Behavior Strategies for Students with Autism

Behavior Strategies for Students with Autism
Behavior Strategies for Students with Autism
Behavior Strategies for Students with Autism
Behavior Strategies for Students with Autism
Behavior Strategies for Students with Autism
Behavior Strategies for Students with Autism
Behavior Strategies for Students with Autism
Behavior Strategies for Students with Autism
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Strategies for Students with Autism and Behavior

Students with autism and behavior disorder can be some of our most rewarding and challenging students. These students need to have structure, know what is expected of them, and have good role models to show them what is acceptable and unacceptable behavior.
One of the keys to implementing a good behavior management plan/system is to understand what behaviors you find challenging and what behaviors your student needs to work on. Most of the time these behaviors are the same. Students that need behavior interventions can benefit from a clear target goal and an incentive or reinforcer that the student is willing to work on. Students need to know what behavior is expected and have someone model the behavior. This is important and can be achieved in all types of behavior. Remember, behavior is learned and can be unlearned. All the the strategies in this product have suggestions on how to implement them in the classroom.
In this product, you will find strategies and products that have been used in autism classrooms, basic education classrooms, special education classrooms (classrooms at the independent, supported and participatory levels, and behavior disorder,) This product includes: Daily Notes Home From School and Daily Notes From Home to School. This is critical in behavior because precipatory factors can contribute to behavior problems. These factors that teachers do not have control over, but need to know about so they can communicate with the student. The product also contains, “I think, What Do You Think?” Problem Solving Template with an example. Student conflict often arises when students have different points of view as to what has happened to cause the conflict. This problem solving technique helps students understand different perspectives and to come up with a solution that both students can do. In addition, there is also a Personal Responsibility Sheet that again, looks at what the student did, what they wanted to happen, what actually happened, and how it impacted others. The student then comes up with a personal responsibility plan. There are two Behavior Contracts (Agreements) with incentives that focus on a target behavior and what the student needs to do to earn their incentive. There is one with symbols and one without symbols. A Behavior Management Sheet that students and teachers can track behaviors such as work passed in, paying attention, etc. This is completed on a daily basis. These forms can help change student behavior and also work as data collection sheets to determine patterns of behavior, time of day, etc. Learn to Wait skill is important one to establish for students because transitions are difficult for some students. Choice Cards is a way for students to begin to share their interests and to teach them to show their preference in two choices. The Five Step Behavior Plan is a simple plan that is focused on reducing or eliminating the behavior. It focuses on what to do, how long, and what the student will earn if they do the behavior. Again, this can be done with symbols or without them. First/Then Picture Maps are effective in showing the student what they need to do before they can earn something they want .(Incentive) This teaches the student that they must work for 5 minutes for example, before they can earn free time. Symbols are provided for the forms that need to have symbols for students who are not verbal.
These behavior strategies are successful with your most challenging students. These forms can be collected and used as data collection for the student to determine time of day, with what students, classes, down time, etc. that the behavior is occurring. Once this is known, the teacher can then make adjustments to help the student become more successful.



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