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Steps Toward Supporting Behavior Positively,[object Object],1. Understand the characteristics of autism that may influence the child’s ability to function in the learning environment.,[object Object],2. Acknowledge that behavior serves a function, is related to context, and is a form of communication.,[object Object],3. Use a functional behavior assessment to determine the basis of the behavior and as the place to begin development of a program of support.,[object Object]
Positive Support (cont.),[object Object],4. Be proactive, think prevention, the time to address an inappropriate behavior is before it happens.,[object Object],5. Collaborate with support team members (parents, educators, administrators, related service providers, etc.) to develop and implement long term prevention plans.,[object Object]
Characteristics and IQ,[object Object],			           	Severe Autism,[object Object],		                	      Social and behavioral difficulties,[object Object],		                            Severely affected population,[object Object],Cognitive skills in                                                                  	IQ Average or,[object Object],LD/MR range                                                                                      above average,[object Object],Poor academic skills                                                                      -- Good Academic 							        skills,[object Object],Lack verbal skills                                                                            -- verbal,[object Object],				Mild Autism,[object Object],			Social and Behavioral Difficulties,[object Object]
“Iceberg Theory of Behavior”,[object Object],Applying what we know about the “culture” of autism to help us understand the behaviors we observe.,[object Object]
Cognition,[object Object],[object Object]
  Gets stuck on details
  “Forgets” homework or doesn’t      turn it in,[object Object],[object Object],     started on work,[object Object],[object Object]
  Seems to lack “common sense”
  Good rote memory
  Lacks higher level thinking and comp. Skills
  Limited problem solving ability
  Images are concrete, difficulty with abstract      thinking,[object Object],[object Object],     time,[object Object],[object Object]
  Poor social reasoning
  Unable to filter out irrelevant information,[object Object]
  Odd use of nonverbal       communication (eye contact, ,[object Object],      facial expressions),[object Object],[object Object]
  Problems in auditory processing and receptive      language,[object Object],[object Object]
  Visual thinkers
  Difficulty integrating verbal and nonverbal      communication,[object Object],[object Object]
  Speech abnormalities,[object Object]
  Active yet odd
  “Out of sync”
  Socially naive, teased by peers
  Few or no friends
  “Little lawyer,”or “Class policeman”
  Egocentric
  May prefer being alone
  Wants friends but lacks skills for making them
  Misses subtle social cues and meta rules
  Problems taking other’s perspective, mind blindness
  Poor incidental social learner
  Unable to navigate new social situations
  Narrow fund of social knowledge applied to all     situations,[object Object]
Restricted Interests and Behavior,[object Object],[object Object]
  Upset with changes
  Fussy about sounds, foods, clothing
  Flips objects, flaps hands, unusual      body movements,[object Object],[object Object]
  Intense fixation on unusual things
  Limited imagination
  Overwhelmed by minimal change
  Highly sensitive to environmental stressors

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