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

5. 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

7. Variation on Comment Cards2 7 10 16

8. !!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)

9. Report Out

10. 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

11. 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

13. Self Management
Time

14. 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

18. DISCUSSION / Concepts / Questions

19. Self Management
Organization

20. 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

24. Self Management
Behavior / Break

25. 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

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

27. 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.

28. 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

29. 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?

30. 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

31. 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

32. Components of a Script Non-verbal (paraverbals) Non-emotional
Positive Behavior Interventions and Supports for Students with ASD
Module Training Guide; AY
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

39. DISCUSSION / Questions

40. Job Task Vocational Task
Self Management
Job Task
Vocational Task

41. 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

43. Self Management Systems

44. Self Management Systems Return Merchandise

45. Vocational Self Management System for Adults with ASD

46. Vocational Self Management System for Adults with ASD

52. 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

53. CRISIS Intervention
Positive Behavior Interventions and Supports for Students with ASD
Module Training Guide; AY
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

54. Action Plan: Preparing for Crisis