How’s that working for ya? FOR INDIVIDUALS WITH AUTISM SPECTRUM DISORDERS (ASD) Proactive Behavior Strategies

What is Proactive? Things being done to prevent the behavior BEFORE it happens  Setting up the environment  Teaching errorless learning  Making sure the student will be successful

What is Proactive? (Continued)  Being knowledgeable of the student’s individual needs and disabilities What are needs of students? Medical needs? Other?  Sensory considerations

Build Trusting Relationships Get to know the students Get to know their strengths Build on student’s high interest

Build Trusting Relationships (Cont.) Consider your verbal and non-verbal communication (i.e. your resting face) It is important to build on strengths and not dwell on academics the student finds difficult until s/he feels safe with the staff

Schedules  Start with a successful part of the student’s day to teach the use of schedules with things the student does well  Use a schedule to explain difficult parts of the student’s day  Help each student understand expectations

Schedules (Continued)  Decrease student’s anxiety by making things predictable and understandable  Schedules help students understand what to do while they are WAITING

Use Common Sense  Provide a natural barrier between the student and the door if he/she is a runner (i.e. block with a mat, person, etc.)  Keep items of high interest out of site if this is a problem (i.e. food)  Consider student’s cognitive ability

Use Common Sense (Continued)  Keep personal items out of sight (i.e. cell phone, coffee cup, pop can)  Students do well if they can! (Ross Greene)  Other examples?

Questions that Students Need to Know… Always What should I be doing? Who am I working with? Where should I be?

Questions that Students Need to Know… Always (Continued) How much work? How long? What should I do next? When can I access a preferred activity?

Communication  Use First ___, Then ___, rather than If ___, Then ___.  Avoid the words “No” and “You Can’t”. Instead, state what the student SHOULD be doing in a positive way.

Communication (Continued)  Teach and provide visuals for: “I need a break”, “I need help”  Model appropriate language but do not insist that the student repeat it (“Can I have a turn please?”)  Give time to process/respond to the direction; this will be different for each student

Communication Examples Instead of…Say with a pleasant voice… No hitting!Hands to yourself. Gentle Touch. You can’t have that now.Good idea. First ___, then you can have ____. Stop interrupting me.Just a minute please (a ‘WAIT’ card could be handed or shown to the student). Then after a few seconds (or minute) say, Thanks for waiting. What did you want to tell me? If you don’t finish you won’t be able to go our for recess. First work, then recess.

What is calming for this student? SOUND: Is there too much talking? Background noise? Lights humming? Try…  head phones (to block out noise or provide calming music)  teaching the student to cover his/her ears  music or white noise

What is calming for this student? (Continued) SIGHT: Are the lights too bright? Too dim? Try…  non-florescent lights (lamps)  hanging sheets over shelves to reduce visual distractions  using a study carrel or dividers  sunglasses  turning off the lights

What is calming for this student? (Continued) TOUCH : Textures, materials, pressure (soft vs. deep)? Try…  fidgets  shaving cream, water play  play-dough, thera-putty  weighted blanket  bean bag chairs

What is calming for this student? (Continued) SMELL: Be aware of perfumes, deodorants, shampoo, foods, bad breath. Try…  a plug-in air freshener (i.e. Glade)  lotion, scented stickers  to avoid using strong scents (i.e. deodorants, shampoo, etc.)  lavender scents for calming

What is calming for this student? (Continued) TASTE: Does the student chew on things? Try to bite others? Try…  chewing for biting prevention (chew tubes, gum, fruit snacks)  sucking to calm (suckers)  sour foods or gum for focusing

Staff Response to Anxiety and Behavior  Be a calming presence  Increase the use of visuals and be less verbal  Be aware of anxiety issues and triggers  Know student’s calming strategies

Staff Response to Anxiety and Behavior (Continued)  Provide choices to give the student a feeling of control  “Do you want to do 10 problems or 15?”  Acknowledge the student’s communication and validate his/her feelings  “I hear that you don’t want to… should we finish now or do you need a break?”

Staff Response to Anxiety and Behavior (Continued)  Adjust work load so student can end on a ‘positive note’ (“1 more and you can be finished”)  Provide a designated safe place for the student to relax

Staff Response to Anxiety and Behavior (Continued)  Shift student focus by providing a distraction or by using sense of humor to relieve tension  Ignore off-task behaviors and redirect to what the student should be doing

Act as a Frontal Lobe (Part of brain where we think before we act)  Students can be impulsive, so staff need to be proactive to help prevent the behavior

Examples of Proactive Strategies  Visuals (See District #287 ASD Module 2, “Visual Strategies”)  Video modeling (video tape student doing skill successfully  Social Stories

Examples of Proactive Strategies (Continued)  Comic Strip Conversations  Social Learning Profile/Functional Behavior Assessment  Deep Breathing

Examples of Proactive Strategies (Continued)  Relaxation strategies (EmWave software, music, yoga, walking, rocking, heavy lifting, deep breathing, Me Moves DVD)  Environmental factors (room dividers, lighting)

Examples of Proactive Strategies (Continued)  Self awareness  5 Point Scale  How Does Your Engine Run, etc.  Mindfulness (MindUP-Hawn Foundation) 5 Yelling —used mostly outside; sporting events; emergencies 4 Louder voice —used outside; at recess; to get someone’s attention 3 Regular voice —participating in class; talking to friends in the hallway; free time during class; other people can hear me easily 2 Quiet talking —used while other people are working; people very near me can hear my voice 1 Whispering —the way I talk in the library or a movie theatre; most people can’t hear my voice

Examples of Proactive Strategies (Continued)  Teach expressive and receptive communication skills (visual, non-verbal, sign language, communication devices)  Direct teaching of skills

Iceberg (From Treatment and Education of Autistic and Communication related handicapped CHildren) Look for underlying reasons for behavior and focus on helping the student with these issues.

So remember… Planning ahead with proactive strategies may take some extra time but will:  help the student learn more effectively  minimize off task and negative behaviors!

ISD #287 Autism  For more information, go to  Click on Program Services  Click on Special Education  Click on Itinerant Service ASD