1. Autism Inclusion Program
Overview for Teachers
Justin Myers, Teacher
Cathie Hurkmans, Paraprofessional
Melony Hoyt, District Autism Specialist

2. What is it?
A positive behavioral support program designed with the specific needs of autistic students in mind.
A way to provide direct instruction in social skills for autistic students.
A place for students to calm or redirect themselves as needed during the school day.
A safe, nonjudgmental environment for practicing positive social interactions.

3. Monitoring
Students placed in the program will be monitored twice a class period.
Our staff will check for monitoring tokens and intervene or redirect as needed with the goal of returning students to class and work as soon as possible.

4. Target Behaviors
Each student will have up to three target behaviors that the program will monitor. These target behaviors are determined by the student’s ARD committee based on input from teachers and support staff.
Behaviors not listed as target behaviors are handled as discipline issues and subject to the same consequences.

5. Monitoring Tokens
Monitoring tokens will be provided to indicate the presence of target behaviors. The tokens represent the following:
A: Acceptable (no presence of target behaviors)
N: Needs support (target behaviors present, student has been warned)
U: Unsatisfactory (target behaviors persist, student is noncompliant/shutdown)
Tokens are to communicate between staff members, not with students.

6. Social Skills Training
Students will receive direct social skills instruction twice per week.
At the first weekly meeting, students will be introduced to the social skill focus for the week. Teachers will be notified as well so that they can reinforce those skills in the classroom.
At the end of the week, students will meet again to discuss their experiences practicing the social skill through the week and problem solve as needed.

7. Student Profiles
As one of our first activities, our staff will work with the students to complete a profile which will provide you, their teachers, with valuable information about their preferences and personal behavior concerns:
Stress Level Guide
Student-Specific Target Behaviors
Replacement Behaviors
Preferred Reinforcers

9. Contact Us Justin Myers ext. 7582, Room 106
Cathie Hurkmans ext. 7582, Room 106
If you cannot reach us at the above numbers, please contact the student’s assistant principal.