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Understanding Behavior

Understanding Behavior. Autism Response Team. Teri Marks & Queenie Nichols Oswego SETRC. It Takes Everyone’s Understanding. Teachers & Aides Speech & OT & PT Psychologists Cafeteria Staff Bus Drivers Office Staff Hall & Recess Monitors Custodians. Seek First to Understand.

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Understanding Behavior

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  1. Understanding Behavior Autism Response Team Teri Marks & Queenie Nichols Oswego SETRC

  2. It Takes Everyone’s Understanding • Teachers & Aides • Speech & OT & PT • Psychologists • Cafeteria Staff • Bus Drivers • Office Staff • Hall & Recess Monitors • Custodians

  3. Seek First to Understand • Communication • Speech • Social Skills • Physical Issues • Actual Behaviors

  4. Keys to Understanding Behavior • Behavior that persists is working for the individual • With rare exceptions, the single event is of little or no consequence-it’s the pattern that counts • When confronted with disturbing behavior we tend to conclude that individuals either can’t or won’t do otherwise ~NOT TRUE~

  5. Acting Up Impulsive Carried away Understand Rational Responds to reminders, directives, prompts, warnings or cues Acting Our Intense Emotional Feelings Stress or frustration Must recognize and interpret communication through the behaviors. Address emotion first. Acting Up vs. Acting Out

  6. Observe, Measure, Observe • Observe • Assess • Understand • Plan • Observe • Assess • Understand • Plan

  7. Functions of Behavior • Attention • Power • Control • Avoidance • “It feels good” • Revenge • Frustration • Stress • Don’t know anything else W H Y ???

  8. Functional Replacement • Behaviors Serve a Function • Determine the Function • What would you rather see? • Teach the Replacement

  9. Target & Replacement Behavior • Identify One Target Behavior • Suggest a Possible Function • Get & Avoid • Identify One Replacement Behavior

  10. Find appropriate behavior that interferes with the misbehavior Assure that know how to do the replacement behavior Identify “triggers Don’t use a question format Quiet voice Time for compliance Non emotional More “do” than “don’t” Reinforce compliance quickly and often Reducing Misbehaviors

  11. General Principals when managing behavior of students on the spectrum • Behavior must be taught • Goal is to prevent problems vs. reacting to them • Determine acceptable levels • Determine the communicative intent • Behavior will persist if it meets a need • Be consistent • Behaviors often get worse before they get better

  12. Who would you rather learn from?

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