Behavioral Challenges of Autism reliias
What repetitive behaviors look like
- rocking body back and fourth -flapping hands -waving fingers in front of eyes -spinning objects -rolling string or other objects between thumb -repetitive button pushing may be escaping or sensory stimulation
Those communicate and interact with the world ______ than people who do not gave autism
differently
ASD
Autism Spectrum Disorder
Maybe not ask why but what?
Neurological difference -learning -reinforcers
Repetitive behaviors
also known as: stereotypic behavior, self-stimulatory behaviors, stimming. - repetitive behaviors are seen in most all individuals with autism but vary.
scripts
are repetitive phrases or sentences an individual may have picked up from others in the environment
comprehensive assessment
description of behavior before intervention and goals
PICA
eating non food items
Flexibility training
gradually teaching the individual to accept small changes. this would help: insistence on sameness
functional assessment
is a process by which environmental variables that contribute to the display and continued occurrence of problem behavior are identified. the goal of this process is to determine where, when and why the challenging behavior occurs. data collected from; -observation -relevant medical info -rating scales -interviews with caregivers -experimental manipulation of variables to arrive at behavioral function designed by Behavior analysts and implemented by rbt
sensory issues
noises, lights, smells, textures, tags in clothing. Exposure to certain types of sensory input may set the stage for behavioral issues.
addressing sensory issues
oversensitive to vervain stimuli or not sensitive enough. the behaviors displayed as the result of an individual discomfort can be addressed as a setting event of motivating operation aka if person has behaviors when noisy evvioments- avoid them
Those with Autism have a difficult understanding the ____ of others.
perspective
Why a behavior is happening
possible the behavior can be attributed to something obvious in the environment. if child 1 hits child 2, maybe child 2 took something from child 1.
addressing PICA
preventing access to target substance - noncontigent delivery of edibles to replace nonfood substance -responce blocking to prevent ingextion -engaging schedules to direct attention away from nonfood -reinfocement schedules -punishment strategies such as verbal reprimands
how to abstain REPETITIVE BEHAVIOR
preventing downtime response blocking -other engaging activities and reinforcement must be immediately available for response blocking to be effective
the first priority in any intervention plan is the preservation of ______.
__saftey____
Behavioral issues=
Lack of social skills + expectations of the social world
Delayed echolalia or scripts may be used for _____ or ____
self stimulation or communication
over half of people with autism have engaged in some self injury at some point. self injury is NOT a ____ of autism as it is displayed in other populations as well
symptom
prompt dependency occurs when:
the child relies on the prompt to elicit a desired behavior. too many verbal prompts and not enough opportunity to perform tasks independently can create this situation.
immediate echolalia
the exact repetition of a word or words directly after they are spoken
social and communication strategies
these issues are typically addressed through comprehensive programs that are based on a careful analysis of individuals current levels of functioning in subsoil areas; functional communication training
it is important to face prompts as quickly as possible and to use _____prompts instead of verbal ones
VISUAL
aggression must be treated individually and interventions must be based on the results of functional assessments.Interventions that have been used to treat aggressive behaviors for individuals with autism include;
- use the first then contigencies -visual schedules -reinforcement schedules -response blocking -response cost -nonviolent crisis intervention
what would you need to: design an intervention that would eliminate reinforcement for the problem behavior and teach different behaviors that could also get him what he needed
-functional assessment -behavior intervention plan -teaching social skills and flexibility
ASD characteristics
1. Deficits in social/emotion reciprocity 2. Deficits in nonverbal communcation 3. Deficits in understanding relationships 3. stereotyped or repetitive motor movements ( saying the same words over and over or flapping hands) 4. insisting on sameness, inflexibility, ritualized patterns of behavior 5. fixated and intense interests 6. Hyper-or hypo reactivity to sensory input
elements to assist problem behavior
1. comprehensive assement 2. value of behavioral goals 3. small units of behavior 4. data for decisions 5.enviromental managements 6.function based treatment 7. treatment fidelity 8. frequent assessment 9.family involvement 10. supervision
SIB (self-injurious behavior) and interventions
self-mutilation, cutting, bodily harm. Looks for long sleeves, inappropriate clothes, etc. - response blocking -physical restraints -mechanical restraints -aversives -changing the way demands are delivered -different reinforcement schedules for absents of sib -extinction ( can be blocked and that are maintained by attention )
ethical compliance code, section 4 of the code addresses behavior change programs
1. conceptual consistency; interventions must be based on behavior analytic principles 2. involving clients in planning and consent 3. individualized behavior change programs, intervention plans must be unique to the individual and not plagiarized from other plans 4. approving behavior change programs-must receive informed written consent from individuals or guardians describing behavior change program objectives 5. describing conditions for behavior change program success- explain what needs to take place for intervention to be successful 6. consideration regarding punishment procedures 7. least restrictive procedures 8. avoid harmful reinforcers