AUTISM - MyHope

Behavior Management: Resources

Durand, V.M. (1990). Severe Behavior Problems: A Functional Communication Training Approach. New York: Guilford Press. Foxx, R.M. (1982). Decreasing Behaviors of Severely Retarded and Autistic Persons. Champaign, IL: Research Press. Foxx, R.M. (1982). Increasing Behaviors of Severely Retarded and Autistic Persons. Champaign, IL: Research Press. Koegel, K.L., Koegel, R.L., & Dunlap, G. (1996). Positive Behavioral […]

Nothing is Rewarding to this Child!

Many of us have said this about a child at one time or another. It reflects our frustration in getting and keeping a child’s attention. It describes a child’s lack of responsiveness to our teaching. It usually suggests a lack of progress — we’re just not getting anywhere: Something must be done. What do we […]

Characteristics of Autism: Observation Form

Child’s Name: _______________ Observer: _______________ Date: _____________ Social Behaviors (1=not very true, 5=very true) A. Fails to initiate interactions with adults 1 2 3 4 5 B. Fails to initiate interactions with peers C. Fails to respond to initiations from adults D. Fails to respond […]

Communication – Resources

Bailey, D.B. & Wolery, M. (1989). Assessing Infants and Preschoolers with Handicaps. Columbus, OH: Merrill Publishing Company. Linder, T. (1990). Transdisciplinary Play-Based Assessment: A Functional Approach to Working With Young Children. Baltimore: Paul H. Brookes Publishing, Inc. Quill, K.A. (Ed.) (1995). Teaching Children with Autism: Strategies to Enhance Communication and Socialization. Albany, NY: Delmar Publishers. […]

Peer Activity

The objective of this activity is to observe peer interactions and play during unstructured and structured (prompted) activities. We will use two different observation forms during this activity: one is the “Assessment of Play Skills” grid, and the other is the “Peer Activity” form. Part 1: Unstructured play (20 min.) Observe the target child during […]

Main Points of Behavior Management Training

Overall Message: In order to effectively change a behavior, one must understand the factors which underlie the behavior. Note: There are five activities within this module. Each activity is tied to a main point of behavior management. Each trainee is asked to complete the sequence of activities based upon observations of one specific child and […]

Go Ahead and Ask: Dinner Table Behavior

Question: My 3-year old daughter has a diagnosis of PDD-NOS. She is a very sweet child and is learning new things every day, although she isn’t quite talking yet. Our biggest problem right now is dinner time – she absolutely refuses to sit at the table with the family. She starts screaming and I end […]

Resource List for Parents and Teachers of Children with Developmental Disabilities: Life Skills

General Interventions for Home and at School The Syracuse Community-Referenced Curriculum Guide For Students with Moderate and Severe Disabilities. By Alison Ford, Ph.D., Roberta Schnorr, M.S., Luanna Meyer, Ph.D., Linda Davern, M.S., (Syracuse University), Jim Black, M.S., and Patrick Dempsey (Syracuse City School District. Paul H. Brooks. (1989). A collaborative effort between clinicians and educators. […]

Supporting Persistence in Children with Developmental Disabilities

“Persistence,” “mastery motivation,” “goal-directedness,” “causality,” “agency” are all terms that can be applied to understanding how an individual perceives his or her competence in impacting the environment or responding to task demands. Although the terminology differs depending upon one’s theoretical orientation, there is consensus across conceptual fields on the following concepts: (1) The processes of […]

Steps for Summarizing ED ID Data

Now that you have all of the information collected about the child’s current and past functioning, take yourself through these steps: Make a list or complete a summary table (like the one below) that provides a structure for your observations of behaviors that you saw, heard about, or read about in other reports or […]

Helping Less Verbal Youth with ASD Manage Strong Emotions

Learning Objectives: Participants will recognize how the biological features of ASD make coping (or self-regulation) very challenging, especially when a person doesn’t have easy access to language. Participants will increase awareness of the behavioral signs of escalating anxiety in youth with ASD. Participants will learn about a variety of strategies and resources that can be […]

Go Ahead and Ask: Food Obsessions

Question: My daughter with autism is 14 and non-verbal. Over the past few years, her obsessive-compulsive behaviors have become more of a problem— particularly around issues of food, hoarding, over-eating, etc. We have tried locking the food in cabinets and in the refrigerator. Unfortunately, it has been hard for us to be consistent in locking up […]