Got Behaviors? Tips and Strategies for Dealing With Problem Behaviors
By Barineau, Karen; Closing the Gap, Vol. 27, No. 1, pp. 20, 22Publication Date: April/May 2008
Article offers advice to educators for dealing with challenging behaviors from students with autism spectrum disorder (ASD). Problem behaviors can be minimized or controlled by providing a structured, ordered, and predictable learning environment for students with ASD. Advance notice that an activity or task is ending, a transition time between activities of two minutes or less, and movement breaks scheduled throughout the day are recommended. Timers are useful for showing the exact amount of time left before moving from one activity to another. As individuals with ASD are visual learners, providing visual supports such as pictures and symbols to increase understanding and assist with communication can be essential tools for reducing challenging behaviors. For problem behaviors that persist over time, a process is described for examining the relationship between the behavior and the environment called a functional behavior assessment (FBA). Reasons for challenging behavior are typically lack of communication, a need to escape a task or environment, attention getting, fulfillment of a sensory need, or a need to control one’s environment. Based on the FBA, an intervention plan can be developed, focused on replacing the problem behavior with appropriate alternative behaviors that save the same function. Websites providing more information about FBAs and behavioral support cited include http://www.behaviordoctor.org and http://www.lessons4all.org.
Published by: Closing the Gap, Inc. (Website:http://www.closingthegap.com)
