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New Staff Autism Training

New Staff Autism Training . 1. What is Autism. What is autism. Developmental disorder Neurobiological Present from birth or very early in development (prior to the age of 3) Currently diagnosed based on behavioral and developmental features. What is Autism.

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New Staff Autism Training

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  1. New Staff Autism Training

  2. 1. What is Autism

  3. What is autism • Developmental disorder • Neurobiological • Present from birth or very early in development (prior to the age of 3) • Currently diagnosed based on behavioral and developmental features

  4. What is Autism • Affects essential human behaviors such as social interaction, communication, imagination and establihing relationships • Has life long effects on learning, interacting with others, becoming independent, and participating in the community

  5. The Spectrum of Autism • Varies in severity of symptoms, age of onset, and association with other disorders • There is no single behavior that is always typical or present in every child with autism..

  6. Autism is NOT • Bad Behavior • Poor Parenting • Lack of intelligence • Mental Retardation • Only a childhood disorder • Limited to any one race or socioeconomic group.

  7. Core Features of Autism Spectrum Disorders • Qualitative Impairment of Social development • Qualitative Impairment of Communication • Restricted repertoire of behaviors and interests

  8. Other Common Features of Autism Spectrum Disorder • Difficulties with new tasks/activities • Inflexible adherence to routines or rituals • Morot Difficulties • Poor imination, difficulty getting dressed, poor handwriting, difficulty with small objects. • Sensory differences • Over-responding • Under-responding • Unusual sensory preferences

  9. Other Common Features of Autism Spectrum Disorders • Repetitive motor movements • Stimming • Difficulty with adaptive or daily life skills • Difficulties with executive functioning( organization, following a sequence, sustaining and shifting attention, etc.) • Inconsistent performance across settings and behaviors

  10. Barriers to Communication • - May or may not be able to talk (may use an alternative method) • May or may not be able to understand what is said or may have a very literal understanding of spoken language • Difficulty reading non-verbal communication (gestures, facial expressions, sighs, tone of voice, etc.)

  11. Barriers to Communication • Difficulty using non-verbal communication (eye contact, gestures, facial expressions) • Lack initiating skills • May talk incessantly about one topic • Immediate echolalia (repeating) • Delayed echolalia • Trouble understanding reciprocity (interrupts, talks out, talks over others.

  12. Barriers to Social Interaction • May or may not be interested in interacting with people. (may not know how) • Preoccupation with special interest, object, or aspects of internal/external environment • Sensory difficulties may prevent participation in common experiences (sensitivities) • Difficulties understanding others perspectives

  13. Barriers to Social interaction • Poor awareness of need to behavie differently in different situations with different people • Difficulties regulating behavioral and emotional responses. • Lack of buffer between private thoughts and what is said (brett, jordan)

  14. Barriers to Success in the Community • May have severe and challenging behaviors • Trouble adapting to changes in routine or what THEY are expecting • May or may not understand rules • May have motor challenges that effect coordination, imitation, personal space etc.

  15. 2. Behavior and Reinfrocement

  16. What is Behavior? • An observable and measurable act of an individual • Must pass the “dead mans test” to be a behavior Is this a behavior? Breaking a pencil Completing schoolwork early Bad attitude Hitting a teacher Low self esteem frustrated Running 2 laps Crying

  17. Behavior Form and Function • Form- What behavior looks like • Function- the purpose that the behavior serves. • A. to get something • B. to avoid, delay, or escape something

  18. Functions of Behavior To get: To escape: • Attention - attention • Activities - activities • Objects - objects • Sensory stimulus -sensory stimulus

  19. Examples

  20. We need to TEACH appropriate behavior. Punishment is a LAST RESORT.

  21. Basic Principals of Behavior • Antecedent- any stimulus that happens right a behavior • Behavior- an observable and measurable act of an individual. • Consequence- any event that happens after a behavior Keeping track of the ABC’s help us to figure out the function of the behavior.

  22. ANTECEDENT • What antecedents are associated with the behavior of concern? • What antecedents are associated with the desired behavior.

  23. Behavior • What is the behavior of conern that needs to be replaced by a more appropriate behavior? • What are the approprate behaviors/skills you will teach?

  24. CONSEQUENCE • What typically happens after the behavior of concern. • What typically happens after appropriate behavior? • Reinforcement- Consequences that reults in increasing or maintaining the future rate of the behavior it follows. • Punishment- a consequence that results in decreasing the future rate of the behavior it follows.

  25. When Challenging behaviors occur • Ask yourself: • Are the expectations clear? • Are the demands realistic? • Are the student’s sensory needs being met? • Is the environment appropriately structured? • Are strategies in place to increase predictability (e.g. a visual or schedule).

  26. 3. Reinfrocement & Punishment

  27. Reinforcement • Increases in behavior • Most basic and pervasive principal (occurs naturally) • Highly individual • Prepack Principle: Grandma’s Law • Positive or Negative reinforcement

  28. Postive vs. Negative Reinforement • Both INCREASE behavior • Positive reinforcement- add something to increase the likelihood that a behavior will occur again. • Negative reinforcement- take something away to increase the likelihood that a behavior will occur. (e.g. taking a break, alarm clock).

  29. Reinforcement Rules • Timing- deliver reinforcer as soon as possible after the behavior • Quantity/Quality- reinforcers must be important enough to casue an increase in behavior. • Contingency- must be a connection between the behavior and reinforcer • Deprivation/Satiation- Do not overuse a reinforcer

  30. Rules for Reinforcement • You cannot tell if a given event will be a reinforcer for behavior until you TRY IT and observe it’s effect on behavior • What may be reinforcing for one person may not be reinforcing for another. • When strengthening a new behavior, reinforce frequently. (e.g. asking for a break). • Reinforcers change! • Preference assessments

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