What is Autism? ASD 101 & Positive Behavior Supports. Autism Spectrum Disorders. Lucas Scott Education Specialist

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Autism Spectrum Disorders Developmental, neurological condition that

1 ASD 101 & Positive Behavior Supports Lucas Scott Education Specialist What is Autism? Autism Spectrum Disorders Developmental, neurological condition that affects social interaction, communication of ideas and feelings, imagination, self-regulation and developing relationships with others. 1

Patterns in Development Typical Development

Language Comprehension Language Expressive Social

Memory Triad of Impairments All individuals with

Impairments by Lorna Wing and Judith Gould (Wing &

2 Patterns in Development Typical Development Intellectual Disability Motor I.Q. Language Comprehension Language Expressive Social Memory Patterns in Development Typical Development Intellectual Disability Autism Motor I.Q. Language Comprehension Language Expressive Social Memory Triad of Impairments All individuals with ASD, regardless of the level of functioning, will have disabilities in three areas. These three areas were identified as the Triad of Impairments by Lorna Wing and Judith Gould (Wing & Gould, 1979). 2

Joint, Orienting, Shifting, & Focus Interest /

in Communication Expressive Speech Delay

3 Ability/Disability within ASD: Range of Capabilities Language & Communication Social & Emotional Intellectual Ability Severe Perception / Sensory / Motor Planning Attention Joint, Orienting, Shifting, & Focus Interest / Routines / Rituals Mild Qualitative Impairments in Communication Expressive Speech Delay Echolalia Receptive Processing Delay Literal Thinking Literal Thinking 3

Qualitative Impairments in Socialization Lack of give and take in conversation Unusual

body language that don t reflect actual feelings Don t instinctively learn from peers

, Sexuality and Sexuality Instruction with Learners with ASD Theory of Mind Theory of

4 Qualitative Impairments in Socialization Lack of give and take in conversation Unusual eye contact Inference Lack of social expression, flat affect Facial expressions or body language that don t reflect actual feelings Don t instinctively learn from peers (unwritten rules and social norms) The Urinal Game Peter F Gerhardt, Ed. D., Sexuality and Sexuality Instruction with Learners with ASD Theory of Mind Theory of mind is the ability to understand and identify the thoughts, feelings and intentions of others. A deficit in this area may lead others to believe that the individual with ASD does not show empathy or understand them, which can create great difficulty in social situations. 4

Theory of Mind Challenges Difficulty explaining one s behaviors Difficulty understanding emotions Difficulty predicting the behavior or emotional state of others Problems understanding the

5 Theory of Mind Challenges Difficulty explaining one s behaviors Difficulty understanding emotions Difficulty predicting the behavior or emotional state of others Problems understanding the perspectives of others Theory of Mind Challenges, continued Problems inferring the intentions of others Lack of understanding that one s behavior impacts how others think and/or feel Problems with joint attention and other social conventions Problems differentiating fiction from fact Qualitative Impairments in Flexible Thinking Imagination or stereotyped behavior: Dependence on highly structured directions/ activities Obsessive about a topic or interest Strict adherence to routine or steps 5

Unusual Focus Intense (all or nothing) Difficulty tolerating interruption Difficulty multitasking Deep knowledge of certain subjects Topics may be unusual Executive Function Set of mental processes

6 Unusual Focus Intense (all or nothing) Difficulty tolerating interruption Difficulty multitasking Deep knowledge of certain subjects Topics may be unusual Executive Function Set of mental processes that helps connect past experience with present action. Provides basis for cognitive and social skills. People use it to perform activities such as planning, organizing, strategizing, prioritizing, paying attention to and remembering details, and managing time and space. Executive Function Challenges Planning strategically Estimating the time a project will take to complete Struggling to communicate details in an organized, sequential manner Memorizing and retrieving information from memory Initiating activities or tasks, or generating ideas independently Retaining information while doing something with it, for example, remembering a phone number while dialing 6

Sensory Processing How many senses do we have? 1. Tactile/Somatosensory System: touch 2.

Olfactory System: smell 6. Vestibular System: balance 7.

Interoceptive System: internal response Everyone experiences sensations differently

hyposensitive behavior Self-Stimulation or Self-Regulating Behaviors Need for

7 Sensory Processing How many senses do we have? 1. Tactile/Somatosensory System: touch 2. Visual System: sight 3. Auditory System: hearing 4. Gustatory System: taste 5. Olfactory System: smell 6. Vestibular System: balance 7. Proprioceptive System: body position 8. Interoceptive System: internal response Everyone experiences sensations differently Hypersensitive vs. hyposensitive behavior Self-Stimulation or Self-Regulating Behaviors Need for self-stimulation for self-calming Rocking Pacing Flailing Flapping Fidgeting Scripting Other repetitive behaviors More below the surface Observable Behavior Social/Communication Inflexible Thinking Executive Functioning Sensory Processing Theory of Mind Emotional Regulation 7

8 Positive Behavior Supports Applied Behavior Analysis Every Behavior Has a Function Four most common functions are: To acquire something you want To escape an unpleasant situation To meet a physical or sensory need To meet a social need (getting attention) MUST REPLACE THE BEHAVIOR WITH SAME FUNCTION! 8

ABC s Antecedent Behavior Consequence Consequences Reinforcement

conditions Positive Reinforcement Adding a stimulus causing the

stimulus causing the repetition of a behavior Consequences

under similar conditions Positive Punishment Adding a stimulus

9 ABC s Antecedent Behavior Consequence Consequences Reinforcement Conditions that lead to a behavior reoccurring under similar conditions Positive Reinforcement Adding a stimulus causing the repetition of a behavior Negative Reinforcement Removing a stimulus causing the repetition of a behavior Consequences Punishment Conditions that lead to a behavior ceasing to reoccur under similar conditions Positive Punishment Adding a stimulus that reduces a behavior Negative Punishment Removing a stimulus that reduces a behavior 9

maladaptive behavior. New behavior should be functionally equivalent.

10 Differential Reinforcement (DR) Differential Reinforcement is: Reinforcement of a new behavior while limiting the reinforcement of the maladaptive behavior. New behavior should be functionally equivalent. Ideally we will see the new behavior replace the existing behavior. Competing Pathways Data 10

11 SW-PBIS SW-PBIS Practical Strategies and Interventions 11

12 Clear Expectations: Adjust Language Use language that is concrete, literal, positive, and explanatory. Consider How to Post Rules and Expectations Rules and Boundaries Teaching with consistent language Safe vs. Unsafe Appropriate vs. Inappropriate Expected vs. Unexpected Absolute Make a Deal Your Choice 12

Offering Choices Social Stories Short description of a social situation that: Describes

others (when appropriate) Explains expected behavior Social Stories examples

At the library, I talk in a quiet voice so others can focus.

13 Offering Choices Social Stories Short description of a social situation that: Describes upcoming events Describes repeated or reoccurring situations Explains the emotions of others (when appropriate) Explains expected behavior Social Stories examples I am going to the Library. At the library, I talk in a quiet voice so others can focus. I can choose three books to checkout. I take my chosen books to the front desk. I give my Library Card to the Librarian. I go home and read my books. 13

14 Power Cards Video Modeling Cartooning 14

15 Visual Schedules and Timers Structure and Routine Design Structured Environment 15

16 Sensory Integration and Regulation Minnesota s First Autism ResourceTM Regulation Tools Minnesota s First Autism Resource THANK YOU Website: Phone: info@ausm.org Address: 2380 Wycliff St. #102, St. Paul, MN Established in 1971, the Autism Society of Minnesota is committed to education, advocacy, and support designed to enhance the lives of those affected by autism from birth through retirement. The Autism Society of Minnesota is a 501(c)(3) organization. Minnesota s First Autism Resource 16

Neurobehavioral disorder Spectrum disorder Prevalence Causes Treatment

Neurobehavioral disorder Spectrum disorder Prevalence Causes Treatment Persistent deficits in social communication and social interaction across multiple contexts Restrictive, repetitive patterns of behavior,