Understanding Challenging Behaviours in Autism

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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

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We are all a piece of the puzzle!
External supports
Teachers
Internal Supports
Family
Peers
Child with Autism
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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

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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

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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

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Functions of behaviour

• Communication
• Attention-seeking
• Avoidance
• Desire to obtain a tangible
• Self-regulation

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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.

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How Do We Handle These Behaviours In An Inclusive
Classroom?
Positive Behavioural Supports
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When the challenging behaviors continue despite
consistently enforcing rules, it doesnt 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
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Lets Take into Account

• Students sensory needs (sight, sound, smell,
  touch, taste)
• Students medical needs (medication, co-morbid
  diagnoses)
• Students natural temperament/personality
• Students previous experiences

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Best Practices

• Address anxiety
• Address sensory needs
• Assist with organization
• Structure the learning/physical environment
• Use visuals
• Motivate!
• Be an effective communicative partner

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Coping with Anxiety

• Teach students to ask for breaks
• Teach relaxation techniques
• Priming
• Use visuals to increase predictability

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Coping with Anxiety

• Being aware of your own anxiety level
• Understanding anxiety and its effects
• Adapting your behaviour accordingly

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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

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5-Point Scale
http//www.autismnetwork.org/modules/behavior/stre
ss/fig1.jpg
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Address Sensory Needs

• Reduce auditory and visual distractions
• Make sure the student is attending
• Dont insist on eye contact
• Be aware of sensory over-reaction and
  under-reaction
• Take sensitivities seriously
• Allow the student to take sensory breaks 

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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

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Structure the Physical environment

• Examples of built-in physical elements of a
  students 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

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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

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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

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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

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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 choice-making
  throughout the day
• You may have to teach the skill of choice-making

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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
• Dont overestimate students comprehension level

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Case Study 1
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Case Study 2
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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 ID- PDD 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

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Thank You !!!