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FBA and BIP for Autistic Spectrum Students

FBA and BIP for Autistic Spectrum Students . A staff friendly approach to practice with challenging behaviors. St. Elizabeth School is a member of MANSEF; Maryland Association of Nonpublic Special Education Facilities Our students range of 11-21 years of age 125 Students. Our School.

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FBA and BIP for Autistic Spectrum Students

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  1. FBA and BIP for Autistic Spectrum Students A staff friendly approach to practice with challenging behaviors

  2. St. Elizabeth School is a member of MANSEF; Maryland Association of Nonpublic Special Education Facilities Our students range of 11-21 years of age 125 Students Our School

  3. Our students are from: Baltimore City, Baltimore County, Anne Arundel County, Carroll County, Harford County, Howard County, and Prince Georges County Handicapping Codes include: 01-mental retardation 04-speech or language impairment 06- emotional disturbance impairments 09-specific learning disabilities 13- traumatic brain injury 14-Autism Who We Serve

  4. Diagnostic Continuum • Pervasive Developmental Disorders: • Autism • Aspergers • PDD NOS • Co-morbid disorders: • Anxiety D.O.; Obsessive Compulsive D.O.; Bi-Polar D.O.: Sensory Integration D.O.

  5. 3 Paramount PBIS Principals • Accepting/Nurturing Host Environment • Tremendous Emphasis on Prevention • Change Occurs in Environment/Staff Approach First

  6. STRATEGIES • 1. Program Modifications • 2. Program Modification/Behavior Support • 3. Behavior Supports • 4 Clinical Approaches

  7. PROGRAM MODIFICATIONS • Modify the student’s schedule up front to prevent meltdowns • Be flexible with schedule, and become more structured over time • Prepare student for any change in routine, i.e.. Assemblies, quarter changes

  8. Address Behavior Indirectly in the classroom. e.g. “I can tell your upset, let’s walk.” Vs. “Do not threaten people.” • Incorporate Interest Areas into curriculum; allow them Down Time, to be in their own worlds

  9. Program Modification and Behavior Support • Utilize Pacing, walking when anxious-allow pacing in the classroom • Create Safety– students may have a special place to go to (within and/or outside of classroom) that helps them self soothe. Should be specific to each student, and may include beanbags, headphones, weighted blanket, computer, drawing, special books,etc.

  10. Avoid Negative Consequences, assume they are Self Punishing, and avoid firm limit setting Avoid Anxiety Provoking Situations e.g. fire drills, discussion of death (specific to student) Behavior Support Strategies

  11. OT Strategies-respond to sensory issues, e.g. removing smells that are noxious to students, headphones in noisy environments • Use Humor and Distraction, when agitated, rather than processing. Decrease anxiety rather than addressing content.

  12. Clinical Approaches • Emphasize Social Skills Training—social stories, direct coaching with peers and adults • Incorporate Interest Areas into sessions

  13. Group Work with project focus to work on interaction and awareness of others. • Review and Praise Social Skills

  14. Emphasize Communication with parents Overall, these students Need Constant Reassurance and Praise

  15. The Teachable Moment(s) • No such Thing. Teaching is a process over time. They don’t learn from experience, but rather ARE their experience. Avoid thinking of them as manipulative. Think in terms of the function of their behavior.

  16. A Antecedent- Most often is loss, perception of loss or rejection Behavior-Explosion/Temper Tantrum, Implosion (Withdrawal, Self-injuring behavior) Elopement (Taking off-out of room, out of building) Consequence-Restoring the sense of well-being for the student B C

  17. Case Examples • Wills • Mandy • Kenny • Buster

  18. Wills • “Sooner or later Hollywood Middle will be gone. Never to be seen or heard from or teach in madness and never to nail a kid down to the floor with their hands again.”

  19. Mandy • Review of FBA and Strategies

  20. Kenny • Is it 3 things or not three things???

  21. Buster • And The Therapeutic Parking Garage

  22. Team Work is Essential Important for everyone who interacts w/ student to be on same page

  23. Attwood, T. (1998). Asperger’s syndrome: A guide for parents and professional. Philadelphia, PA: Jessica Kingsley Publishers. Klin, A., Volkmar, F. R. & Sparrow, S.S. (Editors). (2000). Asperger Syndrome. New York, NY: The Guilford Press. Recommended Readings

  24. Greene, Ross W., Ph.D. (1998). The Explosive Child: A New Approach for Understanding and Parenting Easily Frustrated, “Chronically Inflexible” Children., New York, NY: Harper Collins Publishers. Newport, Jerry & Mary. (2002). Autism-Asperger’s and Sexuality: Puberty and Beyond. Arlington, TX: Future Horizons, Inc. • Wilens, Timothy E., MD., (1999). Straight Talk about Psychiatric Medication for Kids., New York, NY: The Guilford Press.

  25. Lori Revitz, MSW, LCSW-C Lrevitz@stelizabeth-school.org 410-889-5054 x1154 Nano K. Kolls, MSW, LCSW-C Nkolls@stelizabeth-school.org 410-889-5054 x1143 Allyson Wynn, BS-ALE Teacher Awynn@stelizabeth-school.org 410-889-5054 x1249 Lisa Scherer, MA, MSW, LCSW-C Lscherer@stelizabeth-school.org 410-889-5054 x1164

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