Beyond Not No, Where and When GUESS WHAT? Adults Swear! Beyond Not No, Where and When

A Series of Interruptions / Disruptions Questions What is the target student doing that is interrupting work or disruptive to the work environment? Collect Data: Frequency or the duration of the disruption Purpose or function of the disruption (e.g. get information (predict), derailment, talk about preferred interest (verbal fascination)) What strategy can be employed to put parameters (not eliminate) the interruption / disruption? NOT NO, WHERE AND WHEN Who are the participants in the task or routine who may need to be included in the process? What are the student’s interest areas? This will assist in the development of the system to promote engagement

Variation on Comment Cards 2 7 10 16

!!Stop Interrupting!! MOVE to a TABLE with STRANGERS Introduce Yourselves Design a self-management system CASE STUDY: 12th Grader with ASD Above avg cog and academic skills Blurts out 12-15x per class period Sometimes on topic; mostly off topic Argues he is not interrupting Has peer to peer support PI: Building Hardware (e.g. hinges)

Report Out

A Series of Anxiety Reduction Questions Does the student have anxiety that he/she is responding to in a problematic manner? What is creating anxiety for the student (FBA data)? What antecedent strategies might you use to reduce the variables creating the anxiety? What behavior does the student exhibit to reduce his/her anxiety? What do other students do when they are anxious? Will the strategies other students use, if taught to the target student, work to reduce his / her anxiety? If no, what object or task can be paired with the student’s anxiety that help reduce it (e.g. allowable mistakes)—Something to teach to…. Who are the participants in the task or routine who may need to be included in the process? What are the student’s interest areas? This will assist in the development of the system to promote engagement

Struggles with Making Mistakes – Allow 2 Mistakes Per Activity Interrupted Teacher during Lecture. Allowed 2 Interruptions Per Lecture System to Determine if Student Was on Task During Activity and Used Break Appropriately

Self Management Time

A Series of Time Questions Does the student have difficulty understanding or managing time increments (FBA DATA)? What does the student do that indicates an issue with time management? EX: asking multiple times about the time something will occur or leaving the environment because in student’s mind, activity is over. How can you visually organize the time management issue in a way the student can understand and take ownership over it. Who are the participants in the task or routine who may need to be included in the process? What are the student’s interest areas? This will assist in the development of the system to promote engagement

DISCUSSION / Concepts / Questions

Self Management Organization

A Series of Organization Questions What is the target student doing or not doing that suggests he/she is lacking organizational skills? What are others doing to keep themselves organized? What visual system can be employed to impose organization on the student? USE THE STUDENT’S NEED FOR RULES AND STRUCTURE IN DEVELOPING THIS SYSTEM Who are the participants in the task or routine who may need to be included in the process? What are the student’s interest areas? This will assist in the development of the system to promote engagement

Self Management Behavior / Break

Define Break Does the student independently initiate a break when he/she is escalated? If not, have break procedures been developed and taught? Develop a visual system to assist the student in knowing when to initiate a break (i.e. paired with behaviors that suggest escalation). Who are the participants in the task or routine who may need to be included in the process? What are the student’s interest areas? This will assist in the development of the system to promote engagement

The Schedule: Implementation Variables Student is in one of THREE places at any given time of the day: The Schedule A Break Crisis

BREAK: Implementation Issues PURPOSE of BREAK Time w/out demands De-escalate GUIDELINES: Activities / Choices Result in De-escalation Benign in Reinforcing Value / NOT Highly Preferred Student Initiated – Staff Prompted (TEACH) Break Procedures BREAK P.A. Time / Choice BREAK VS.

Application in Work Settings Behind Restaurant Staff Concerned about Cars/Trucks Area of Pavement Behind Restaurant – Painted a Pacing Area Not going to leave area

Action Plan: Break Procedures Signal a break? Student initiated? Staff Prompted? Card; Gesture? Where? Do What?—Calming but not reinforcing For how long? How time determined? Timer? What if student not ready? Return to schedule procedures?

Incredible 5-Point Scale Level of Escalation What the Student Says and Does 5—Aggression Physical aggression toward self/others 4—Anger Verbal aggression, including threats of physical harm 3—Agitation Noticeable increase or change in behavior 2—Anxiety Slight change in behavior 1—Green Appropriate behavior and following expectations Adapted from Kari Dunn Buron & Mitzi Curtis

What the student says and does What the staff says and does Script using a Scale Level 1 Engagement Level 2 Anxiety Level 3 Agitation Level 4 Anger Level 5 Aggression Level 6 Recovery What the student says and does What the staff says and does

Components of a Script Non-verbal (paraverbals) Non-emotional Positive Behavior Interventions and Supports for Students with ASD Module Training Guide; AY 2010-11 Components of a Script Non-verbal (paraverbals) Non-emotional Non-punitive Respect dignity Teaching component Break Strategies to reduce anxiety / frustration Levels with increasing restrictiveness Understanding of the stages and strategies in behavior escalation Key Concepts: Considerations: Application: Autism Education Center; Grand Valley State University ©2010 All Rights Reserved

DISCUSSION / Questions

Job Task Vocational Task Self Management Job Task Vocational Task

Job and Vocational Tasks Questions What is the student doing or not doing that is causing a problem in the work environment (e.g. accurately completing job task)? Does the student have a recognition of what he/she is doing or is not doing, how often, etc.? What visual system can be developed to assist the student in monitoring the accuracy of the job task? Who are the participants in the task or routine who may need to be included in the process? What are the student’s interest areas? This will assist in the development of the system to promote engagement

Self Management Systems

Self Management Systems Return Merchandise

Vocational Self Management System for Adults with ASD

Vocational Self Management System for Adults with ASD

Purpose of PBIS 1. PREVENT 2. TEACH 3. RESPOND in ways that: challenging behavior from occurring in the first place…. Antecedent-Based Interventions Visual Schedules / Supports Self-Management Functional Communication Systems 2. TEACH systems and new / replacement behaviors using effective teaching techniques Reinforcement / Differential Reinforcement Prompting 3. RESPOND in ways that: a. Do not reinforce challenging behavior; b. Prevent further escalation Adult Scripts

CRISIS Intervention Positive Behavior Interventions and Supports for Students with ASD Module Training Guide; AY 2010-11 CRISIS: A behavior that requires immediate attention from staff to ensure safety of student and others: Danger to self Danger to others Destruction of property Use LEAST INTRUSIVE strategy (SCRIPT) PREVENT from further escalation CORRECT current behavior MAINTAIN safe environment Key Concepts: Considerations: Application: Autism Education Center; Grand Valley State University ©2010 All Rights Reserved

Action Plan: Preparing for Crisis