Positive Behaviour Support Strategies for Students with Autism Spectrum Disorder: A Step by Step Guide to Assessing a Managing a Preventing Emotional and Behavioural Difficulties

Dolly Bhargava

Description

Positive Behaviour Support Strategies for Students with Oppositional and Defiant Behaviours equips parents, educators and professionals with the knowledge and skills to assess, manage and prevent challenging behaviours in children who have been diagnosed with Autism Spectrum Disorder (ASD). Practical strategies on how to design the environment, activity and instructions to facilitate positive changes will be provided. Use the comprehensive questionnaires and checklists to develop positive behaviour support plans to support your student consistently in all settings.This invaluable resource is useful for parents, teachers, early childhood educators, support staff, and mental health, allied health and supervisory professionals who support students with ASD.

Sujets

• Abnormal psychology

Informations

• Publié par: eBookIt.com
• Date de parution: 09 février 2018
• Nombre de lectures: 0
• EAN13: 9781456630300
• Langue: English

Extrait

BHARGAVA, D. (2018). Perth, WA: Behaviour Zen Pty Ltd.


©





1





Dolly Bhargava


Speech Pathologist with Masters in Special Education




Positive Behaviour Support Strategies for Students with Autism Spectrum Disorder



A step by step guide to assessing, preventing and managing emotional and behavioural difficulties





Copyright © 2018, Behaviour Zen PTY Ltd.
The contents of this book (text and graphics) are protected by international copyright law. No part of this publication may be repro- duced, stored in a retrieval system, transmitted, broadcast or communicated in any form or by any means, optical, digital, electronic, mechanical, photocopying, recording or otherwise, without the written permission of Dolly Bhargava. To obtain permission, email: [e-mail]
Target behaviour data collection forms can be reproduced with citation: Bhargava, D. (2018). Positive Behaviour Support Strategies for Students with Autism Spectrum Disorder: A Step by Step Guide to Assessing, Preventing and Managing Emotional and Behavioural Difficulties. Perth, WA: Behaviour Zen Pty Ltd.


Disclaimer
The information set out in this booklet is of a general nature only and not exhaustive on the subject matter. The information may or may not be relevant in particular to your student’s cir- cumstance. This book should not be used as a diagnostic tool. Persons implementing any recommendations contained in this publication must exercise their own independent skill or judge- ment or seek appropriate professional advice relevant to their own circumstances when so doing.
Note:
In this book we have used the term ‘student’ to refer to children and adolescents with Autism Spectrum Disorder who exhibit associated emotional and behavioural difficulties.



Dolly Bhargava


Speech Pathologist with Masters in Special Education


Positive Behaviour Support Strategies for Students with
Autism Spectrum Disorder.


A step by step guide to assessing, preventing and managing emotional and behavioural difficulties






BHARGAVA, D. (2018). Positive Behaviour Support Strategies for Students with Autism Spectrum Disorder.


©





4





BHARGAVA, D. (2018). Perth, WA: Behaviour Zen Pty Ltd.


©





5



Introduction
Autism Spectrum Disorder
Definition
Causes
Associated Emotional and Behavioural Difficulties
Positive Behaviour Support Defined
Positive Behaviour Support Team
Positive Behaviour Support Stages
Positive Behaviour Support: Assess Stage
Positive Behaviour Support: Manage Stage
Positive Behaviour Support: Prevent Stage
Concluding Remarks
References


6
7
7
7
8
9
9
11
12
36
54
63
64


Table of Contents




BHARGAVA, D. (2018). Positive Behaviour Support Strategies for Students with Autism Spectrum Disorder.


©





6



Introduction


All students experience difficulties with managing their emotions and behaviours at one time or an- other. With understanding, support and encour- agement, most students learn the skills they need to manage their own emotions and behaviours. However, students with Autism Spectrum Disor- der (ASD) repeatedly engage in emotional and be- havioural responses that can cause serious harm to others and/or themselves. Despite best efforts and intentions, the student has difficulties learning how to manage their emotions and behaviours, and the situation doesn’t appear to improve.
As a parent, teacher, support staff member or pro- fessional, directly facing the student’s challenging emotional and behavioural responses daily can leave you feeling stressed, exhausted and disheartened. If any of this sounds familiar, then you have come to the right place.
This book will provide you with a roadmap devel- oped from the evidenced based approach of Positive Behaviour Support (PBS) to help you guide the stu- dent learn positive ways of behaving and managing their emotions. Through your persistence, patience and perseverance you can make a difference in your student’s life.
The road to behaviour change begins with the first step. I would like to take this opportunity to com- mend you for taking the first step in this journey to build a better future for your student.
Best wishes on the journey.


Dolly Bhargava





BHARGAVA, D. (2018). Perth, WA: Behaviour Zen Pty Ltd.


©





7



Defining Autism Spectrum Disorder


The Diagnostic and Statistical Manual of Mental Disorders 5th edition (DSM-5) [American Psychiatric Publish- ing (APA), 2013], is a handbook that is used by professionals around the world to diagnose mental disorders. The DSM–5 describes Autism Spectrum Disorder (ASD) as a type of neurodevelopmental disorder, which means there is atypical growth and development of the brain or central nervous system resulting in their abnor- mal functioning (APA, 2013).
ASD is characterised by difficulties in two domains: (1) social communication and social interaction; and (2) restricted, repetitive patterns of behaviour, interests or activities. The onset of symptoms in the two domains must be present from infancy or early childhood, but deficits may not fully manifest until social demands ex- ceed capacities, and may be masked by learnt strategies in later life. It is important to stress that ASD itself does not cause challenging behaviours, rather, challenging behaviours are a common reaction of students with ASD when faced with demands that outweigh their skills. The symptoms cause significant impairment in social, aca- demic or occupational or other important areas of functioning (APA, 2013).


Causes
The exact cause of ASD is currently unknown, rather the interaction between the risk factors contribute to its development. They include:
Genetic factors - Certain genes inherited from the parent can make the child vulnerable to developing ASD.
Neurobiological factors - Abnormalities in the genetic code may result in changes in the way the brain develops and works.
Environmental factors - Parental health (e.g. infections and diseases the mother might have had during pregnancy); low birth weight, childhood illness, food intolerance and reaction of pollutants may contrib- ute to the child developing ASD.




BHARGAVA, D. (2018). Positive Behaviour Support Strategies for Students with Autism Spectrum Disorder.


©





8



Associated Emotional and Behavioural Difficulties
Autism is a spectrum disorder, meaning that the severity of each of the symptoms described below will vary from student to student. How each of the symptoms are exhibited, the degree to which they affect the student’s functioning and the level of support needed will be unique to each student with ASD. Symptoms of restricted, repetitive patterns of behaviour, interests or activities as described in DSM – 5 (APA, 2013) that can cause chal- lenging emotional and behavioural difficulties:
Stereotyped or repetitive body movements (e.g. tip toe walking, hand flapping), use of objects (e.g. repeated- ly spinning wheels of a car, lining up objects) or speech (e.g. repeating phrases or words); moving constantly.
Insistence on sameness, rigid routines for daily activities, or ritualised patterns of verbal or non-verbal be- haviour (e.g. turning the light on and off three times before entering the classroom).
Difficulties with dealing with changes to routines (e.g. a change in teacher, change in subject) or environ- ment (e.g. furniture moved around, change in classrooms).
Difficulties with transitioning from one activity to another (e.g. going from the playground to the classroom).
Highly restricted and persistent preoccupation on an interest and obsession that is abnormal in intensity or focus (e.g. learning all about vacuum cleaners, bus schedules).
Under sensitivity (hypo-reactivity) or oversensitivity (hyper-reactivity) to sensory input or unusual interest in sensory aspects of the environment (e.g. apparent indifference to pain/temperature, adverse response to specific sounds or textures, excessive smelling or touching of objects, visual fascination with lights.
Symptoms of social communication and social interaction impairment as described in DSM – 5 (APA, 2013) that can cause challenging emotional and behavioural difficulties:
Difficulties with processing language
Difficulties with understanding language especially abstract or complex language
Literal interpretation of language
Difficulties with understanding and using appropriate eye gaze, voice, facial expressions and body lan- guage
Difficulties with understanding the intentions of others
Difficulties with taking account of what other people don’t know
Difficulties or failure to initiate or respond to social interactions
Difficulties or failure in forming, sustai