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:
Waiting on a diagnosis of autism?!?
Filed under: Community Development, Resources for Families
In my most recent perusal of blogs and discussion boards I came across a parent who was told she would have to wait 6-9 months to be seen by a doctor to get evaluated for autism. Although this is very common because there are a limited number of neuropsychologist who are able to give an official diagnosis and they are usually booked out for months and sometimes years, this does not mean that one needs to wait that long for services. Most states have programs in their school districts that can identify a child as having a developmental delay so the child can begin receiving services as soon as possible. I would recommend scheduling and appointment with a doctor who specializes in evaluating and diagnosing children with autism, but also contact your local school district as soon as possible to get them evaluated by the school system. By doing this, even without a diagnosis, your child will likely qualify under the category of “developmentally delayed” and begin receiving services based on their areas of need (i.e. speech and language therapy, occupational therapy, pre-academic and/or cognitive). Once your child is diagnosed by a doctor the school district will integrate this information into your child’s evaluation report and program.
The Individuals with Disabilities Education Act (IDEA) has termed this early identification process as Child Find, and these services are available in all states as it is federally mandated by IDEA-Part C (it may be called something else in your state…just contact your local school district). The school districts are obligated to meet with families who are concerned about their child’s development and conduct an evaluation to determine if services are warranted. Please do not take the doctor’s scheduling delay as a delay in your child’s access to services…contact the school district to access services NOW!!!
Here is a description of how the process works. First a meeting is scheduled with the Child Find team and as a team it is decided whether or not to proceed with an evaluation. Once the team has decided to evaluate, they have 35 school days to complete the evaluation and present the report and recommendations at a feedback meeting. If your child is found to be in need of services, an Individualized Education Plan (IEP) will be written outlining the child’s needs, their educational goals, and services they will receive. Many times school districts will begin services, if the parent consents, before the IEP is finalized to ensure that the child receives services as soon as possible.
Do not hesitate in contacting the school district to initiate early identification and early intervention services. It is the law and it is your child’s right to receive free and appropriate services.