There’s always a reason…
Filed under: Autism Spectrum Disorder, Inclusion of Students with Disabilities, Resources For Teachers, Resources for Families
All behaviors serve a function, it’s the forms that those behaviors take that are sometimes objectionable. It is useless to try to address a behavior if we do not understand its function because any “interventions” we try will not be maximally effective.
The way in which we can address this is by doing a functional behavior analysis. By conducting this assessment we can determine whether a behavior is serving to access or avoid tangibles, demands, attention, or sensory input. Once we know the function of a behavior, it can be effectively addressed.
Too many times children with autism are treated as if their behaviors (i.e. screaming, bolting, hitting, biting, rocking, ignoring, etc.) are symptoms of the child being naughty or misbehaved or not disciplined. They are put in time out, seclusion rooms, ignored, physically prompted, have things taken away, or are given things without really considering whether or not these “consequences” for their behaviors will effectively decrease the unwanted behavior and increase the desired behavior.
Conducting a functional behavior analysis or assessment should be done by someone who understands the forms and functions of behavior and what interventions are most effective in addressing the behaviors. Additionally, it is important that any interventions implemented are well planned and followed as consistently as possible to be the most effective. It is not possible for an intervention to be implemented in one environment and not in another and a still have the most long-lasting effect. Most importantly, the results of the intervention should be tracked by quantitative data to prove that they are effective.
The last note about interventions to address behaviors is that it is not enough to try to eliminate a behavior, because the function of the behavior still needs to be served. For instance, if a child is exhibiting a behavior to gain attention but the form of the behavior is unacceptable…they need to be taught acceptable ways of gaining attention. If the child is not taught appropriate means to get their needs met, we are not doing all we can to help them grow and learn. After all, that is the point of teaching and the reason why we teach…not to eliminate unwanted behaviors, but to help children learn and grow and be accepted and loved for who they are.
STOP ASKING!!!
Filed under: Resources For Teachers, Resources for Families
Sometimes it bewilders me how simple solutions are often the last result. The thing that most often makes me just have to chuckle is how infrequently visual schedules are used to help children understand what is expected of them and when they can have access to the things they want. In my experience, the use of visual and written schedules are extremely effective and reduce the constant requesting that causes most teachers and parents to exclaim “STOP ASKING!!”
For many children with autism, verbal directions are hard to understand. Additionally, time concept and relational concepts such as “first you need to do this, then you can have that” can be difficult to comprehend. However, when presented visually this is more easily understood.
The most recent example I have of this is one of my students asking his aide for a star wars picture. I was working with another group of students and I heard him demand repeatedly “I want a picture of Anakin”, “You need to get me a picture”. Her response to this was a verbal direction that it was time for math and he could get a picture later if he worked hard. The concept of “working hard” in a very abstract one and he seemed to understand her redirection as “No, you can not have a star wars picture”. This went on for a while until I had to intervene because they both were escalating and there was no math work being completed. I went over to them and asked his aide what he needed to do, then I asked him what he wanted. After getting the answers from both of them I wrote out a simple schedule on an index card: (1) Math (with a 10-star token economy to show him he needed to do 10 math problems); (2) Star Wars Picture (his desired reinforcement). This ended the incessant requesting…and low and behold he completed his work!!
This is a simple example of how a visual schedule can be used to illustrate what needs to be done and when a desired item can be accessed. Schedules can be as simple or as complex as the child can handle and understand. If you’re just starting, it is best to start out small and work your way up to longer, more complex schedules. It is important to remember that schedules are not only effective for children who are able to read, picture schedules are just as effective.
It is a good thing to remember that simple is better…this in the principle of parsimony. It’s much simpler to provide a schedule to a child than to go round and round in a verbal debate which only serves to frustrate the child and the adult involved in the situation.
What are some good activities for adolecents with autism and their siblings?
Filed under: Community Development, Resources For Teachers, Resources for Families
I’ve worked with children with autism of all ages, and especially love programming for social activities for older children and their siblings. There are many activities, indoor and outdoor, that are great for siblings to do together which build social skills, leisure skills, organization and planning skills, and other great life skills…most importantly those activities which are AGE APPROPRIATE are preferred.
As for outdoor activities, bicycling (maybe a tandem bike if low motor skills), scooters, skiing/snowboarding/sledding, obstacle courses, basketball (especially games you can make very visual like HORSE, around-the-world, etc), soccer, and frisbee are fun options.
For indoor activities (especially during those chilly winter months), playing musical instruments (drums, piano, horns, etc.), video games (such as Dance-Dance Revolution, Wii Sports, Wii Carnival, Mario Party and Wii Fit, etc.), listening/dancing to music, art projects, cooking projects, cleaning projects (could tie in with earning money to make purchases…great life skills), dance/holiday party for friends (include the kids in planning and setting up, etc…again, great life skills), and re-decorating/painting projects are always fun.
I always try to make sure, as I’m sure others do too, that the activities are fun and engaging, but also working on some life skills. Additionally, I always make sure that the kids are part of the planning process to ensure that they are engaged in the entire process and equally enthusiastic to do the activity…not just doing what an adult tells them to do…again that goes back to building life skills including organizing and planning their own activities.
Let me know if YOU have any other ideas!
For more activity ideas, check out this discussion forum:
So you think it’s “too hard” to adapt books??
Filed under: Inclusion of Students with Disabilities, Resources For Teachers, Resources for Families, Treatment Options
For children who have difficulty communicating and accessing books, there are many amazing technologies that can be used to help. Unfortunately, however, these technologies are not being used prevalently in classrooms. When inquiring as to why this is the case, I commonly get too responses: (1) they are too expensive, and (2) it’s too hard to manage.
The truth of the matter is that some of the assistive technology items are pricey, but with the advent of newer technology, the prices are coming down. In terms of paying for these items, many schools have limited budgets so teachers need to get creative in garnering the funds. This can happen through fund raising, applying for grants, or donations. It is important to remember that the cost of NOT using these items can almost be more than the purchasing price. They can allow children to express themselves and their needs, communicate with other children, read books and access their environment. In the video clip below, you will see a boy with autism who was labeled “non-verbal” learning how to request activities and access books that were previously unavailable to him.
When it comes to managing these devices, although they may look difficult to program they’re actually not that difficult. Yes, it may take some getting used to, but again the cost of time to learn how to use them it minuscule compared to the gains it can help children make.
It is vital that we begin to use more of these technologies in our classrooms and stop making excuses for not using them. For some children, they are the key to their future success and happiness because without them they risk remaining voiceless and locked away from the amazing materials a classroom has to offer. We need to make sure that every child is given the opportunity to access the curriculum and materials in the classroom so they are able to succeed in school and in life.
AbleNet, Inc. has many amazing products available. They are a great company and have created many assistive technology devices to help children communicate (i.e. SuperTalker) and access books (i.e. BookWorm). Watch the video clip below to see how they have been used with children with autism.