autism intervention strategies

Appreciating – appreciating the strengths and uniqueness of autistic culture. Making sure they can easily access sensory tools such as ear defenders, sunglasses, move’n sit cushions etc. Perseveration / repetitive behaviour – eg. People on the spectrum experience the neurotypical world as relentlessly unpredictable and chaotic, perpetually turned up too loud, and full of people who have little respect for personal space. Social stories are often a good way to warn a child that there will be a change in routine and will help avoid anxiety and inappropriate behaviour. Changing the time of day that you go to that environment, such as a quieter time to go shopping, or when the line is not as long. — Haley Moss, autism advocate, author, speaker and artist. An intervention that may help one individual may not be effective for another. Autism can influence the way that a person attends, interprets and responds to others and the world around them. It is implemented following a functional behaviour assessment (FBA) which will help to identify and understand the interfering behaviour. Behaviours of concern can include the following: Our experiences are all unique. It involves an individualised plan that is tailored to the behaviour and needs of the individual and those around them. People with autism are taught to examine their emotions to recognise when negative thoughts are escalating in intensity, and are then given strategies to change their thinking, and ultimately their behaviour. Never take a reward away or use it as a punishment. Time delay is always used in conjunction with a prompting procedure, such as least-to-most prompting, graduated guidance or simultaneous prompting. The consequence that is believed to reinforce the behaviour is removed or withdrawn, resulting in the reduction (or extinction) of the behaviour. Verbal aggression – eg. There are a number of behavioural programs available that focus on autism and communication. Skills are taught by breaking tasks into small steps and working through these steps. The learner can then develop new alternative ways of achieving what they want, and can work toward replacing the concerning behaviour. Using better and simpler communication to ensure understanding. Recognise that there is bad, there is ugly, there is disrespect, there is ignorance and there are meltdowns. The best way to reduce behaviours of concern, is to ensure you understand why the behaviour is occurring in the first place. poor hygiene, commenting on someone’s appearance. We get a drink because we’re thirsty, we smile because we want to be friendly, we cry because we’re feeling sad. Figuring out what these ‘triggers’ are will help people understand what the person is trying to get out of behaving that way, and this will help them to make changes to the environment, or to learn new skills to prevent it happening again. When talking about behavioural interventions, you might hear the term Applied Behaviour Analysis, or ABA. Copyright of Autism Association of South Australia – © 2020. Adjusting the environment around the person. Division TEACCH started in 1966 as part of the Department of Psychiatry of the School of Medicine at the University of North Carolina in the USA. However, there are several approaches that commonly work for many individuals with autism, and a number of different treatments or strategies for improving communication: Learning with visuals – using visuals is a strategy that often works well for individuals with autism. Prompting procedures are considered essential for use in many other evidence-based practices. Antecedent-based interventions (ABIs) are modifications made to an environment or context with the aim of changing or shaping a person with autism’s behaviour. There are many different forms of autism treatment, strategies and intervention to facilitate communication for children on the spectrum. Seriously limits or denies the use of ordinary community facilities, limits or denies lifestyle opportunities. Rewards are considered ‘concrete’ – when something makes us feel good – or ‘intrinsic’ – when we make someone else feel good. Physical aggression against objects – eg. Incorporating choice in educational activities or materials. For information about where to find support and or professional services to better understand autism, or your child on the spectrum go to our supports and services page. Early intensive behavioural intervention assists pre-school children on the autism spectrum by combining several therapies or elements of therapies to create a targeted approach. We might see someone that is sad and want to make them feel better, so we give them a hug. The plan is implemented by everyone involved in their daily life in the places where that behaviour naturally occurs. Let the child know what will happen next. Make sure you take time to celebrate successes. Use cookie settings to control which cookies are allowed or click on Allow Optional Cookies to allow all cookies. This can cover anything from using objects of reference and sign language to hi-tech communication machines or ipads. Basically, any tool that isn’t electronic is considered low-tech. Once you understand why a behaviour of concern is happening, you can look at the environment it occurs in, and make adjustments to that environment. In 1972 the North Carolina General Assembly passed legislation which enabled Division TEACCH to become the first comprehensive state-wide community-based programme of services for autistic children and adults and other similar developmental conditions and other similar developmental disorders. Socialising is harder than any maths equation for me. Positive reinforcement can help motivate the person showing concerning behaviours to use new skills or desirable behaviours. If one isn’t successful, it doesn’t mean another won’t be. Self-management (SM) involves teaching people with autism to distinguish between appropriate and inappropriate behaviours, by accurately monitoring and recording their own behaviours, and reinforcing appropriate behaviours. Different environments can trigger different behaviours. Collaborating and Cooperating with colleagues, other professionals, autistic people and their families. Although this approach may initially require parent or teacher support to accurately record behaviours and provide self-reinforcement, this should be reduced overtime in favour of a self-managed approach. Intervention approaches are designed to teach new alternative behaviours, as well as ways to put them into practice in different situations. Moving items, such as putting food or drink where it’s easy to reach. MD is often combined with other behavioural strategies, including: prompting, and reinforcement. As we develop, our behaviour is not just a response to another person’s behaviour, but to our understanding of why people behave a certain way. This is sometimes called Early Intensive Behavioural Intervention (EIBI) or Intensive Behavioural Intervention (IBI). The University of North Carolina TEACCH Autism Program. Extinction practices should not be used in isolation, but in combination with differential reinforcement and functional behaviour assessment. Assistive communication – some people have found that using assistive communication devices and / or technology has helped with communication. Try and see things from the perspective of a person with autism, they are often highly stressed by people entering their space, making them do things they do not want to do, or upsetting their routine. Autism SA, established in 1964 was the first of its kind in Australia to provide specialised consulting and services to people on the autism spectrum. Discrete trial teaching (DTT) is an instructional approach used to teach skills in a one on one, controlled, and structured environment. Modifying a task, or providing adjustments, so that it is achievable. It was developed to create a more efficient and effective way of learning through the enhancement of pivotal learning variables, including: motivation, response to cues, self-management, and self-initiations of social interactions. For example, if a person with autism displays behaviours of concern when they are hungry, could a snack be put in a place that is easy for them to access? For more information about autism and other communication difficulties, and ideas and strategies to help communication, see our Resources, or for specific fact-sheets with helpful hints about Autism go to the Autism Downloads section. An environment can be a physical space – a room at home, a supermarket, a park, a relative’s house etc – or it can be what’s in that space – people, noise, lights, animals, toys etc. Priming ahead of time for upcoming activities. You might process sensory information differently, which gives you a unique way of experiencing the world. Often it is good to use different programs or treatmetns and find the parts that best fit the individual to address their particular problems with communication. Although people with autism look like other people physically, we are in fact very different in many ways. It might also look at a broader area of self-development, such as improving communication abilities. Visuals can help individuals understand and learn. For a wider range of books, click here to see our Bookshop. Lack of initiation – eg. This system can be used with both verbal and non-verbal individuals and has a number of other visual strategies within the programme that can facilitate understanding, communication and behaviour.

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