Part 6. Behavior. Jennifer Lee. Ms. Selma. Self-Contained Classroom Teacher

Transcription

1 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! Then Bailey enters the classroom and suddenly starts hitting himself on the head! Ms. Selma begins to panic! She has no idea what to do! These behaviors are so disruptive!

2 There is limited research about the function of these repetitive behaviors. It is speculated that for a student with dull senses, the movements stimulate them. Individuals with hypersensitive senses, who are overwhelmed by their environment or experience a sensory-overload, take part in these behaviors to block-out the overstimulating environment (Edelson, n.d.). Introduction New and veteran teachers may find children s behaviors in the classroom to be a challenge. Some students may disrupt their classmates, whereas others appear inattentive and immune to a teacher s constant redirection. Similar to their neurotypical peers, children with autism spectrum disorder (ASD) also exhibit some challenging and at times peculiar behaviors, which may be disruptive, problematic, and even dangerous to the student and others. Don t be alarmed if your new students with ASD are sniffing around or covering their eyes or ears. Not all children with ASD show all of the behaviors which will be discussed in this part, and the intensity and frequency of the behaviors exhibited may vary across children. Many of the categories of behaviors also overlap with one another, which makes it rather confusing (Volkmar & Wiesner, 2009, p. 429). However, as a teacher it will be your task to get to know all of your students, and especially your students with ASD, to perhaps pinpoint their behaviors and address them if necessary. In addition to discussing common behaviors of students with ASD in this part, you will read a little bit about how to 4 Functions of Behavior (Heflin & Alaimo, 2007) 1. Get (attention/access) 2. Avoid (escape) 3. Sensory-based 4. Pain Attenuation approach problematic behaviors through the help of parents, care providers, and other specialists. As a teacher, you may also need to do some detective work by discovering the possible functions for the behaviors and helping the student use a more appropriate replacement behavior. Repetitive and Self-Stimulatory Behaviors Stereotyped behaviors of children with ASD include rather repetitive behaviors that appear to serve little purpose. The repetitive behaviors may also be categorized as self-stimulatory. Many of us know typical children and adolescents who engage in self-stimulatory movements such as moving their leg rapidly while taking a test. These seem to have an anxiety-reducing function, but are not as all-encompassing as those seen in autism, and they go away once the stressful situation is over (Volkmar & Wiesner, 2009, p. 430). One of the most common repetitive movements seen in children

3 with ASD is the flapping of the hands or arms. Some children move their arms and hands up and down in the air in a rapid manner. Other repetitive behaviors involving the hands may include repeatedly, moving their fingers in front of one s eyes, snapping or flicking fingers, hand gestures, and rubbing or scratching oneself (Volkmar & Wiesner, 2009). Some students will rapidly tap a table or other hard surface and place their ear close to the source of the sound. Others may prefer to cover their ears or cover their eyes. Some children will place objects near their nose or prefer to sniff certain objects. Children with ASD may also constantly hum to themselves or make noises. With their mouths, students may present a repeated place objects in their mouth to bite, chew, taste or lick objects (Volkmar & Wiesner, 2009). Helping students with Repetitive Self- Stimulatory Behaviors: (Edelson, n.d. b) 1. Sensory Integration 2. Rubber tube to chew 3. Exercise 4. Provide more socially appropriate ways to selfstimulate Bouncing, jumping, rocking and twirling are other repetitive behaviors that involve the entire body and are presented in some children with ASD. These repetitive and self-stimulatory behaviors may be highly distracting for the student and his or her classmates. They may also be distracting to you as the teacher, who will be constantly redirecting the student s attention during instruction and throughout the school day. Repetitive, stereotyped movements vary over both the short and long term. Often, they seem to increase after about age 3 and then may increase in frequency or intensity (or both) again around 5 or 6 years of age (Volkmar & Wiesner, 2009, p. 431). In a research study, Esbensen, Seltzer, Lam and Bodfish (2009) found that restricted repetitive behaviors become less severe as students became older. These repetitive and self-stimulatory behaviors should not be confused with tics, which are rather uncomfortable for the child and occur for periods at a time. The stereotyped, repetitive behaviors discussed appear to be rather soothing for a child with ASD (Volkmar & Wiesner, 2009). Tantruming, Aggressions and Self-Injurious Behaviors Repetitive and self-stimulatory behaviors may also be connected to tantruming, aggressions and self-injurious behaviors, especially when another person attempts to prevent the behaviors from occurring (Volkmar & Wiesner, 2009, p. 430). For a new teacher, these behaviors can be rather shocking, but reading this part will allow you to recognize the behaviors, and be prepared to ensure

4 that the child and other peers and teachers remain safe. Tantruming may involve the child crying, screaming or spitting, and you may see the child become tense or agitated. This may escalate to property destruction, aggressions towards others or self-injurious behaviors. Aggressions may involve, hitting, scratching, pinching, and biting other students or teachers. Self-injurious behaviors are aggressions which the child inflicts on himself or herself. These behaviors may include scratching oneself, biting one s own hand, pulling out hair, and head banging. Head banging involves the child hitting themselves repeatedly on the head, usually in the forehead area, or hitting their head on a hard surface. As a result these self-injurious behaviors, the student may have wounds and scars on their hands, arms, and head. The function or reason for these behaviors may be due Possible Reasons for Self- Injurious Behaviors: (Edelson, n.d. a) Physiological Reasons Biochemical Seizures Genetic Arousal Pain Sensory Frustration Social Reasons Communication Social Attention Obtain Tangibles Avoidance/Escape to multiple factors. The behaviors may stem from feeling frustration when the student is unable to communicate to another peer or adult. Behaviors may also be exhibited due to changes or transitions. Students my feel anxiety or become upset when they must move on from a preferred activity, or if there is a sudden change in their rather structured, unchanging environment. Once again, as a new teacher, you will learn to identify your students behaviors and gradually begin to associate certain behaviors with particular functions.

5 Additional Information and Helpful Tips The following portion will include additional information and some helpful tips when encountering problematic and possibly dangerous behaviors your children with ASD may exhibit. Remember to consult the child s parents or care providers, and other specialists in your school or district, such as a behavior interventionist and occupational therapist. There will also be websites and other resources that will help you find further information on what is mentioned in this next portion. Children displaying problem behaviors also have a lower nonverbal IQ, poor expressive language, and marked deficits in social skills (as cited in Matson, 2009). Aggressive behaviors tend to persist over time unless effectively treated and often restrict the child s activities and are a major impediment to learning. For these and other reasons, treatment of aggression and other related behaviors such as property destruction must be one of if not the top priority for treatment for children with ASD (Matson, 2009). Other Ways to Be Prepared: 1. First aid kit with band aids and gloves 2. Phone numbers for the school nurse and behavior interventionist 3. Materials, such as padded mats, to block hitting, biting and other aggressive behaviors Be prepared to address students behaviors by looking at their Individualized Education Program (IEP) and behavior goals and Behavior Intervention Plan (BIP). Talk to students parents, and former teachers to get some tips on how to handle any stereotyped, repetitive, aggressive or self-injurious behaviors. although temperament is certainly a factor, setting events also play an important role in the expression of these behaviors as the form and intensity of aggression varies across time, setting, and changes in stimuli (Matson, 2009). These behaviors can be rather problematic for students. These behaviors can be disruptive in all academic environments, including self-contained and inclusions classrooms. Students with ASD who exhibit stereotyped behaviors may also be isolated, teased or bullied by their peers. Make sure that this doesn t happen to your students!

6 Possible Ways to Evaluate and Address a Student s Behavior: 1. Ask yourself if the behavior is socially inappropriate or harmful for the student and others. 2. Refer to other experts in your school or district to see if the behavior requires an intervention. 3. You may want to operationally define the behavior to specifically identify the problem behavior that is in focus. 4. Collect data on the number of times it occurs, where, and what time, along with other information. 5. Identify the function or reason for the behavior with an assessment or checklist, such as an Antecedent-Behavior-Consequence Chart (ABC Chart). 6. Select a research-based intervention that is appropriate for the student. 7. Collect data to identify whether or not the intervention is improving the behavior and making a positive change. Make adjustments if necessary. Common Blunders when Dealing with Problem Behaviors: (Volkmar & Weisner, 2009) 1. Making Language Too Complicated Remember that students with ASD oftentimes have difficulties with language and communication. Try to speak succinctly and use words which they will understand to prevent children from becoming frustrated. 2. Focusing Only on the Negative Instead of scolding a student, try to give him or her alternative behaviors or choices that are more appropriate. 3. Time Pressure Provide students with a set amount of time to complete a task or inform them of the length of an instructional period, or independent work period that the student may dislike. Show how much time is left but using a Time Timer. 4. Sarcasm, Irony, or Complex Humor Sarcasm, irony or complex humor can be difficult for students with ASD to understand. They may become confused or frustrated. 5. Ambiguity Remember to give clear instructions, and once again speak in a manner and is at a level that your students will understand. 6. Inconsistency Many students with ASD are resistant to change and may become rather anxious or upset by it. Try to stick to a schedule and inform students if there is a change. Changes could include alterations to the school day s schedule or the absence of another teacher or assistant that is usually in the classroom. 7. Unintentionally Rewarding Undesired Behavior Rewarding problematic behaviors will lead to the student to connect positive reinforcement, such as candy or verbal praise, with a less than desirable behavior.

7 Resources and Additional Information for Teachers: Autism Research Institute: Hojnoski, R., Gischlar, K., & Missall, K. (2009). Improving child outcomes with data-based decision making: Collecting data. Young Exceptional Children, 12(3), Lord, C., & McGee, J. P. (Eds.). (2001). Educating Children with Autism. Retrieved from Matson, J., & Nebel-Schwalm, M. (2007). Assessing challenging behaviors in children with autism spectrum disorders: A review. Research in Developmental Disabilities: A Multidisciplinary Journal, 28(6), The journal article provides information on empirically-based assessment methods. The National Association of Special Education Teachers (NASET) Autism Topics and Resources: The National Autism Center s National Standards Report: The National Center for Learning Disabilities ABC Chart: /Publications /Forms-Checklists-Flyers- Handouts/functionalassessment_abcchart.pdf Volkmar, F. R., & Wiesner, L. A. (2009). A practical guide to autism: What every parent, family The Mystery of the Peculiar Behaviors continued Then Ms. Selma remembers a useful book she read. In the Survival Manual created for new teachers working with students with ASD, she recalled reading a part about behaviors. She remembered that these behaviors are characteristic of some students with ASD. Ms. Selma knows that she will have the support of the school s behavior interventionist and her two assistants. She writes a note to remind herself to talk to Bailey s parents and to look at both students IEPs and behavior plans. Perhaps the behavior interventionist will help her to find more appropriate replacement behaviors and keep Baily and everyone safe.

8 Tear It Out & Give it a Try!

9 References Edelson, S. M. (n.d. a). Self-Injurious Behavior. Retrieved September, 2012, from Autism Research Institute website: Edelson, S. M. (n.d. b). Self-Stimulatory Behavior. Retrieved September, 2012, from Autism Research Institute website: Esbensen, A., Seltzer, M., Lam, K., & Bodfish, J. (2009). Age-related differences in restricted repetitive behaviors in autism spectrum disorders. Journal of Autism and Developmental Disorders, 39(1), Heflin, L. J. & Alaimo, D. F. (2007) Students with autism spectrum disorders: Effective instructional practices. Upper Saddle River: Pearson Lord, C., & McGee, J. P. (Eds.). (2001). Educating Children with Autism. Retrieved from Matson, J. (2009). Aggression and tantrums in children with autism: A review of behavioral treatments and maintaining variables. Journal of Mental Health Research in Intellectual Disabilities, 2(3), Volkmar, F. R., & Wiesner, L. A. (2009). A practical guide to autism: What every parent, family member, and teacher needs to know. Wiley & Sons: New York