1. The Basics of Autism
Spectrum Disorders
Training Series
Regional Autism Advisory Council of
Southwest Ohio (RAAC-SWO)
RAAC Training Committee 2011

2. Training Series Modules
 Module One: Autism Defined, Autism Prevalence
and Primary Characteristics
 Module Two: Physical Characteristics of Autism
 Module Three: Cognition and Learning in Autism
 Module Four: Getting the Student Ready to Learn
 Module Five: Structuring the Classroom
Environment
 Module Six: Using Reinforcement in the
Classroom

3. Training Series Modules
 Module Seven: Autism and Sensory Differences
 Module Eight: Sensory in the Classroom
 Module Nine: Communication and Autism
 Module Ten: Communication in the Classroom
 Module Eleven: Behavior Challenges and Autism
 Module Twelve: Understanding Behavior in
Students with Autism

4. Training Series Modules
 Module Thirteen: Social Skills in the School
Environment
 Module Fourteen: Functional Behavior Assessment
 Module Fifteen: Working Together as a Team
 Module Sixteen: Autism and Leisure Skills to
Teach
 Module Seventeen: Special Issues of Adolescence
 Module Eighteen: Safety and Autism
 Module Nineteen: Special Issues: High School,
Transition, and Job Readiness

5. Training Series Modules
 Module Twenty: Asperger Syndrome: Managing and
Organizing the Environment
 Module Twenty-One: Asperger Syndrome:
Addressing Social Skills

6. A Few Key Points
 Reinforcement is anything that comes after a
behavior that increases the likelihood the behavior
will occur again.
 If you want to change someone else’s behavior, first
change your own.
 If challenging behaviors exist, two things must
occur
 Adapt the environment
 Teach AND REINFORCE new skills

7. Strategies for Increasing
Reinforcement

8. Make it
rewarding!

9. So what do we reinforce, and
how do we reinforce it?

10. Its about the bells and
whistles
Celebration!
Great job!
Way to go!
Woohoo!!!!

11. What are we reinforcing?
 New skills – reinforce with high rate (a lot of reinforcement
with high frequency) for new or desired behaviors.
 Maintenance – use a variable rate (less often and not every
time the behavior happens)
 Practice – use a variable rate
 Prompted behavior – high rate, smaller amount (reinforce
often but do not use a large amount of the reinforcer)

12. What are we not reinforcing?
Danger, danger!
We do not reinforce behaviors
we wish to extinguish (get rid of)!
Remember, timeout and reprimands are a reinforcers for
some!
Turn those “rewards”
and “reinforcers” around –

13. We know the ”what” of
reinforcement…
so how do we reinforce it?

14. If you’ve met
one child
with Autism…
You’ve met one child!
The same holds true for reinforcers –
they are very individual.
One size does not fit all.

15. Where to start?
Assessment!
 Know your student!
 Begin with a list of:
1. likes,
2. LOVE IT
3. GOTTA HAVE IT NOW!!!
4. and dislikes

16. Test for preferences
Consider your student’s special interests –
String
Ripping paper
Sponge Bob
Disney trivia
cookies

17. Test for new preferences

18. Big Idea
The reinforcer must be reinforcing to the
student for it to work. Some students need a
variety of reinforcers to keep their interest
and motivation moving, and they may change
reinforcers frequently.

19. Tantalize and Tempt
Make it something to want.
Make it visually accessible, or
something that they can see.
Make it a reward.

20. Tantalize and Tempt
How?
Container with a lid
Put item up high
or out of reach
Hide item –
use picture icon

21. How to remove the reinforcer to
keep them working
“my turn”
Food items –
only offer small bites

22. How to keep them working
Earning pieces to get rewards -
 Token or coin system
 1,2,3
 Puzzle pieces to favorite puzzle

23. Try a timer

24. Use what you have
 Computer time
 Reading corner
 TV time
 Swing
 Music
 Puzzles

25. Use what you have
 People rewards
 Home rewards (agreed upon with parents)
 Free time
 Coloring
 Painting
 Playdough
 Quiet time
 Computer time

26. Use “stims”
 “Love to jump?”
 Finish this task and you can jump!

27. Speaking of jump…
 Don’t make them jump through hoops.
 Make your goals reasonable and your reinforcement
powerful.

28. Preference choice board
Using pictures or boardmaker symbols
Choice of activity, treat or song

29. Additional thoughts…
Don’t put all your eggs in one basket –
Reserve some reinforcers and alternate to retain
effectiveness
Always have a backup plan –
Assess, assess, assess!

30. Good places to shop/look
 Dollar tree
 Fast food prizes in kid meals
 Family
 Look to your classroom
 Check your junk drawer
 Goodwill, second hand stores

31. Big Idea
If the student never earns the
reinforcer, the system isn’t
working… to build any new skill
individual’s need LOTS AND LOTS
of reinforcement all day long.