General Reference - MyHope

Behaviors Associated with Autism Spectrum Disorder (ADS) in School Situations

Definition of Autism Eligibility in IDEA According to the National Dissemination Center for Children with Disabilities (http://nichcy.org/disability/categories): “The IDEA’s disability terms and definitions guide how States in their own turn define disability and who is eligible for a free appropriate public education under special education law. …Note, in order to fully meet the definition (and […]

Training Activity: What Educators May Say About Student with Autism

Explore What Educators Say when describing a student who is later identified as eligible for special education services under the ASD category. Identify the terms used in the IDEA definition that reflect the descriptions provided. IDEA DEFINITION…. “Autism” means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before […]

Deciding if autism is the most appropriate eligibility category

Ask yourself: Given all that you’ve learned about this student, which of the following skill areas seem to impact the student most significantly? Social Awareness – Student is often “in his own world”; may attend to objects more than people; may not “pick up” or seem to be affected by other people’s nonverbal cues (e.g., […]

Observation Activity for Teachers – Student Behaviors

What to Look For Child: Child: Does child try to imitate the actions of others? Does child share affect with others (i.e., direct his or her facial expressions towards another person to communicate feelings) Does child reference others (i.e., watch/monitor adult’s responses […]

Information Gathering: What to Include When Assessing Student

Parent report of: Current concerns about student’s learning(i.e., “What are your biggest concerns for J at this time?) Perception of student’s strengths and challenges( i.e., “Describe for me what he’s really good at – what he loves – and what can be more difficult for him.) Developmental history, including: Any delays in walking/talking/toileting) Any loss […]

Questions to Ask When Someone Expresses Concerns about a Student

1. What is the student’s name, age, grade, school, does child have an IEP or 504? Where was child educated last school year (i.e., in district – get name of teacher; out of district – ask any relevant questions – did family move? Did child return from a specialized program, etc.) 2. Who raised the […]

Feedback Games

SITUATION: Reggie, a 5th grader, is new to the district. The school team is concerned that he is not keeping up with 5th grade work. The school team initiated this meeting with Reggie’s parents. The goal of the meeting is to share information about concerns and obtain consent for assessment. PLAYERS: 4 MOM DAD GEN. […]

A-B-C Worksheet

Steps: 1) Choose one behavior to observe. Example: Tantrums 2) Define/describe that behavior clearly on the top of the form.Example: “Tantrums — a tantrum begins when Jon throws his body onto the floor, shakes his arms and kicks his legs, makes loud noises, and rolls his body from side to side. A tantrum ends when […]

A Guide to Prevention and Intervention

Assess the child’s preferences, dislikes, strengths, deficits, and motivations prior to developing a behavioral intervention. Use a data-based problem-solving approach to behavior management which incorporates observation, analysis, and on-going evaluation of the effectiveness of the intervention. Teach the child a functional way of communicating how to get attention, how to obtain a desired object or sensory […]

Basics of Behavior and Behavior Change

What is behavior? Behavior is defined as the observable actions performed by an individual; it is what a child does and is usually expressed in verbs (e.g., runs, jumps, waits, requests). For our purposes, there are two kinds of behavior, positive and negative: By negative behavior, we mean those things that a child does that […]

Behavior Plan Worksheet

Child’s Name: ___________________ Observer: __________________ Target Behavior: ______________________________________________ Definition: ___________________________________________________ ____________________________________________________________ ____________________________________________________________ Estimated frequency of behavior per hour: Initial goal for behavior reduction (e.g., reduce by 50%, reduce to 5 per hour, etc.): Situations where behavior tends to occur: Situations where behavior does not tend to occur: Primary function/motivation: Adaptive […]

How to Employ Intervention Techniques for Reducing Problem Behavior

Step 1. REINFORCING THE ABSENCE OF A NEGATIVE BEHAVIOR 1. Clearly define the negative behavior and begin the assessment process to determine the function, frequency, duration, antecedents and consequences, etc. 2. When you observe the child doing anything but the negative behavior, provide additional attention, tangible objects, stimulation, or escape from tasks or environments. Use […]