COMMUNICATION AND BEHAVIOR Presented by: Sabrina Beaudry Pam Leonard
|
|
- Roxanne Clarke
- 5 years ago
- Views:
Transcription
1 COMMUNICATION AND BEHAVIOR Presented by: Sabrina Beaudry Pam Leonard
2 WHAT WE WILL DO TODAY Look at communication of students with ASD and its impact on behavior Review setting events, antecedents, and consequences of behavior Review how the functions of behavior come from our data collected from A-B-C observations Discuss why setting events is so important for students with ASD Develop strategies that address the four components of a BSP
3 ACTIVITY!
4 A QUOTE FROM ANN DONNELLAN ONE CANNOT NOT COMMUNICATE
5 AUTISM IS A NEUROBIOLOGICAL DISORDER THAT RESULTS IN THE FOLLOWING: SOCIAL CHALLENGES COMMUNICATION CHALLENGES RESTRICTED PATTERNS OF BEHAVIOR
6 TODAY WE WILL FOCUS ON COMMUNICATION SKILLS AND THE RELATION TO BEHAVIOR All behavior is telling us something Our job is to figure out the message To understand the message for students with ASD we need to understand how they communicate
7 SO HOW DO OUR STUDENTS COMMUNICATE? Gestures Movement Staring Pointing Manipulating objects Grabbing Running Screaming/yelling Sounds/words
8 LET S ALSO LOOK AT WHY STUDENTS COMMUNICATE? To interact To negate To request To make comments To share information To obtain information To put order to our lives For enjoyment Out of habit
9 Message: I like this. Typical 3 year old Do it again Leading by the hand More Telling others about Pointing Jumping around Laughing Typical 8 year old Cool Awesome Shares experience with someone Hand/arm gesture Smiles/laughs Typical High Schooler Yes All right! Nod of acknowledgement Thumbs up or other hand gesture Calls/talks to a peer 3 year old with autism Leading by the hand Hand flapping Twirling /darting/jumping Repeating same word(s) Possible smile/laugh Slapping head 8 year old with autism Hand flapping Repeating same word(s) Twirling/darting/jumping Leading by the hand Bangs head May talk on situation repeatedly (perseverates High Schooler with autism Hand flapping Twirling/darting/jumping Smile Pace, bounce off the walls
10 MESSAGE:I M BORED Typical 3 year old Gets up, moves to something else Whines Goes to an adult Requests toy/food May fall asleep Typical 8 year old Typical High Schooler 3 year old with autism Gets up May whine Perseverates Falls asleep/spaces out Self-stimulation Aggress/throw objects 8 year old with autism Gets up, moves to something else Talks out Perseverates Masturbates Self-stimulation Aggress/throw objects High Schooler with autism Gets up, moves to something else Talks out Throws object Masturbates
11 Message: I don t get it. (Understand) Typical Middle School Student Your Student
12 S0 WHAT WE LEARNED Neuro-typical person Communicates thoughts and feelings through non-verbal and verbal behavior everyday Can use communication as a 2- way street. Can use a variety of behaviors to communicate a single message. Can use a variety of means such as writing, talking, gesturing Try to communicate as effectively as they can. Person with ASD Communicates thoughts and feelings through non-verbal and verbal behavior every day. May use communication that is a 1-way street. May use 1 behavior to communicate many messages. May only have one or two means of communicating. Try to communicate as effectively as they can.
13 NOW LET S LOOK AT WHAT HAPPENS WHEN WE DON T UNDERSTAND OUR STUDENT S COMMUNICATION To do this we are going to look at it as if it were a triangle with layers building to the top Let s see how looking at those layers can give us good information about how our student is communicating We ll start with an example of a third grader who is in the computer lab and is told to start working on her typing program
14 STUDENT IS TOLD TO BEGIN BUT SOMETHING IS WRONG Rocks body in chair; tilts chair way back and arches body away; makes noises; may laugh compulsively; scans room with eyes; flaps hands; may also just stand up
15 . Student is told Let s get to work Verbalizes no, no, no, all done is over, not, Also verbalizes off-topic remarks or uses immediate/delayed echolalia. Rocks body in chair; tilts chair way back and arches body away; makes noises; may laugh compulsively; scans room with eyes; flaps hands; may also just stand up
16 Student is told First typing/then break Body tenses quickly; stiffens fingers; flicks fingers/hands close to eyes in tense manner; grimaces; may self-aggress (bite hand, hit head) Verbalizes no, no, no, all done is over, not, Also verbalizes off-topic remarks or uses immediate/delayed echolalia. Rocks body in chair; tilts chair way back and arches body away; makes noises; may laugh compulsively; scans room with eyes; flaps hands; may also just stand up
17 Student is shown picture of break and it is repeated First typing/ then break- You can do it! Grabs and squeezes; bites; hits; scratches; gouges skin (usually these are single incidents) Body tenses quickly; stiffens fingers; flicks fingers/hands close to eyes in tense manner; grimaces; may self-aggress (bite hand, hit head) Verbalizes no, no, no, all done is over, not, Also verbalizes off-topic remarks or uses immediate/delayed echolalia. Rocks body in chair; tilts chair way back and arches body away; makes noises; may laugh compulsively; scans room with eyes; flaps hands; may also just stand up
18 And finally. Very loud verbal protests; cries; thrashes body; tantrums; out of control Grabs and squeezes; bites; hits; scratches; gouges skin (usually these are single incidents) Body tenses quickly; stiffens fingers; flicks fingers/hands close to eyes in tense manner; grimaces; may self-aggress (bite hand, hit head) Verbalizes no, no, no, all done is over, not, Also verbalizes off-topic remarks or uses immediate/delayed echolalia. Rocks body in chair; tilts chair way back and arches body away; makes noises; may laugh compulsively; scans room with eyes; flaps hands; may also just stand up
19 Let s observe Rainman and see if we can see communication messages not being understood (chapter 7)
20 WE VE TALKED ABOUT THE IMPORTANCE OF LOOKING AT BEHAVIOR AS COMMUNICATION NOW LET S Review observing in the following manner: Antecedent ( what happens right before a behavior ) Behavior ( the actual behavior you have selected to observe) Consequence ( what happens right after a behavior occurs )
21 WHY IS THIS TYPE OF OBSERVATION IMPORTANT? If we don t know what is happening right before or after a behavior occurs- how can we DECIDE THE REASON FOR THE BEHAVIOR or WHY IT KEEPS HAPPENING?
22 BEFORE YOU EVER OBSERVE OR MAKE A PLAN YOU HAVE TO DECIDE ON A BEHAVIOR TO TARGET A team of people need to decide On one behavior What does it look like and sound like? How often does it happen? How long does it last?
23 FOR TODAY OUR BEHAVIOR IS GOING TO BE RUNNING AWAY It means leaving the environment without being directed to by someone else or because it is the next step in a scheduled routine It doesn t manner the way in which he leaves, just that he leaves without being told
24 SO LET S TRY OBSERVING IN THE A-B-C FORMAT OUR BEHAVIOR IS RUNNING AWAY CHAPTER 7/ CHAPTER 14/CHAPTER 29 Antecedent Behavior Consequence
25 WHAT DID YOU FIND OUT? What were the antecedents to the behavior? How often did you see the behavior we chose? What happened after the behavior?
26 WE HAVE PRACTICED OBSERVING NOW WE HAVE TO Decide WHY this behavior is occurring In other words The FUNCTION of the behavior
27 Functions Problem Behavior Pos Reinf Obtain/Get Something Escape/ Avoid Something Neg Reinf Stimulation/ Sensory Social Tangible/ Activity Adult Peer
28 SO LET S LOOK AT THE ANTECEDENTS AND CONSEQUENCES AND DECIDE IS THIS BEHAVIOR OCCURRING TO AVOID SOMETHING OR OBTAIN SOMETHING
29 OUR HYPOTHESIS ( WHY THE BEHAVIOR IS HAPPENING ) When ever there is a change in routine, a sudden loud noise, or flashing lights Rainman will Run Away (behavior) because he is ( why behavior is occurring)
30 ONE MORE THING: SETTING EVENTS When a student with ASD walks through the doors of our schools they: Bring us their Autism & Bring us some things we don t have control over
31 LET S ADD THE SETTING EVENTS COLUMN TO OUR OBSERVATION SHEET Setting Events Observations Antecedents Observations Behavior Observations Consequence Observations
32 WE HAVE GATHERED OUR DATA SO: Let s make a plan for the behavior of Running Away
33 BEFORE WE START THE PLAN LET S THINK ABOUT: How can WE MODIFY the environment? What can WE DO differently? What can WE TEACH the person with Autism to do instead of the behavior that is not appropriate?
34 HYPOTHESIS: Setting Events Manipulations Antecedent Manipulations Behavior Manipulations Consequence Manipulations
35 SETTING EVENTS MANIPULATION What can we do to address: Physical Structure Schedules Task Organizers Routines Visual Structure Communication Support Social Support Sensory Support
36 PRACTICE Let s fill out a setting event manipulation column together using the handout Down and Dirty Cheat Sheet
37 ANTECEDENT MANIPULATIONS What are the things we can do or have in place when the student enters a context that might result in the behavior?
38 PRACTICE: ADD THE ANTECEDENT MANIPULATIONS Look first to our setting events column- are there things we need to emphasize or refer to? Right before you know that behavior may occurwhat would you do to try and keep it from happening?
39 WHAT BEHAVIORS ARE WE GOING TO TEACH? Remember: All behavior takes time to learn and even more time to UNLEARN! What are the specific skills that need to be taught in order for the student to demonstrate the acceptable alternative behavior
40 LEARNING NEW BEHAVIOR REQUIRES: instruction of the strategy (repetition, practice in various settings, role playing) modeling of the expected behavior true opportunities to respond the knowledge or skill to accomplish the requested action
41 TEACHING COULD BE Use communication to protest Learn and use a calming routine Will request a break Will request the need for help Request a time to interact with students or staff
42 KEEP IN MIND The acceptable alternative is just a baby step toward the desired behavior. We need to be sure to reinforce the acceptable behavior so that is becomes the more efficient and effective way to get needs met.
43 PRACTICE: DEFINING OUR NEW BEHAVIOR Let s think about our previous slides and decide the Final Behavior we want to see & Then what would be our first baby step
44 CONSEQUENCE MANIPULATIONS MEANS What are we going to do when the target behavior occurs? & What are we going to do when we don t see the target behavior occur?
45 PRACTICE: LET S FILL OUR CONSEQUENCE MANIPULATIONS Remember the definition of consequence does not mean punishment
46 LET S LOOK AT OUR COMPLETED PLAN Setting Events Manipulations Antecedent Manipulations Behavior Manipulations Consequence Manipulations
47 FINAL THOUGHTS All behavior is telling us something. If we listen, we will learn. Celebrate success no matter how small it may be!
Bonnie Van Metre M.Ed., BCBA Kennedy Krieger Institute Center for Autism and Related Disorders
Bonnie Van Metre M.Ed., BCBA Kennedy Krieger Institute Center for Autism and Related Disorders Principles of behavior/ functions of behavior Preventive strategies Consequences strategies Aggression Pinching
More information(p) (f) Echolalia. What is it, and how to help your child with Echolalia?
(p) 406-690-6996 (f) 406-206-5262 info@advancedtherapyclinic.com Echolalia What is it, and how to help your child with Echolalia? Echolalia is repeating or echoing what another person has said. Children
More informationABC Data Summary Chart. Name: For the Month of. For the Behaviour: Day of the Week (use tally marks to indicate each occurrence e.g.
ABC Data Summary Chart Name: For the Month of For the Behaviour: Day of the Week Su M T W Th F S Time of Day O/N 6-8 am 8-10 am 10-12 12-2 2-4 4-6 6-8 8-10 10-12 Setting Event List any additional setting
More informationInteracting with people
Learning Guide Interacting with people 28518 Interact with people to provide support in a health or wellbeing setting Level 2 5 credits Name: Workplace: Issue 1.0 Copyright 2017 Careerforce All rights
More informationTips for Effective Communications
People who have Mobility Impairments Always ask the person how you can help before attempting any assistance. Every person and every disability is unique. Even though it may be important to evacuate the
More informationGenerations & Autism Conne. Overview of Autism
Generations & Autism Conne Overview of Autism 1 Learner Objectives Identify the 3 areas of impairment associated with autism spectrum disorders Identify the learning characteristics of children with autism
More informationGrandparents & Autism Conne. Overview of Autism
Grandparents & Autism Conne Overview of Autism 1 Learner Objectives Identify the 3 areas of impairment associated with autism spectrum disorders Identify the learning characteristics of children with autism
More information2/24/2019. A Little About Me! Lyndsay Wheeler, M.Ed., BCBA, LBA Executive Treatment Operations Director. What are we going to cover today?
Lyndsay Wheeler, M.Ed., BCBA, LBA Executive Treatment Operations Director Understanding Why and How Behavior Changes: How to Support Success in Different Settings A Little About Me! Education BS in Communication
More informationAutism, my sibling, and me
ORGANIZATION FOR AUTISM RESEARCH Autism, my sibling, and me Brothers and sisters come in all shapes and sizes. They have a lot in common, and they can be really different from each other. Some kids even
More informationJason Garner, M.A. ABA Clinical Director
Jason Garner, M.A. ABA Clinical Director Discuss Autism Definition Prevalence rates Discuss Applied Behavior Analysis (ABA) Discuss challenging behavior Functions of Behavior Discuss behavior management
More informationDSM V Criteria for Autism Spectrum Disorder
And Autism What is Autism? Autism is a developmental disorder characterized by deficits in social skills and communication as well as stereotypical, repetitive behaviours. By definition, the symptoms must
More informationAssertive Communication/Conflict Resolution In Dealing With Different People. Stephanie Bellin Employer Services Trainer
Assertive Communication/Conflict Resolution In Dealing With Different People Stephanie Bellin Employer Services Trainer The Passive Communicator Often complain and feel they are being treated unfairly.
More informationPRINCIPLES OF CAREGIVING DEVELOPMENTAL DISABILITIES MODULE
PRINCIPLES OF CAREGIVING DEVELOPMENTAL DISABILITIES MODULE CHAPTER 8: POSITIVE BEHAVIOR SUPPORT FACILITATOR GUIDE CONTENT: A. Understanding Behavior B. The Role of the Direct Care Worker in Positively
More informationPeer Support Meeting COMMUNICATION STRATEGIES
Peer Support Meeting COMMUNICATION STRATEGIES Communication Think of a situation where you missed out on an opportunity because of lack of communication. What communication skills in particular could have
More informationMeeting someone with disabilities etiquette
Meeting someone with disabilities etiquette Many people unsure how to go about meeting someone with a disability because they don t want to say or do the wrong thing. Here are a few tips to keep in mind
More informationMentor training booklet
Mentor training booklet Goal of ACT: To educate people about autism to protect children from harm, and connect them with education in order to live better lives. WHAT IS AUTISM? Autism is a term used to
More informationFunctional Assessment and Analysis. Functional Analysis and Positive Behavior Support for Adults with Disabilities: Part Two 4/27/2016
Functional Analysis and Positive Behavior Support for Adults with Disabilities: Part Two Functional Assessment and Analysis Research has increasingly shown that many behaviors, traditionally viewed as
More informationAn Introduction to Behavior Management
An Introduction to Behavior Management ABA based strategies and resources for afterschool providers Presented by Catherine Bernasconi M.S., Board Certified Behavior Analyst Inclusion for All Students More
More informationLesson 8 STD & Responsible Actions
Lesson 8 STD & Responsible Actions Overview This lesson reinforces taking care of sexual health by teaching responsible actions around STD prevention. After discussing the responsibilities of a person
More informationQuick guide to autism
Quick guide to autism What it looks like and how you can help What is autism? Autism is a lifelong neurodevelopmental disorder We don t know what causes autism but we do know genetics plays a role 1 in
More informationTeaching Family and Friends in Your Community
2 CHAPTER Teaching Family and Friends in Your Community 9 Old people can remember when there were fewer problems with teeth and gums. Children s teeth were stronger and adults kept their teeth longer.
More informationDescription: an energetic four-year-old.
Title: Page: 1 1. Every child or student with autism spectrum disorder or ASD has his or her own strengths, classroom needs, and challenges. Let s briefly meet four students with ASD. 2. This is Drew,
More informationMeeting a Kid with Autism
What s up with Nick? When school started, we had a new kid named Nick. He seemed a little different. My friends and I wondered, What's up with Nick? Turns out, Nick has autism. What is Autism This year,
More informationConsequent Interventions
Behavior Intervention Behavior Interventions: Presented by Laura Ferguson, KATC & Debra Myers, GRREC. It is important to consider that for many individuals with ASD, problem behavior is a result of a lack
More informationWhat Role for Inclusive Environments for AWD in relation to PBS? Positive Behavior Supports in Practice
Functional Analysis and Positive Behavior Support for Adults with Disabilities: Part Three Positive Behavior Supports in Practice Keith Storey, Ph.D., BCBA D Graduate School of Education Touro University
More informationAutism Spectrum Disorder. EI/ECSE Pre-Referral and Referral Information Packet
Autism Spectrum Disorder EI/ECSE Pre-Referral and Referral Information Packet Revised 11-2013 1 Pre-Referral Team Dates South Coast Education Service District Pre-Referral Process Please use the following
More informationLEAVING EVERYONE WITH THE IMPRESSION OF INCREASE The Number One Key to Success
LESSON ELEVEN LEAVING EVERYONE WITH THE IMPRESSION OF INCREASE The Number One Key to Success 167 Lesson Eleven AREA 1 NAME AREA 2 NAME AREA 3 NAME KEY POINTS Riches, in the context of this program, refers
More informationAutism Training Series Evidence Based Practices for Students with Autism Spectrum Disorders
Autism Training Series Evidence Based Practices for Students with Autism Spectrum Disorders Introduction & ASD Problem-Solving Process July 21, 2016 AUTISM TRAINING SERIES Let s get started 1. Make a name
More informationAUTISM AIMS: KS4 (England/Wales) S4-6(Scotland) Year (Northern Ireland)
lesson plan 1 AIMS: A window into our world To understand that autism is a spectrum condition which affects each person differently. To understand the barriers that people can face in achieving their ambitions.
More informationHANDOUTS FOR MODULE 7: TRAUMA TREATMENT. HANDOUT 55: COMMON REACTIONS CHECKLIST FOR KIDS (under 10 years)
HANDOUTS FOR MODULE 7: TRAUMA TREATMENT PARENT SESSION 1 HANDOUT 52: COMMON REACTIONS TO TRAUMA AND STRESS HANDOUT 53: MY CHILD S TRAUMA HISTORY CHILD SESSION 1 HANDOUT 54: PREVALENCE GRAPHICS HANDOUT
More informationBuilding Friendships: Avoid Discounting
Module 3 Part 2 Building Friendships: Avoid Discounting Objectives: 1. Explore the relationship between stress and discounting. 2. Understand what discounting is and how it relates to stress in relationships.
More informationPart 6. Behavior. Jennifer Lee. Ms. Selma. Self-Contained Classroom Teacher
Part 6. Behavior Jennifer Lee Meet Ms. Selma Self-Contained Classroom Teacher Amelia Bailey The Mystery of the Peculiar Behaviors Amelia enters the new classroom and starts waving her arms up and down!
More informationVery Short Notes. Short Notes. 1 placebo definition 2 placebo effect definition
Chapter 5 The Placebo Effect Notes and Transcript When you make a speech or presentation, you want to know the material very well, even if you have notes and a transcript to look at. You can learn the
More informationTRIANGLE OF CHOICES FOR MANAGING THREATENING BEHAVIOR. STEP #1: First Choices
TRIANGLE OF CHOICES FOR MANAGING THREATENING BEHAVIOR STEP #1: First Choices Get involved in activities/crafts Think of consequences Count to 10 Talk to yourself in a positive way: ( Stay cool ; I can
More informationSocial Communication in young adults with autism spectrum disorders (ASD) Eniola Lahanmi
Social Communication in young adults with autism spectrum disorders (ASD) Eniola Lahanmi We ll cover Autism Spectrum Disorders (ASD) ASD in young adults Social Communication (definition, components, importance,
More informationAutism Spectrum Disorder. A Basic Introduction for Families
Autism Spectrum Disorder A Basic Introduction for Families 2 INTRODUCTION Your child has been diagnosed with an autism spectrum disorder (ASD). You may have mixed feelings relieved to know that the concerns
More informationVB-MAPP Barriers Assessment
1. Negative Behaviors 0. Does not demonstrate any significant negative behaviors 1. Engages in some minor negative behaviors weekly, but recovery is quick 2. Emits a variety of minor negative behaviors
More informationREASON FOR REFLECTING
Reflecting Skills Paraphrase and Reflection of Feeling REASON FOR REFLECTING Reflecting is a verbal way of communicating empathy A form of feedback that enables the client to confirm or correct the impression
More informationHandout #1 Autism-Friendly Programming: WHY? HOW? Prepared for the 2014 Texas Library Association Conference
Handout #1 Autism-Friendly Programming: WHY? HOW? Prepared for the 2014 Texas Library Association Conference Background: WHAT is Autism?? It s Neurobiological DSM-5 Definition: Autism Spectrum Disorder
More informationProblem Situation Form for Parents
Problem Situation Form for Parents Please complete a form for each situation you notice causes your child social anxiety. 1. WHAT WAS THE SITUATION? Please describe what happened. Provide enough information
More informationHow to Reduce Test Anxiety
How to Reduce Test Anxiety To reduce math test anxiety, you need to understand both the relaxation response and how negative self-talk undermines your abilities. Relaxation Techniques The relaxation response
More informationSensory Regulation of Children with Barriers to Learning
Sensory Regulation of Children with Barriers to Learning What is Sensory Dysregulation? When we talk about sensory processing difficulties or sensory integration dysfunction, we are talking about some
More informationAttention deficit means it s hard for you to concentrate. Hyperactivity means you are more active than other kids/ young people your age.
ADHD ADHD stands for Attention Deficit Hyperactivity Disorder. Attention deficit means it s hard for you to concentrate. Hyperactivity means you are more active than other kids/ young people your age.
More informationPositive Behavior Support and Functional Assessment. Day 3 Webinar & Onsite
Positive Behavior Support and Functional Assessment Day 3 Webinar & Onsite Stephanie Benson, MA Positive Behavior Support and Functional Assessment Day 3 Webinar 1 Webinar Agenda 9:00-9:15 Introductions
More information3/25/2016. The Need. Statistics. Don t Leave Safety to Chance! Prioritize Proactive, Explicit Teaching. Train the Police Promote Mutual Understanding
BE SAFE: Teaching Essential Skills for Interacting Safely with Police Presented by Emily Iland, M.A. And Thomas Iland, B.S., CPA Today s Objectives 1. Examine statistics that demonstrate the need for direct
More informationBRIEF BEHAVIOURAL ASSESSMENT TOOL (BBAT)
Service user: Date of assessment: ant(s): BRIEF BEHAVIOURAL ASSESSMENT TOOL (BBAT) Date of birth: Interviewer: 1. INFORMANT(S)- SERVICE USER RELATIONSHIP What is your relationship to the service user?
More informationAutism. What is Autism? Basic Education Handout RED FLAGS: By the Numbers. Did you Know?
Autism Basic Education Handout What is Autism? Autism, or autism spectrum disorder, refers to a range of conditions characterized by challenges with social skills, repetitive behaviors, speech and nonverbal
More informationTips When Meeting A Person Who Has A Disability
Tips When Meeting A Person Who Has A Disability Many people find meeting someone with a disability to be an awkward experience because they are afraid they will say or do the wrong thing; perhaps you are
More informationUNIT 2. Getting Started
UNIT 2 Getting Started My Advice (pg. 39) TO-GRAB Literally meaning grab NONE Related to nothing, none is more empathic WARNING Use this sign to say watch out Did you know? Pg. 39 ASL students are eager
More informationAttention and Concentration Problems Following Traumatic Brain Injury. Patient Information Booklet. Talis Consulting Limited
Attention and Concentration Problems Following Traumatic Brain Injury Patient Information Booklet Talis Consulting Limited What are Attention and Concentration? Attention and concentration are two skills
More information10/4/2018. Kelly Vinquist, PhD, BCBA Clinical Assistant Professor Co Director, ID MI program
Kelly Vinquist, PhD, BCBA Clinical Assistant Professor Co Director, ID MI program Mike Lind, PhD Clinical Assistant Professor Child Psychiatry Define challenging behaviors Understand the etiology of challenging
More informationLeader Guide. Session 8. FOOD is Fuel. Lesson 1: Welcome Back & Warm-up (10 minutes) Lesson 2: FOOD Choices in Your Day (5 Minutes)
Leader Guide Session 8 FOOD is Fuel Lesson 1: Welcome Back & Warm-up (10 minutes) Lesson 2: FOOD Choices in Your Day (5 Minutes) Lesson 3: FOOD and MOOD Relay (10 Minutes) Lesson 4: Fitness Challenge Circuit
More informationAccessibility. Serving Clients with Disabilities
Accessibility Serving Clients with Disabilities Did you know that just over 15.5% of Ontarians have a disability? That s 1 in every 7 Ontarians and as the population ages that number will grow. People
More informationNew Mexico TEAM Professional Development Module: Autism
[Slide 1]: Welcome Welcome to the New Mexico TEAM technical assistance module on making eligibility determinations under the category of autism. This module will review the guidance of the NM TEAM section
More informationSpeakers. Class Overview. Children with Autism: Teaching Functional Communication and Reducing Problem Behaviors. Defining Autism Spectrum Disorders
Children with Autism: Teaching Functional Communication and Reducing Problem Behaviors 11/6/08 Kimberly D. Bellipanni, Ph.D., Will s Way, LLC Behavioral Specialist, the University of Southern MS Speakers
More informationUNDERSTANDING MEMORY
Communication Chain UNDERSTANDING MEMORY HEARING EXPRESSION thoughts/ ideas ATTENTION select words to use speech production FEEDBACK Hello, how are you? Communication Chain The Communication Chain picture
More informationRunning Head: VISUAL SCHEDULES FOR STUDENTS WITH AUTISM SPECTRUM DISORDER
Running Head: VISUAL SCHEDULES FOR STUDENTS WITH AUTISM SPECTRUM DISORDER Visual Schedules for Students with Autism Spectrum Disorder Taylor Herback 200309600 University of Regina VISUAL SCHEDULES FOR
More informationAmerican Sign Language I: Unit 1 Review
HI, HELLO NAME WHAT? WHO? WHERE? It s nice to meet you. (directional) MAN WOMAN PERSON SHIRT PANTS JACKET, COAT DRESS (noun) SKIRT SHOES HAT CLOTHES GLASSES HAIR BEARD MUSTACHE REMEMBER FORGET LETTER NUMBER
More informationActive Living with Arthritis Podcast #9 Being a Caregiver: Caring for Someone and Managing Your Arthritis
Active Living with Arthritis Podcast #9 Being a Caregiver: Caring for Someone and Managing Your Arthritis Karen: Welcome to another Active Living with Arthritis podcast, presented by ENACT center at Boston
More informationHead Up, Bounce Back
Head Up, Bounce Back Resilience in YOUth Presented By: Kyshon Johnson, V.P. Youth M.O.V.E. Philadelphia YOUTH M.O.V.E. PHILADELPHIA We are Youth MOVE Philadelphia. We work under the City of Philadelphia
More informationSexual Feelings. Having sexual feelings is not a choice, but what you do with your feelings is a choice. Let s take a look at this poster.
Sexual Feelings It may be your first instinct to deny that your child will ever have sexual feelings. You may even do everything in your power to suppress those feelings if they do surface. You won t succeed
More informationChanging Community Perceptions About Autism
Changing Community Perceptions About Autism Be Aware, Accept, Include In a world filled with change and diversity I feel it s time to change the views and perceptions of Autism I believe it is something
More informationInterviewer: Tell us about the workshops you taught on Self-Determination.
INTERVIEW WITH JAMIE POPE This is an edited translation of an interview by Jelica Nuccio on August 26, 2011. Jelica began by explaining the project (a curriculum for SSPs, and for Deaf-Blind people regarding
More informationFACT SHEET - CHILDCARE
Pervasive Developmental Disorders Not Otherwise Specified 2008 Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS) refers to a group of disorders characterised by impairment in social interaction,
More informationLeader Guide. Session 8. FOOD is Fuel. Lesson 1: Welcome Back & Recap (10 minutes) Lesson 2: FOOD Choices in Your Day (5 Minutes)
Leader Guide Session 8 FOOD is Fuel Lesson 1: Welcome Back & Recap (10 minutes) Lesson 2: FOOD Choices in Your Day (5 Minutes) Lesson 3: FOOD and MOOD Relay (10 Minutes) Lesson 4: Fitness Challenge Dance
More informationUnderstanding Pain. Teaching Plan: Guidelines for Teaching this Lesson
Understanding Pain Teaching Plan: Guidelines for Teaching this Lesson Lesson Overview This one-hour lesson plan is about pain and how your workers should respond to and care for residents with pain. You
More informationDAY 2 RESULTS WORKSHOP 7 KEYS TO C HANGING A NYTHING IN Y OUR LIFE TODAY!
H DAY 2 RESULTS WORKSHOP 7 KEYS TO C HANGING A NYTHING IN Y OUR LIFE TODAY! appy, vibrant, successful people think and behave in certain ways, as do miserable and unfulfilled people. In other words, there
More informationLet s Pretend...Dentist
Let s Pretend...Dentist Are you ready to pretend? Let s go! Close your eyes. Now open them We re at the dentist! Have you ever been to the dentist? Dentists check your teeth and help with any problems.
More informationPositive Behavior Support in Inclusion. Taylor Singleton, CTRS and Eric Rueger OPRA Conference February 4, 2019
Positive Behavior Support in Inclusion Taylor Singleton, CTRS and Eric Rueger OPRA Conference February 4, 2019 Learning Outcomes Participants will be able to list a strategy for each of the 4 types of
More informationStanford Youth Diabetes Coaches Program Instructor Guide Class #1: What is Diabetes? What is a Diabetes Coach? Sample
Note to Instructors: YOU SHOULD HAVE ENOUGH COPIES OF THE QUIZ AND THE HOMEWORK TO PASS OUT TO EACH STUDENT. Be sure to use the NOTES view in Powerpoint for what to cover during class. It is important
More informationAutism and Physical Education: Strategies for Success JUSTIN A. HAEGELE, PHD, CAPE OLD DOMINION UNIVERSITY
Autism and Physical Education: Strategies for Success JUSTIN A. HAEGELE, PHD, CAPE OLD DOMINION UNIVERSITY Food for Thought When preparing an activity for children with autism, a teacher should plan to
More informationParents Talking Asperger s
Autism and Anxiety Parents Talking Asperger s An Asperger s Poem an interpretation by a parent Words, too many words bombard my fragile senses Hands over ears before they shatter my defenses Expressions
More informationAutism 101: An Introduction to Understanding Autism
Autism 101: An Introduction to Understanding Autism What is Autism? Autism is a disorder that affects the brain s normal development of social and communication skills. ~ Autism Society of Colorado The
More informationAll Emotions Matter: for the Secondary Classroom
All Emotions Matter: for the Secondary Classroom Mental Health Association in New York State, Inc. 1 The goal of this lesson is to: Validate feelings and emotions. Teach students to manage their response
More informationCognitive Impairment and Challenging Behaviour. e learning module
Cognitive Impairment and Challenging Behaviour e learning module 1. Introduction (1 of 1) Cognitive impairments and behavioural problems are very common in neuroscience patients. They can present as threatening
More informationCharacter and Life Skills: Self-Control Lesson Title: Red Light, Green Light Grade Level: 3-5
Lesson Title: Red Light, Green Light Project and Purpose Students discuss various strategies to show self-control and use a red light, yellow light, green light model to represent how they choose to show
More informationElements of Communication
Elements of Communication Elements of Communication 6 Elements of Communication 1. Verbal messages 2. Nonverbal messages 3. Perception 4. Channel 5. Feedback 6. Context Elements of Communication 1. Verbal
More informationI m NOT Interested in Anything I m NOT Interested In!!
I m NOT Interested in Anything I m NOT Interested In!! A Teenager s Guide to ADHD Booklet 1 In a Series Chesterfield County Public Schools I don t want to hear anymore about this ADHD junk!!! People won
More informationChanges to your behaviour
Life after stroke Changes to your behaviour Together we can conquer stroke Because there is so much to deal with after a stroke, it s normal for your behaviour to change in some way. In this booklet we
More informationCreating Condom Confidence
A Lesson Plan from Rights, Respect, Responsibility: A K-12 Curriculum Fostering responsibility by respecting young people s rights to honest sexuality education. NSES ALIGNMENT: By the end of 12th grade,
More informationkeep track of other information like warning discuss with your doctor, and numbers of signs for relapse, things you want to
Helping you set your brain free from psychosis. www.heretohelp.bc.ca This book was written by Sophia Kelly and the BC Schizophrenia Society, for the BC Partners for Mental Health and Addictions Information.
More informationManaging Your Emotions
Managing Your Emotions I love to ask What s your story? (pause) You immediately had an answer to that question, right? HOW you responded in your mind is very telling. What I want to talk about in this
More informationCopyright Positive Approach, LLC and Teepa Snow. May not be re-used without prior permission.
[1] Positive Approach to Care Certified Independent Consultant PAC Skills Day of Skill Building Brief Agenda While all of the skills below will be covered on this first day, the timing of each component
More informationObsessive-Compulsive Disorder (OCD)
Do you feel trapped in a pattern of unwanted and upsetting thoughts? A R E A L I L L N E S S Obsessive-Compulsive Disorder (OCD) Obsessive-Compulsive Disorder NIH Publication No. 00-4676 Does This Sound
More informationChapter 1. Dysfunctional Behavioral Cycles
Chapter 1. Dysfunctional Behavioral Cycles For most people, the things they do their behavior are predictable. We can pretty much guess what someone is going to do in a similar situation in the future
More informationLiving Life with Persistent Pain. A guide to improving your quality of life, in spite of pain
Living Life with Persistent Pain A guide to improving your quality of life, in spite of pain Contents What is Persistent Pain? 1 The Science Bit 2 Pain & Stress 3 Coping with Stress 4 The importance of
More informationNE LESSON GD Fit Families: Effortless Exercise
NE LESSON GD-000-06 Fit Families: Effortless Exercise LESSON DESCRIPTION In this video and activity lesson, class participants will learn strategies for incorporating physical activity into their daily
More informationFACT SHEET - CHILDCARE
Autism Spectrum Disorder 2018 Autism Spectrum Disorder can affect people of all intellectual levels with research suggesting that the majority of the affected population are males with an average two to
More informationABA Basics: Basic Techniques Used to See Change. Presenter: Kail T. Graham, M.A., BCBA
ABA Basics: Basic Techniques Used to See Change Presenter: Kail T. Graham, M.A., BCBA Topics of the Day The History of ABA What is ABA? The ABCs of ABA Reinforcement Attending and Ignoring Preview to the
More informationProactive Approaches to Sensory Motivated Behaviors
Proactive Approaches to Sensory Motivated Behaviors What are some behaviors that are sensory driven with your children/students? Jamie Schuh, BCaBA Kerry Hoops, MA, BCBA Understanding Behavior Behavior
More information1. Before starting the second session, quickly examine total on short form BDI; note
SESSION #2: 10 1. Before starting the second session, quickly examine total on short form BDI; note increase or decrease. Recall that rating a core complaint was discussed earlier. For the purpose of continuity,
More information18 INSTRUCTOR GUIDELINES
STAGE: Ready to Quit You are a community pharmacist and have been approached by a 16-year-old girl, Nicole Green, who would like your advice on how she can quit smoking. She says, I never thought it would
More informationParent s Guide to Autism
Parent s Guide to Autism Facing Autism If you have picked up this booklet, chances are your family is facing autism for the very first time and you may be overwhelmed, confused, and scared. Autism can
More informationBuilding Strong Families
Building Strong Families Managing Stress Handout #2, Page 1 Activities and Tips to Manage Stress 1. Calming Sounds Activities Play some calming music (like nature sounds, instrumental music, or any music
More informationProgress Monitoring Handouts 1
Progress Monitoring Handouts Teacher Administration Scripts, Teacher Sheets, and Student Sheets Reading Letter Sound Fluency (LSF)..2 Word Identification Fluency (WIF)...5 Passage Reading Fluency (PRF)
More informationbased handouts define your level of readiness and provide
Get Moving Vermont! Welcome to Get Moving, a statewide incentive program for individuals and families to become more physically active. You don t have to be an athlete and there are no age or fitness level
More informationPROGRAMMING FOR STUDENTS WITH ASD IN THE GENERAL EDUCATION SETTING
PROGRAMMING FOR STUDENTS WITH ASD IN THE GENERAL EDUCATION SETTING Middle School Point Person Training District 204 2010-2011 Pam Leonard & Sabrina Beaudry WELCOME! HOW DID WE GET HERE? SMART GOAL By the
More informationHow Behavioral Theory Can Help Research, Practice, and the Lives of Your Clients
How Behavioral Theory Can Help Research, Practice, and the Lives of Your Clients! I m inspired by the work that behavior analysts do.! Huge opportunity, privilege, to improve the lives of the people we
More informationStrengths based social care in Leeds City Council
Strengths based social care in Leeds City Council The way we provide social care in Leeds has undergone something of a quiet revolution over the past year. We ve long aspired to offer support in a way
More information