with unstructured time
Organizational difficulties
Need for predictability and routine
Need for activities that motivate
Need for repetition
Functions of
behaviour
Communication
Attention-seeking
Avoidance
Desire to obtain a tangible
Self-regulation
Fundamentals of
Behaviour
Behaviour patterns exist because they are
being reinforced, therefore we need to
stop the behaviour from being effective.
Behaviours express real needs and wants;
it is the means of expressions that are
inappropriate, therefore we need to
provide other means of satisfying those
needs and wants.
How Do We Handle These
Behaviours In An Inclusive
Classroom?
“When the challenging behaviors continue
despite consistently enforcing rules, it
doesn’t matter anymore whether the
behavior was intentional. We need to
understand how to alter the triggers to
those behaviors and/or teach better ways
to cope with those triggers.”
Dr. Jed Baker
Let’s Take into
Account:
Student’s sensory needs (sight, sound,
smell, touch, taste)
Student’s medical needs (medication, comorbid diagnoses)
Student’s natural temperament/personality
Student’s previous experiences
Best Practices
Address anxiety
Address sensory needs
Assist with organization
Structure the learning/physical environment
Use visuals
Motivate!
Be an effective communicative partner
Coping with Anxiety
Teach students to ask for ‘breaks’
Teach relaxation techniques
Priming
Use visuals to increase predictability
Coping with Anxiety
Being aware of your own anxiety level
Understanding anxiety and its effects
Adapting your behaviour accordingly
Incredible 5-Point Scale
A tool to help students better understand their
emotions and reactions in different situations
Makes behaviours more concrete
by breaking them down into
sequential, understandable parts
Individualized to the students’
specific issues or needs as he or she
is an active participant in creating the
scale
Suggests alternative, positive
behaviours at each level of the scale
5-Point Scale
http://www.autismnetwork.org/modules/behavior/stress/fig1.jpg
Address Sensory
Needs
Reduce auditory and visual distractions
Make sure the student is attending
Don’t insist on eye contact
Be aware of sensory over-reaction and
under-reaction
Take sensitivities seriously
Allow the student to take sensory breaks
Structure the Learning
Environment
For every task, the following items must be clear
to the student:
What is expected
Where to begin the task
When the work ends
What to do when the work is finished
What the reinforcement will be
That he/she is competent at doing the task
Structure the
Physical environment
Examples of built-in physical elements of a
student’s surroundings:
physical space (too big or too small)
location of materials
location of temptations
seating arrangements
size of the chair
visual distractions
who is there
Use Extrinsic
Motivation
Student feels that he/she is working towards
a reward
Task will become more meaningful
to accomplish
Tells the student when the work will finish
Positively reinforce positive behaviour
Can use “I am working for”
or “First/Then” card
Use Visual Supports
Visual supports can help:
Decrease anxiety as students will know
what comes next
Promote independence
Give clear expectations
Support the students’ difficulty with
sequential memory and organization of
time
Examples of Visuals
Written directions
Boundaries to help organize space on
paper
Checklists for completing multi-step
tasks (math problem-solving, book
report)
Cues for asking for help
Reminders for classroom behaviour
Provide Opportunities for
Choice
Allowing for choice-making increases
sense of control and may avoid
behaviour problems
Show available choices visually
Build in many opportunities for choicemaking throughout the day
You may have to teach the skill of
choice-making
Being an Effective
Communicative Partner
Reduce the amount of language you use
Speak slower with natural pauses
Reduce the number of questions that you
ask
WAIT for the student to respond
Reduce the amount of verbal prompts
Don’t overestimate students’
comprehension level
Case Study #1
Case Study #2
References
Baker, J. (2008). No More Meltdowns. Arlington: Future Horizons, Inc.
Dunn Buron, K. and Curtis, M. (2003) The Incredible 5-Point Scale – Assisting Students with Autism
Spectrum Disorders in Understanding Social Interactions and Controlling Their Emotional Responses.
Shawnee Mission, KS: Autism Asperger Publishing Co.
Hodgdon, L. (1999). Visual Strategies For Improving Communication: Practical Supports for School and
Home. Troy, MI: QuirkRoberts Publishing
Hodgdon, L. (1999). Solving Behavior Problems in Autism: Improving Communication with Visual Supports.
Troy, MI: QuirkRoberts Publishing
Notbohm, E. (2006). Ten Things Your Student with Autism Wishes You Knew. Arlington: Future Horizons,
Inc.
Pratt, C. (2005, May 19) Supporting Students in Typical School Settings. Presented at PREM-TGC 5th IDPDD conference, Montreal, QC
Twacthman-Cullen ( 2000). How to be a Para Pro: A Comprehensive Training Manual for Paraprofessionals.
Higganum, CT: Starfish Specialty Press,
Websites:
www.lbpsb.qc.ca/eng/asdn/index.asp
www.thegraycenter.org
www.setbc.org
www.UseVisualStrategies.com
www.5pointscale.com
Thank You !!!