My ASD Child

A “functional analytic approach” to developing effective behavioral modification in children and teens with ASD utilizes a process known as “functional behavioral assessment.”    Functional behavioral assessment involves employing a variety of strategies (e.g., child-centered planning, treatment team meetings, systematic interviews, direct observations, etc.) to formulate hypotheses about why a child behaves the way she does. In order to accomplish a functional behavioral assessment, several assumptions about behavior must be regarded as valid: • Behavior has communicative value. Though it is generally accepted that all behavior has communicative value, it is important to remember that children with ASD generally do not have a behavioral intent to disrupt classroom settings, but instead problematic behaviors may arise from other needs (e.g., self-protection in stressful situations). Although children with the disorder typically have excellent language skills, their ability

"As a teacher, I would like to ask you what method you use to find the real reasons [or triggers] for behavior problems in students with high functioning autism?" In order to identify the underlying causes of difficult behaviors in children with Asperger’s (AS) and High-Functioning Autism (HFA), a Functional Behavioral Assessment (FBA) must be performed. An FBA is an approach that incorporates a variety of techniques to diagnose the causes and to identify likely interventions intended to address difficult behaviors. An FBA looks beyond the actual problem behavior, and instead, focuses on identifying biological, social, affective, and environmental factors that initiate, sustain, or end the problem behavior in question. The FBA is important because it leads the researcher beyond the "symptom" (i.e., the behavior) to the child's underlying motivation to escape, avoid, or get something (i.e., the cause of the behavior). Behavior intervention plans stemming fr

“Would you happen to have a snapshot or simple summary of strategies my HFA son’s teacher could use to help him cope with school-related anxiety. He gets stressed-out over something, and then has a meltdown, which his teacher seems unable to deal with effectively. I need something (like a fact sheet) that she can refer to quickly when in the middle of a crisis. Thank you.” Sure thing ! I’ll try to keep it short and to the point... Dear Teacher, In order to create an effective intervention for problem behaviors associated with Asperger's and High Functioning Autism (HFA), follow these steps: 1. Hypothesize the function of the problem behavior (e.g., escape/avoidance, sensory feedback, social attention, wants tangible item or activity, etc.). 2. Gather information . a. Antecedent— Does the problem behavior occur: Following a request to perform a difficult task? Repeatedly, in the same way for long periods of time, even when no one is around?  When a r

In order to create an effective intervention for problem behaviors in children with Asperger’s (AS) and High-Functioning Autism (HFA), parents need to take into consideration a variety of aspects. Let’s first look at “The 4-Step Plan”: 1. Hypothesize the Function of the Behavior: Escape/Avoidance Sensory Feedback  Social Attention  Wants tangible item or activity 2. Gather Information: a. Antecedent: Does the behavior occur… Following a request to perform a difficult task? Repeatedly, in the same way, for long periods of time, even when no one is around?  When a request for an item or activity is denied?  When you are attending to other children in the room? b. Consequence: When the behavior occurs, do you… Allow your child to engage in inappropriate behavior? Attend to your child?  Leave him or her alone?  Negotiate or give the desired item/activity? 3. Plan an Intervention: a. Based on information gathered, are environmental changes neede

Parent management training (PMT) is an adjunct to treatment that involves educating and coaching moms and dads to change their Aspergers child’s problem behaviors using principles of learning theory and behavior modification. Purpose— The aim of PARENT MANAGEMENT TRAINING is to decrease or eliminate an Aspergers child’s disruptive or inappropriate behaviors at home or school and to replace problematic ways of acting with positive interactions with peers, moms and dads and such authority figures as teachers. In order to accomplish this goal, PARENT MANAGEMENT TRAINING focuses on enhancing parenting skills. The PARENT MANAGEMENT TRAINING therapist coaches parents in applying such strategies as rewarding positive behavior, and responding to negative behavior by removing rewards or enforcing undesirable consequences (punishments). Although PARENT MANAGEMENT TRAINING focuses on specific targeted behaviors rather than on the youngster's diagnosis as such, it has come to be

“What are the most important treatment strategies or program goals for treating younger children with Asperger Syndrome and High-Functioning Autism?” Although treatment programs may differ in philosophy and emphasis on particular treatment strategies, they share many common goals. There is a growing consensus that important components of effective early childhood intervention for Asperger’s and HFA include the following: entry into treatment as soon as a diagnosis is “seriously considered” rather than deferring until a “definitive” diagnosis is made functional adaptive skills that prepare the youngster for increased responsibility and independence functional, spontaneous communication skills implementation of techniques to apply learned skills to new environments and situations (i.e., generalization) and to maintain functional use of these skills in the educational setting, low student-to-teacher ratio to allow sufficient amounts of one-on-one time and small-group instruction

What is a Social Story? A social story is a simple method that may be used at home, school, or in the community to teach or maintain social skills, daily living skills, or behavior management skills of kids with Aspergers and High Functioning Autism (HFA). A social story addresses specific situations by teaching the child appropriate behaviors and responses (e.g., how to cope with changes in routine, how to get along with peers, how to work in the classroom) and provides (a) an explanation of detailed social information (e.g., guidelines for waiting a turn in conversation, sharing, or demonstrating good manners), and (b) desired responses instead of problem behaviors. The purpose of a social story is to: address a wide variety of problem behaviors (i.e., aggression, fear, obsessions) break goals into easy steps correct child responses to a social situation in a nonthreatening manner describe social situations and appropriate responses help the child cope with both e

"I need some immediate ideas about how to deal with my son's behavior problems. He has Asperger syndrome (high functioning), ADHD and ODD. His behavior is completely out of control and I am at my wits end. Please help! He also has a lot of problems at school. His favorite thing to do when he's upset is to throw and break things." There are no easy, quick fixes to reduce or eliminate severe behavioral issues in children with Asperger’s (AS) or High-Functioning Autism (HFA) (e.g., self-injury, aggressiveness, meltdowns, tantrums, destructiveness, etc.). However, I have a few suggestions that may not require a tremendous amount of time and effort to implement. Let’s look at a few… 1. One reason for behavioral issues may be difficulties in receptive language. Kids on the autism spectrum often have poor auditory processing skills. As a result, they often don’t understand what others are saying to them; they hear the words, but they don’t understand what the

Children with ASD (high functioning autism) will respond quite well to specific classroom adaptations. Here are the recommended methods teachers can employ with their "special needs" students:  Implement Creative Programming - Through the student’s IEP, educators can develop class schedules which will be motivating and challenging to the student while addressing his/her needs. Intervene Early - The earlier intervention begins, the earlier children can learn the needed skills for adulthood and friendship. Obtain In-Depth Training - Learn the differences among the kids with ASD in elementary, middle school and high school. Recognize Children’ Strengths - Many children with ASD will go on to make great contributions to society. However, we must tap into their strengths and offer support so that they do not drop out of school because academic and social demands are too high. Understand How Social Impairments Impact Learning and Peer Relationships - Some children require