1. The Basics of Autism
Spectrum Disorders
Training Series
RAAC Training Committee

2. Child Care Training Series
Modules
 Module One: Autism Defined, Autism Prevalence
and Primary Characteristics
 Module Two: Early Signs of Autism
 Module Three: Physical Characteristics of Autism
 Module Four: Cognition and Learning in Autism
 Module Five: Autism and Sensory Differences
 Module Six: Communication and Autism

3. Child Care Training Series
Modules
 Module Seven: Behavior Challenges and Autism
 Module Eight: Understanding Behavior in Persons
with Autism
 Module Nine: Functional Behavior Assessment
 Module Ten: Autism Play Skills to Teach
 Module Eleven: Safety and Autism

4. Behavior Characteristics
Children with ASD do not all behave the same way.
They have differences based on their communication,
social skills, ability to cope, and their environment.
The following slides will describe four categories of
behavior:
Social Interaction
Activity Level
Repetitive Behaviors
Aggression

5. Big Idea
The goal is not for us to change the
child, but to improve their ability to
interact with and participate in
their world.

6. Social Interaction
Not Social Overly Social

7. Strategies for Social
Interaction
Some children with ASD do not like it if
someone is too close to them. It may be
helpful to let the child know that you are
approaching them.
Some children with ASD like to “people
watch,” or be around children, but not
have to interact with them.

8. Strategies for Social
Interaction
Some children with ASD do not mind
others being nearby, they just ignore
them. You may have to explain this to
others so that they do not get their
feelings hurt
Encourage, but do not force the child
with ASD to interact.

9. Strategies for Social
Interaction
Be aware of safety concerns for children with ASD.
 Some children with ASD “never see a stranger.”
 They talk to or they are over-friendly with children
that they don’t know.
 It can be difficult to teach a child with ASD who is
and who is not a “safe” person.

10. Activity Level
Under-Active Over-Active

11. Strategies for Under-
Activity
It is important to help the child establish an
exercise routine:
 Lack of exercise may result in weight gain.
 Use of a picture schedule may help with an exercise
routine.
 Children with ASD may need motivators to exercise.

12. Repetitive Behaviors
None Frequent

13. Repetitive
Behaviors Explained
 Children with ASD may have certain behaviors that
they do over and over again. Often these are
physical behaviors, such as hand flapping, rocking,
finger flicking, or a repeated sound or they may
including lining up objects.
 These behaviors may happen because of a sensory
need (see Module Five).
 These repetitive behaviors may occur more often
when the child is upset, anxious, or when they are
not busy.

14. Strategies for Addressing
Repetitive Behaviors
 Be aware that down or free time often leads to the
child engaging in these behaviors.
 Help the child find things that they can do during
down time.
 There are times that you may want to give the child
something else to do that limits their use of the
repetitive behavior (i.e. if they flap arms, give them
something to carry when they are out in the
community).

15. Challenging Behavior
Challenging behavior can include both physically
and verbally aggressive behaviors.
None Frequent

16. Challenging Behavior May Be
the Result Of*……
 Difficulty expressing basic wants, needs and feelings.
 Not knowing how to ask for help or how to get someone’s
attention.
 Appearing to understand directions even when they don’t.
We may think they are being uncooperative.
 Difficulty understanding explanations, reassurance or
instructions.
*Adapted from Nancy Dalrymple’s Helping Children with Autism Learn to
“Behave”

17. Challenging Behavior May Be the
Result of…..
 Difficulty understanding social rules or social interaction.
 Difficulty understanding the viewpoint and motives of others.
 Need for longer than usual time to process, organize, and
retrieve information.
 Dependence on routines and not coping when events are out of
order.
 Limited number of interests and activities.
 Sensory overload.

18. Challenging Behavior May Be the
Result Of…
Unusual fears about harmless objects or
situations.
No fear of real dangers.
Lack of sleep.
Physical discomfort due to gastrointestinal
or other medical problems.

19. Strategies for Addressing
Challenging Behaviors
 We must first understand the reason behind the
behavior (see Module Eight).
 It is very important that the child with ASD has a
way to communicate so that others can easily
understand them.
 Be sure they understand what you are saying. Just
because the child can talk, they still may not be able
to understand you.
 Check out, and rule out, any medical reasons for a
behavior ( i.e. heartburn, localized pain).

20. More Strategies…..
The problem could be something in the
environment (sensory) that needs to be
changed.
Give the child time to follow instructions.
New places and things can be hard.
Gradually introduce new people, places, and
things whenever possible.

21. Even More Strategies….
Change is very hard. Prepare the child for
change. Practice change. It helps to break a
task into small steps.
Teach new skills or new things in many
different settings with different people.
Be aware of your own behavior and how your
mood or behaviors can influence a child with
ASD.

22. Big Idea
We must first understand
why a behavior happens
before we can change it.