1. Behaviour Management and ASD Creating a positive classroom ethos.
Rachel
Do all introductions

2. The Triad of Impairments
Wing and Gould 1979
Identify different behaviours and put under headings

3. Difficulties with friendships Social skills Rules of the classroom
How do the child’s difficulties in each area of the triad affect his ability to cope with demands of a situation?
Difficulties with friendships
Social skills
Rules of the classroom
Transition times throughout the school day
Unstructured parts of the day- large spaces e.g. the school hall

4. Prevention
Autism cannot be ‘fixed’. Strategies and skills need to be taught.
Stress and anxiety are often the cause of behaviour.
Create an autism friendly environment

5. The Environment Complete a sensory audit of the learning environment
Lights, noise, acoustics of the room
Displays and clutter
A ‘blizzard’ of people
Create a ‘safe place’
Routine and visuals

6. Strategies for Social Interaction
Intensive interaction
Lego therapy
Social stories
Visual systems

7. Language levels Lower language levels when a child is in crisis
The use of a script is very effective. Monitor each other.

8. Work first, then choose. The use of a choosing box/ board
Supporting, not feeding obsessions and rituals
Consistent with rewards and sanctions

9. Useful strategies and techniques
Classroom organisation and environment
Coloured spot
Being consistent
Highlighting expected behaviour
Positive start and end to the day
Non verbal cues
Clear routines for stopping the class and transition times
Having a visual timetable and sharing the big picture of the day.
Pick your battles
Stay calm
Think Maslow – what agenda is the child bringing to school? Can they park it and be able to get on with learning? Children suffering from trauma have been evidenced to not learn until the trauma is dealt with.
A B C

10. Triggers
These are the particular signals which set off specific actions.
They are not always obvious.
They occur just before the behaviour and either increase a personal want, suggest a likely threat, or signal the availability of a desired reward.

11. Examples might be: A change in activity
The presence of a person who always responds in a certain way
A new instruction
A high noise level
A memory of an event
Even a smell

12. Contacts FWTSA schooldirect@forestway.leics.sch.uk Kerrie Westwood
Forest Way Teaching School
Warren Hills Road
Coalville
Leicestershire LE67 4UU
Tel:
Rachel