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As an educator, sometimes these things ring true.You teach your heart out and yet, you still feel like you are drowning.You feel the pressure of never-ever ending lists, managing all the pieces and not having enough time to get it all done.It can be overwhelming. It can be draining. It can be exhausting.When the insecurity sinks in, you start to fear that you are not the right teacher for them. You’re just not sure how to best serve them. You quietly wonder, what is autism classroom organization supposed to look like? Truth be told, you don't even know where to begin. I believe that you can set up a classroom environment that meets the needs of your students with autism, given the right resources and strategies.                  Imagine This…Imagine feeling prepared and ready to take on the week.Imaging more successful days for your students.Imagine an organized classroom team, implementing effective teaching strategies that give students the specialized instruction that they need.What If... You are not in this alone?There are others out there that “get it” too?You don’t have to be an autism specialist to specialize in running your own classroom?When you join the AutismClassroom.com community you will learn strategies and techniques to ditch the overwhelm and confidently set up and run your autism classroom.                                                                                                                                                          Every educator who has found their way to an autism classroom has a story. Here is mine. My first year of teaching was in a classroom of students with autism, and I was stressed, physically exhausted, and feeling like there was never enough time to get everything done. I felt like I was drowning, trying to manage “all the things” and just wanting to do a good job, have an organized class, and help my students have a successful day--without any of them climbing on the table or bookshelf. I was overwhelmed while running my classroom. I read every book and journal article I could find about autism and attended conferences, soaking up information like a sponge. I became obsessed with trying to make the room run efficiently. I rearranged furniture, developed a love affair with Velcro, and spent many hours after school and at home making materials--because, of course, there was no curriculum. Years before, a summer job at a preschool taught me about dividing students into smaller groups and structuring those groups for success, and that became my go-to method. I started to feel more confident as I created lessons that would reach my students and found reinforcers that students might work for. I developed systems that were working and felt like I was serving my students' needs better. I was eventually hired as a specialist to help other teachers run and organize their autism classrooms. I realized that environment and systems are way more important than almost anything else in the classroom. Having this knowledge gave me the confidence to share what I know with others, helping them to create an effective learning environment so they'll feel more in control of their classroom and confident that they're meeting their students' needs.                                          You can set up a classroom environment that meets your student’s needs. And, here are some resources Autism Classroom has to offer.Autism Beginning Teacher Prep Course - Step By Step Autism Classroom Design How to Set Up a Classroom for Students with Autism Book Downloadable Lessons & Curriculum for Social Skills, Play, Language, Math, Phonics, Behavior, Task Boxes and More Student Workbooks for Social Skills, Play, Imitation, Executive Functioning, Basic Skills and More Blog: Social Skills Blog: How to Clearly Identify Target Behaviors for a Functional Behavior AssessmentBlog: 3 Benefits of Learning in a Self-Contained Classroom                                                                                                                                           No matter what you want to achieve, AutismClassroom.com will be right there by your side. Let’s Keep in Touch!It’s super easy to get started. Here’s how this all works: Be sure to join the mailing list, then send an email to support@autismclassroom.com and describe what you’re looking for or what situation you are trying to solve (no student names please.) Then, I will send you a list of links and resources that could be helpful.    Also, you can find me on Instagram.                                                                                                    

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How is Autism Determined and Diagnosed for Your Students? When I was first teaching, my students were all so different, but at the same time all so similar. It was wild. They all intensely focused on things, but each of them focused on different things. They all had some sort of sleeping difficulty or trouble sleeping through the night. They all made repetitive movements, but each of them used a different part of their body to make these movements. They all had problems with communication, but in different ways. For example, some would use words, some would use pictures, and some would stand or sit by the snack closet until they made you understand that they were not leaving until that snack came out! Now, they were in my classroom after being diagnosed with autism. As a special educator, I was not involved in that part of the process. Of course, when it comes to diagnosing whether or not a person has autism, it is left up to a qualified examiner. Typically that person, the qualified examiner, is going to be a psychologist, a psychiatrist, a school psychologist, a licensed social worker, a developmental pediatrician, or a pediatric neurologist. They are typically the people who can make the formal diagnosis of autism. If you have ever wondered “How did they know my student has autism?” This page might give you some insight.                                  Are you ready to step into the world of a qualified examiner? In order to set up your classroom environment for your students with autism, it’s important to know exactly what we are talking about when a student with autism walks in your room. Qualified examiners use many checklists, assessment and tools. This information below is one of the methods that can be used to help determine a diagnosis. Take a look... What are some related topics?What is Autism?Criteria for AutismCharacteristics of AutismA Sensory ConnectionEating Difficulties in AutismTrainings   How Can You Learn More? Click the yellow box below for educator and parent tips.    

“Autism is a developmental disability that typically appears during the first three years of life. The result of a neurological disorder that affects functioning of the brain, autism and its associated behaviors occur in approximately 1 out of 88 children. Autism is four times more prevalent in boys than girls and knows no racial, ethnic or social boundaries. Family income, lifestyle and educational levels do not affect the chance of autism’s occurence. Autism interferes with the normal development of the brain in the areas of reasoning, social interaction and communication skills. Children and adults with autism typically have deficiencies in verbal and non-verbal communication, social interactions and leisure or play activities. The disorder makes it hard for them to communicate with others and relate to the outside world. They may exhibit repeated body movements (hand flapping, rocking), unusual responses to people or attachments to objects and resist any changes in routines. In some cases, aggressive and/or self-injurious behavior may be present. It is conservatively estimated that nearly 400,000 people in the U.S. today have some form of autism. Its prevalence rate now places it as the third most common developmental disability – more common than Down’s syndrome. Yet the majority of the public, including many professionals in the medical, educational, and vocational fields are still unaware of how autism affects people and how to effectively work with individuals with autism.”  -Autism Society of America    

People with autism spectrum disorders may exhibit some of the following traits. However, it is important to remember that each person is an individual and not all of the listed characteristics will be seen in every person with autism spectrum disorder.  The Autism Society of America once listed the following characteristics for autism spectrum disorders: Insistence on sameness; resistance to change Difficulty in expressing needs; uses gestures or pointing instead of words Repeating words or phrases in place of normal, responsive language Laughing, crying, showing distress for reasons not apparent to others Prefers to be alone; aloof manner Tantrums Difficulty in mixing with others May not want to cuddle or be cuddled Little or no eye contact Unresponsive to normal teaching methods Sustained odd play Spins objects Inappropriate attachments to objects Apparent over-sensitivity or under-sensitivity to pain No real fears of danger Noticeable physical over-activity or extreme under-activity Uneven gross/fine motor skills Not responsive to verbal cues; acts as if deaf although hearing tests in normal range Characteristics, of course, vary in every person.  One book, that is a great read, helps us to see the unique qualities that each individual with autism brings to the table. More about this book from our affiliate can be found by clicking on the book.         

Links to the Current DSM-V Criteria Information Criteria for DSM 5 Criteria for Diagnosis of Autism  Former Definition Autism Diagnostic Criteria (from DSM-IV Manual) (A) A total of six (or more) items from (1), (2), and (3), with at least two from (1), and one each from (2) and (3): 1.  Qualitative impairment in social interaction, as manifested by at least two of the following: (a) marked impairment in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interaction (b) failure to develop peer relationships appropriate to developmental level (c) a lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (e.g., by a lack of showing, bringing, or pointing out objects of interest) (d) lack of social or emotional reciprocity 2.  Qualitative impairments in communication as manifested by at least one of the following: (a) delay in, or total lack of, the development of spoken language (not accompanied by an attempt to compensate through alternative modes of communication such as gestures or mime) (b) in individuals with adequate speech, marked impairment in the ability to initiate or sustain a conversation with others (c) stereotyped and repetitive use of language or idiosyncratic language (d) lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level 3.  Restricted repetitive and stereotyped patterns of behavior, interests, and activities, as manifested by at least one of the following: (a) encompassing preoccupation with one or more stereotyped patterns of interest that is abnormal either in intensity or focus (b) apparently inflexible adherence to specific, nonfunctional routines or rituals (c)stereotyped and repetitive motor mannerisms (e.g., hand or finger flapping or twisting, or complex whole-body movements) (d) persistent preoccupation with parts of an object   (B) Delays or abnormal functioning in at least one of the following areas, with onset prior to age 3 years: (1) social interaction, (2) language as used in social communication, or (3) symbolic or imaginative  play. (C) It is not better accounted for by Rett’s Disorder or Childhood Disintegrative Disorder. DSM-IV          

Sensory issues and autism at times have a connection.  For some people the connection is small and for others it is big. For some individuals, autism and sensory issues go hand in hand and sensory processing challenges might be at play, but not for everyone. The following links provide more detailed information about the sensory needs of some individuals with autism or individuals diagnosed with autism with sensory processing disorder. (This page includes affiliate links.)  If you are interested in the Chewy Jewelry you saw on the Facebook Page, the jewlery link is here.     Sensory Needs A Sample Sensory Diet About Sensory Systems Sensory Integration Info Sensory Integration Info #2 Sensory Integration Info #3 Movies (Sensory Sensitive Films/theaters) Sensory Processing Disorder Sensory Foundation Website A Sensory Processing Disorder Checklist Sensory Processing    

The links on this page discuss food allergies that some individuals with autism face. Special Diets  Gluten Free/ Casein Free Diet Information Gluten Free Diet Information Food Allergies and Autism Links to Food Allergy Information Information About “Leaky Gut” Syndrome Gluten Free Apps   How Can You Learn More? Click the yellow box below for educator and parent tips.

General Autism Information Introduction to Autism Video  VA Training Website Books for Families and Schools Yale University Free Autism Course Autism Identification Nebraska Autism Spectrum Disorders Network- ASD 101 Webinar Autism Society of America- Autism 101 Free Online Course  Classroom Supports  Photos and Ideas for Autism Classrooms  TeachersPayTeachers-Autism Classroom Store  Thompson Center for Autism- 5 training modules Autism Classroom Courses How to Set Up a Classroom for Students with Autism Visual Supports CARD at USFD Using Visuals to Teach Autistic Students- Video Behavior Support National Professional Development Center on Autism Spectrum Disorders- Reinforcement Beginning Steps to Working with Challenging Behaviors PositivelyAutism.com- ABA Tutorial Real Look Autism- Anxiety in School Sensory Supports Aspergers Society Video- Sensory Issues Solutions Sensory Processing Disorder University- 101 Videos  Communication National Professional Development Center on Autism- Functional Communication Training Autism Internet Module on Language and Communication Family Supports Autism Speaks Family Service Grants  UC Davis Mind Intitute Center for Excellence in Developmental Disabiltities- Autism Distance Education Parent Training  Real Look Autism- Grocery Store Outing Check out the Autism Classroom Courses for Our Autism Teacher Prep Course (Below)

    Frustration. Tears. Shock. Stress. Certainly not words people use to describe their dream job-but when challenging behaviors enter the picture, sometimes these are the only words we can think of.  For a little while… But then, you add behavior supports or behavior interventions. Behavior supports are the strategies and plans you put in place ahead of time to help with experiences in the behavior you want to see. Behavior Interventions are items put in place to intervene and address what is going on. You do not have to try them all at once, but you do want to know about them so that you can provide each student with a strategy that will be successful for them.  Behavior Support  Antecedent Based InterventionsAntecedent Based Interventions strive to change the environment ahead of time to avoid the behaviors in the first place. Other methods may attempt to provide a communication method that takes the place of the behavior's message and says the same thing without the individual using the challenging behavior. Antecedent based interventions are rooted in a collection of evidence-based and proactive strategies that you can use to prevent problematic behavior before it arises. The solution often comes down to the way in which you can modify the classroom environment so that, hopefully, the behaviors do not occur. ABI’s are tools you can use to help set you and your learner up for success. You as a teacher can plan ahead of time to modify your classroom environment to ensure the success of every student. A few examples of ABI’s include using motivating items for task completion, using items of interest for task completion, and giving choices. What could possibly trigger problematic behavior? Whether it be a certain object, or the way that things are arranged, the issue can be identified by your close observation skills. As soon as you’ve determined the source of the negative behavior, you can put the antecedent based intervention into action. Your students will soon begin to feel more in control of the space they’re learning in. Reinforcing Visual SupportsStudents on the autism spectrum often need more than one method of communication to fully comprehend a message. To reinforce the rules that you may convey by speaking alone, you can also add in visual support. These tools can help provide the clarity that might not get across to your students and can be as simple as a picture, graphic, or a word. Without any additional effort on your part, these visual supports can help students better understand what is expected of them when it comes to the routines, tasks, and rules of the classroom. Stick to a ScheduleOne big challenge that students on the autism spectrum often deal with is time management. It can be especially hard for them to know when to transition between activities or to adjust to sudden schedule change. To prevent any subsequent negative behavior from arising, it’s important to make sure that you establish a clear schedule which is consistently followed. Extra bonus points to you if you post a schedule as a visual support! This will help your students become more familiar with what is expected of them throughout the day.  Free Ebook from Autism Classroom Courses Teaching RoutinesWithin the classroom, students can often feel overwhelmed with the number of tasks they have to do, from putting their coats in the cubbies and preparing their supplies to eating at lunch and solving difficult problems. If students don’t receive enough guidance on these routine tasks, then the tasks can almost become triggers for problematic behaviors on their own. By providing your students with mini routines on these tasks, this can ultimately help reduce the stress that comes with completion. It can also even increase their independence and confidence levels! Providing ChoicesAs an educator or a parent, you can’t forget about giving your students the freedom to choose from time to time. It not only conveys that you respect the decisions they make, but also helps gain more confidence and control of their lives. It’s this very act of choosing for themselves that can aid in preventing problematic behaviors.Visuals SchedulesVisual schedules are a wonderful way to bring your classroom routine to life. Students on the autism spectrum thrive with routine and giving them a visual on how the day will progress will help them feel more comfortable with the predictability of the day. These can be made with familiar pictures you’ve created from around your room or school, icons, or can even be student created with student chosen pictures, so they even have ownership in things in the classroom! Some students benefit from personal visual schedules that match the classroom schedule that they can manipulate once a task or class session has been completed.Room Arrangement and Furniture PlacementThis is essential for any classroom in special education. Having a classroom that is open can be too inviting for behaviors. Using natural boundaries can make things easier to process. Being in an environment with limited stimuli also helps in the area of focus and motivation as well! Flexible seating options in special education classrooms can really add an extra element of comfort and personal management control for students. PlanningPlanning engaging lessons ahead of time is essential for classrooms teaching students on the autism spectrum. Students with autism are not able to "go with the flow" so to speak most of the of the time. You will need to having structure and predictability in the school day to help them be successful with the material you are presenting and working on! Informed Change of PlansChanging of plans in your day is inevitable. It always happens at the most inopportune times! Informing students of the change, when it will occur, and reminding students of the change 2-3 times before the change, will help the student’s transition through the change of plans. You will be providing them with more success than if they were not informed of the change ahead of time. ChoicesEvery student enjoys having a choice when it comes to the tasks they complete while at school. Giving students on the autism spectrum choices between two activities will help aid in task completion. While the choices being presented may not be a desired task, you can always follow it up with a First/Then statement: “First, complete one task, then, you may have your preferred task.”Being Aware of Physiological NeedsAs teachers, we must be aware of the medical needs of our students before planning activities that might trigger a behavior. For example, if a student is sent into a violent behavioral episode by the sounds of crying babies, you would not include the sounds of crying babies in the video you show to the class to review family dining etiquette in a restaurant. Behavior Intervention Interventions for students with autism are also essential in the classroom to ensure that each student is successful every day and can reach their full potential. Here are some interventions that can be used in a classroom with students with autism, or in any special education classroom setting.Invest in token boardsOnce a problematic behavior has arisen, you can invest in a token board as a visual way for a student to demonstrate their progress. These boards can encourage students to complete their tasks with a reinforcing reward at the end. Every time the student finishes a target task or behavior, you can hand them a token to place on a token board. As soon as the board is filled out, you can give them the reward and start the board over again. Create social narrativesSocial narratives are basically short stories you can create that allow students to gain a better understanding of the appropriate social behaviors to use in certain social situations. This helps your students develop more contextual skills in social settings because they are more explicit ways of learning. As you’re crafting a story, be sure to focus on the key details at hand. Don’t forget to include a brief description of the situation, what the appropriate behavior should be, an explanation of why it’s appropriate, and how the behavior would benefit the student. In no time, your students will be able to apply those social narratives to the situations they counter in real life and choose the appropriate behaviors every time.Clarify the Actual IssueBehavior Support is most likely one of the main types of support educators, parents and family members are researching when they have an individual that has challenging behaviors. Behavior Support is complicated and should be highly individualized to the needs of the individual. Many times you will need to begin identifying the target behavior (we have a very detailed article to get you in the right direction here) or you can click the image below.    Also, you need to then identify the root cause or function of the behavior behavior in order to develop a meaningful way to intervene. Choice MakingGiving students a choice in the tasks they complete is a way you can build rapport with your students and help them build confidence within themselves in your classroom. To utilize this strategy, give students the choice between 2 tasks to complete, followed by a preferred task of the student for positive reinforcement.  Functional Behavior Assessments FBA’s are utilized by the special education team to further understand a specific behavior coming from a student. This can take many different forms in terms of data collection. Teams first decide on what behavior is impacting the student socially or academically, determine what and how to measure the occurrences of behavior, and determine a timeline for documentation. Behavior Intervention Plans BIP’s are designed from the data collected from the FBA by the special education team. These include the behavior that is being addressed, a plan of action that teachers can follow to improve the targeted behavior, an emergency plan if there is a crisis with the student, and a list of contact people for anyone implementing the behavior plan in their classroom. These are attached to student’s IEPs and are legally binding documents.  Differential Reinforcement of Other BehaviorsThis is an intervention where a teacher ignores the problem behavior and reinforces the student with a type of reward for any replacement behavior during a time frame. For example, teachers can ignore the behavior of a student who puts his feet up on a table or desk while sitting in a chair but reinforces the behavior of the student working on the given task for the class during independent work time with their feet on the floor. The student is receiving praise for appropriate behaviors in the classroom and not for the inappropriate ones. Differential Reinforcement of Alternative BehaviorsThis is an intervention that special education teachers can use to ignore inappropriate behaviors from students while immediately reinforcing an alternative behavior. For example, when a student is crying or yelling for item, the teacher ignores the cries and prompts the student to use their verbal skills or communication board to ask for the item they would like. Once the student does this, the student is met with immediate praise for using their communication skills to obtain the item. Sometimes teaching appropriate behavior related skills can be a way to address the topic globally.  In either case, a clear understanding of what the behavior is, why the behavior occurs and what the plan is to address the behavior is needed.  Here are Various Pages that Discuss Behavior Interventions: Positive Behavior Supports and Preventative Supports Interventions for Challenging Behaviors Supports for the School Functional Behavior Assessments  How to Identify Target Behaviors For a Functional Behavior Assessment Ways to Help Identify the Function Strategies to Respond to Each Function Behavior Intervention Plans  Writing a Behavior Intervention Plan Social Skills Related to Behaviors FREE Mini-Course

A Behavior Intervention Plan (BIP or BP) is a written list of strategies and supports for an individual which encourages appropriate behaviors and discourages inappropriate behaviors.  A Behavior Intervention Plan is created AFTER a Functional Behavior Assessment is conducted which helps identify the function of the behavior.  A BIP or set of strategies should be written for each behavior.  This is because each behavior may serve a different function or motivation for the student, therefore, your response should vary based on the function of the behavior. The BIP should include the child’s name, the specific target behavior, the predicted function (based on your data collection from your FBA), strategies to increase appropriate behaviors, strategies to decrease inappropriate behaviors, materials and supports needed to implement the BIP, and skills to be taught to the student in order for him or her to demonstrate appropriate behaviors.   To highlight the components again, the BIP should include: *the child’s name *the specific target behavior *the predicted function *strategies to increase appropriate behaviors *strategies to decrease inappropriate behaviors *materials and supports needed to implement the BIP *skills to be taught to the student   NEXT STEPS: Click here for Strategies to Respond to Each Function - Behavior Intervention Ideas.  

Positive Behavior Supports (Know the Characteristics) There are Several Characteristics of Autism that Could Affect Behavior: Insistence on sameness; resistance to change Trouble reading social cues from others Difficulty in expressing needs; uses gestures or pointing instead of words Laughing, crying, showing distress for reasons not apparent to others Tantrums Sensory differences or sensory avoidances Unresponsive reactions to typical teaching methods Unusually strong attachments to objects Apparent over-sensitivity or under-sensitivity to pain No real fears of some forms of danger or unrealistic fears of typical events Noticeable physical over-activity or extreme under-activity Uneven gross and fine motor skills Not always responsive to verbal cues Remember:  Understanding these characteristics should impact the way adults interact with individuals with autism.   Adults should be willing to be flexible and meet the child “half-way.” Use Preventive Measures to Promote Positive Behaviors in the Classroom: Class structure Consistent routines Pre-made and prepared activities with all materials present Pre-assigned roles and responsibilities throughout the day Visually labeled areas of the classroom Expectations made clear by using symbols or words Use of visual schedules for various activities Individualized student schedules to allow for independence and ownership Investigate More Specific Positive Supports for the School that you can use today!   View Behavior Supports Links: Functional Behavior Assessments and Behavior Support Intervention Plans e-book (FREE) Addressing the Challenging Behavior of Children With High-Functioning Autism/Asperger Syndrome in the Classroom: A Guide for Teachers and Parents-(Book). More about this book can be found by clicking on our affiliate link below.       

Planned Ignoring Planned Ignoring of inappropriate behaviors can be an effective method for reducing behaviors that primarily function to gain the attention of the adult.  Using planned ignoring is challenging for most adults. When using planned ignoring,  do not provide attention for the inappropriate behavior.  Do not mention the fact that the person is misbehaving or doing the wrong thing.  Simply guide him/her back to the correct thing to do.  If the child is supposed to be working, guide them back to the work or task at hand.  Point to the visual cues which show him/her what to do.  Have him/her complete the task.   Do not mention the behavior. To ignore a behavior means that you do not give any verbal attention, do not communicate with other adults during the behavior, do not give any eye contact or body language attention (ex. disapproving look) to the child at the time of the behavior.  When you use this method, be ready for the extinction burst or increase in intensity of the individual’s behavior at first.  (This is typical.) Planned Ignoring Link #1 Planned Ignoring Link #2 Bouncing Antiseptic Bouncing is a technique is used to prevent behavior from escalating.  Using this approach, the individual is removed from a situation in a nonpunitive manner before a situation results in an inappropriate behavior response. Bouncing Link #1 Bouncing Link #2 Involving the Child in the Activity Making the child part of the activity can, at times, reduce inappropriate  behaviors.  Try to find a way to make the activity “doable” for the child and identify a section of the activity they can be successful at doing.  This may mean planning the activity long before it actually takes place or creating a mock trial of an activity in which the stress of having it done perfectly is removed from the adult (ex. bake cookies for no reason, fold laundry on a non-laundry day, make lemonade outside, etc.) Include visual supports to help with understanding.Involving the Child Link #1 Involving the Child Link #2 Creating Routines According to Piaget, a child’s sense of knowing comes from schemes or mental structures. Initially, schemes are simple but over time they build upon each other and become more complex. In order for schemes to mean anything to the child, they must be balanced.  Consistent structured routines will provide the child with the exposure and practice in the area of knowing how to use the item.  The more times he/she is presented with a situation, the more experience he/she will gain and the better they will be at correctly performing that skill.  Additionally, with the adult “setting the stage” with structured, consistent routines, the child will begin to understand that he/she has the ability to make things happen in their environment. The child begins to expect and count on certain things happening, which can increase better behavior. Creating Routines Link #1 Creating Routines Link #2 Giving Choices Giving choices can help improve behaviors since children can have input in their lives. Giving Choices Link #1 Giving Choices Link #2 Positive Supports Positive Behavior Supports You Can Try at Home or School… eliminate extra language when giving directions eliminate sarcasm and figures of speech use visual cues and visual prompts for your child to help them understand and remember provide your child with a predictable schedule of evening and weekend events be consistent with expectations “show” your child what you want them to do provide your child with a sensory diet of appropriate sensory input on a regular basis create a place in your home with blank space where your child can go to when overstimulated talk with an Occupational Therapist about addressing possible sensory needs of your child which may be affecting his/her behavior clearly indicate to your child when an activity is about to end and when a new activity will begin (try giving him/her a 2-minute warning “ ___is almost done.”) use a visual or picture schedule or a hand written schedule (if the child is reading) to show your child what will occur that evening and in what order–use it with him or her provide reinforcement for positive behaviors only, try not to verbally address inappropriate behaviors as verbally addressing them may result in the behavior occurring more and more help your child organize him/herself with a variety of bins, boxes and storage organizers which are labeled with pictures or words inform your child about changes in his/her environment or schedule before the changes occur learn all you can about functional behavior assessment, planned ignoring, reinforcement, blocking and implementing an effective behavior plan Intervention Ideas First, try to figure out why your child is showing the behavior in question.  That is called “finding the function” of the behavior.  After you have identified the function or at least have a good idea of what you think the function of the behavior may be, then it will then be time to come up with some solutions to address the behavior.  Depending on the function of the behavior, your response will be different. For example, if your child’s behavior is maintained by gaining attention for the behavior, you and your family will have to stop providing attention for that inappropriate behavior.  Then start planning to purposefully provide attention for appropriate behavior.  Another example might be if your child is using a behavior because he or she wants to escape a task, you and your family may have to figure out a way to make the task easier (break it down) and provide him/her with a break (escape) before he/she takes it upon himself/herself  to take the break.  You can always add on more time or work gradually.  For sensory maintained behaviors, talk with an Occupational Therapist to see if they have some ideas for you.  If not, you can provide the input the child needs on a regular basis throughout the day.  If your child’s function is determined to be their access to a tangible item that they want, you and your family can work with your child to teach them to request the item in an appropriate manner opposite from the inappropriate way of behaving. Each of these suggestions is only one of many possible intervention solutions for a Behavior Intervention Plan.  Please know that this is only a small portion of what there is to know regarding interventions. With any Behavior Intervention Plan, it will be important to inform other family members about the techniques you will be using, so that they are not inadvertently hurting the plan. If the function is to Escape or Avoid a Situation, try one of these options: Put in place Positive Behavior Supports Provide a scheduled “escape” before he/she engages in the behavior Decrease the difficulty of the activity, then gradually increase the difficulty Teach him/her to request a break appropriately Do not stop the activity because of the behavior If the function is to get Attention from Others, try one of these options: Put in place Positive Behavior Supports Do not provide attention for inappropriate behavior (no eye contact, no verbal comments, neutral body language) Assist him/her into a safe situation without verbal comments Provide an over abundance of attention on a scheduled basis for appropriate behavior and reward for appropriate behavior If the function is to Gain Access to a Tangible Item, try one of these options: Put in place Positive Behavior Supports Teach an appropriate way to ask for the item or activity Teach him/her to “wait” using a wait card, timer, or first-then board Use visual supports to show him/her when he or she will get the item or activity or to show the item is no longer available If the function is Sensory Input Gained from Behavior, try one of these options: Put in place Positive Behavior Supports Talk with an Occupational Therapist Provide appropriate sensory input before he/she needs it or provide it on a regular basis Provide an alternate behavior that may give him/her the same type of sensory input  

A functional behavior assessment (FBA) is a process in which you observe the individual and take data in order to find out why the person is engaging in the behavior.  Since it is thought that all behavior is a communicative act and all behavior is purposeful, the theory behind a functional behavior assessment is that the behavior serves a function for that person.  By conducting a functional behavior assessment, you try to identify the function that the behavior serves (i.e. why is the person doing this behavior?)  In order to come up with a plan that works, you must first correctly identify the function. Functional behavioral assessments take time to complete because you need to observe the individual and you need to ask many questions to find out if there are any patterns in the person’s behavior.  For example, do they engage in the behavior with one person, but not another, or does the behavior only happen in the AM but not the PM, etc.  These observations, when written down (data collected) can sometimes help to identify a pattern of behavior, therefore, offering an idea of the function that behavior serves for that person. When conducting a Functional Behavior Assessment (FBA) several assessment tools may be used.  Data collection sheets of various styles, direct observation, interviews, and  questioning of the adults who work closely with the person, are a few. This free Functional Behavior Assessment resource can help supplement any tools you are using to conduct an FBA. NEXT STEP: Ways to Help Identify the Function of a Behavior.

  Applied Behavior Analysis is a popular evidence based practice used to educate young children with autism spectrum disorders.  The following links provide further information on the topic.   Applied Behavior Analysis Site LINKS General ABA Information Link 1 General information Link 2 ABA Educational Resources   “Running a Program” LINKS Resources for Setting Up a Program Before Your Teach Link      

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A Behavior Intervention Plan (BIP or BP) is a written list of strategies and supports for an individual which encourages appropriate behaviors and discourages inappropriate behaviors.  A Behavior Intervention Plan is created AFTER a Functional Behavior Assessment is conducted which helps identify the function of the behavior.  A BIP or set of strategies should be written for each behavior.  This is because each behavior may serve a different function or motivation for the student, therefore, your response should vary based on the function of the behavior. The BIP should include the child’s name, the specific target behavior, the predicted function (based on your data collection from your FBA), strategies to increase appropriate behaviors, strategies to decrease inappropriate behaviors, materials and supports needed to implement the BIP, and skills to be taught to the student in order for him or her to demonstrate appropriate behaviors.   To highlight the components again, the BIP should include: *the child’s name *the specific target behavior *the predicted function *strategies to increase appropriate behaviors *strategies to decrease inappropriate behaviors *materials and supports needed to implement the BIP *skills to be taught to the student   NEXT STEPS: Click here for Strategies to Respond to Each Function - Behavior Intervention Ideas.