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Behavioural Strategies and Support for Autistic Children

The document discusses Autism Spectrum Disorder (ASD), highlighting its prevalence and the behavioral challenges faced by autistic children. It outlines various behavioral strategies and approaches, such as Applied Behavior Analysis (ABA) and Positive Behavior Support (PBS), aimed at managing and improving behaviors of concern. Additionally, it emphasizes the importance of understanding triggers and providing appropriate support to promote positive behavioral changes.

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sathya
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13 views

Behavioural Strategies and Support for Autistic Children

The document discusses Autism Spectrum Disorder (ASD), highlighting its prevalence and the behavioral challenges faced by autistic children. It outlines various behavioral strategies and approaches, such as Applied Behavior Analysis (ABA) and Positive Behavior Support (PBS), aimed at managing and improving behaviors of concern. Additionally, it emphasizes the importance of understanding triggers and providing appropriate support to promote positive behavioral changes.

Uploaded by

sathya
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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BEHAVIOURAL STRATEGIES

AND APPROACHES
SATHYA SENGATHIR Psychotherapist & Special Educator
AUTISM SPECTRUM DISORDER-ASD
& PREVALANCE
 ASD is a neurodevelopmental disorder characterized by challenges in
social interaction, communication, and restricted/repetitive behaviors.

 According to the World Health Organization factsheet, 1 in every 100


children worldwide is diagnosed with ASD. (2019)

 According to the CDC- Centers for Disease Control and


Prevention. approximately 1 in 36 children is diagnosed with ASD
(2023).
BEHAVIOUR IN AUTISTIC CHILDREN

 Autistic children use a set of behaviours to help them manage


their emotions and make sense of their environment.
 Behaviors can come on suddenly, last for hours, be hard to
control, or make the adult scared or embarrassed.
 Challenging behaviour is often perceived as a ‘problem’ to be
‘treated’.
 When caring for or working with a child with autism , a parent,
teacher, or other adult may become frustrated with the child’s
behavior.
People on the autism spectrum may behave in
unexpected ways due to Underlying Deficits

 Seriously limits or denies the use of ordinary community facilities,


limits or denies lifestyle opportunities.
 Prevent positive interactions with others in their environment.
 Self-harming behaviours may also occur if you’re feeling overcome
too much sensory input coming in.
 Being unaware of other people’s wants, needs or desires.
Cont.…

 Having trouble communicating your own needs, wants or desires.


 Finding it hard to predict other people’s behaviours and not knowing
what behaviours are ‘expected’ in different situations’.
 Having underlying physical, neurological, mental or emotional health
issues that impact your wellbeing.
 Having sensory issues that you are responding to, such as light or
touch causing pain, or loud noise making it difficult to focus. difficulty
switching from one activity to another, especially if they have to
switch from something enjoyable to something not enjoyable (I think
everyone can relate to that).
 difficulty organizing themselves in productive play when not directed
or given specific instructions.
Activity:
Can you all list out few
behaviours of autistic
children ?
Behaviours of concern

 Stimming
 Repetitive behaviours
 Hand –flapping
 Verbal aggression – eg. threatening, abusive language.
 Physical aggression against objects – eg. throwing, breaking, swiping.
 Physical aggression against self – eg. head banging, scratching, hair
pulling.
 Physical aggression against other people – eg. hitting, slapping,
Pushing,Throwing, Spitting, shouting , punching.
Cont.

 Inappropriate sexual behaviour – eg. sexual talk, exposing body parts.


 Perseveration / repetitive behaviour – eg. asking the same question
over and over.
 Wandering / absconding – eg. leaving school grounds, entering
prohibited areas.
 Inappropriate social behaviour – eg. poor hygiene, commenting on
someone’s appearance.
 Lack of initiation – eg. not leaving the house.
How can you reduce behaviours of concern

 When a behaviour becomes a concern, it is important to identify the reason for the
behaviour.
 Often, a concerning behaviour happens when a person with autism cannot cope or is
overwhelmed but is unable to express it.

 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?
 Or if they feel overwhelmed in a noisy environment, could they wear ear defenders
when they need to go there?
Contd…

 All behaviours have one or more ‘triggers’ that prompt them – such
as an interruption to a routine, a particular noise or an object that
brings back a painful and overwhelming memory.
 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.
 Once the reason for the behaviour is understood, strategies can be
put in place to minimise it or to replace it with a new, more beneficial,
behaviour.
BEHAVIOURAL STRATEGIES

 Here are some strategies which can prevent problematic behaviors or


promote positive behavioral changes (since every child is different,
you may have to try different strategies to see which ones work best
with your child/student):
 Let the child know what will happen next.

 Set Expectations, be Consistent, and Follow Through.


if you tell your child that you will play a game with him if he plays
quietly while you talk on the phone for five minutes,You may need
to give him a choice of what activity to do during that time that you are
on the phone.
Cont.

 Acknowledge your child or students for obeying your requests.


 Give Choices
 For some children with language difficulties, showing the child the activity or toy that
he will be utilizing next is helpful to encourage him to move from one activity to
another- Visual supports ( use a schedule to let the child know how his day will go)
 Allow the child to bring a transitional object from one activity to the next. if the child has to
leave the classroom to go with a new staff member such as a speech therapist, let him bring a favorite object from the classroom such as a stress
ball or toy car. This can assist with helping him feel more comfortable in the unfamiliar surroundings.

 Distract and redirect problematic behavior instead of saying “stop” or “no.”


Cont.

 Distract and redirect problematic behavior instead of saying “stop” or


“no.” For children with trouble understanding language, try
demonstrating what is expected or use a gesture, rather than just
giving the verbal direction.
 If the child seems over stimulated from sensory input, such as in a
large crowd, bring him to a quieter place to de-stress
 Make directions clear, short, and concrete
 When giving tasks, assignments, chores, etc. many children do better
if they know when the task will end.
 For example, if the child is supposed to write 20 sentences for
homework, let him write ten, take a 10 minute break to do a preferred
activity, and then do the next ten.
Cont.

 Stay calm when interacting with the child (I know it can be hard at
times but make every effort to be as calm as possible).
 Use positive/proactive language: Use language that describes what
you want the individual to do (e.g. ‘I love how you Completed the
task).
 Set up reinforcement systems
 Ignore the challenging behaviour.
 Celebrate and build strengths and successes.
 Respect and listen to him
ADDRESSING THE CHALLENGING
BEHAVIOUR
 Record the behavior(actions)  Management strategies
 Analyse the underlying cause(setting and triggers  Reducing impact of incidents
 Analyse the consequences  Response strategies at each stage
 Alert the trigger and results  Follow up/debrief
 Analyse the function of the action and teach more  Review/evaluate
appropriate response  Agreements /multi-agency consistency
 Identify behavior of concern
 Know triggers
BEAVIOURAL APPROACHES

 Applied behaviour analysis(ABA)


 Functional Communication Training (FCT)
 Positive Behaviour Support (PBS)
 Visual cue cards
 Cognitive Behavioural Therapy (CBT)
 Picture exchange communication system (PECS)
 Token economy
 Parents and care giver training
 Environmental modifications
Applied Behavior Analysis (ABA)
 ABA is one of the most widely used and evidence-based interventions for
autism. It focuses on teaching new skills through reinforcement and
reducing undesirable behaviors by identifying their triggers and
consequences.

 Techniques:
 Discrete Trial Training (DTT): A structured method of teaching skills using
a clear prompt, a response, and a reward.
 Natural Environment Teaching (NET): Teaching skills in a natural, real-
world context.
 Pivotal Response Treatment (PRT): Focuses on improving key areas like
motivation and self-management.
Functional Communication Training
(FCT)
 FCT teaches individuals with autism more effective ways to
communicate, especially if they have limited verbal communication.
The goal is to replace maladaptive behaviors (e.g., tantrums) with
functional communication (e.g., requesting an object or activity).

 Techniques:
 Using picture exchange systems (PECS) or speech-generating
devices.
 Teaching basic sign language or simple gestures.
Positive Behaviour Support (PBS)

 PBS is a proactive approach that focuses on teaching and reinforcing


positive behaviors while minimizing the need for punishment. It often
involves developing a behavior support plan that includes strategies
to prevent problem behaviors.

 Techniques:
 Reinforcing desired behaviors.
 Using visual schedules and routines to provide structure.
 Modifying the environment to reduce triggers of challenging behavior.
Cognitive Behavioural Therapy
(CBT)
 CBT can help individuals with autism manage anxiety, depression,
and other emotional challenges. It focuses on changing negative
thought patterns and promoting positive coping strategies.
 Techniques:
 Identifying and challenging negative thoughts.
 Using relaxation techniques and coping strategies for stress
management.
 Creating structured routines and expectations.
Visual cues/support

 Visual supports are commonly used to help individuals with autism


understand instructions, schedules, and expectations.

 Techniques:
 Visual schedules (e.g., daily routines depicted with pictures).
 Social scripts or social stories that illustrate how to handle social
situations.
 Visual reminders to help with task completion.
Picture Exchange Communication
System(PECS)
 PECS (Picture Exchange Communication System) is an augmentative
and alternative communication (AAC) method designed to help
children, particularly those with Autism Spectrum Disorder (ASD), who
have difficulty with verbal communication. PECS uses pictures and
symbols to allow individuals to express their needs, wants, and ideas.
 1: Teaching the Child to Exchange a Picture for a Desired Item
 2.Expanding Communication with Simple Sentences
 3.Using PECS to Answer “What do you want?”
 4.Teaching “I want” and Other Simple Phrases
 5.Sentence Structure and Additional Phrases
 6.Commenting and Spontaneous Communication
Token Economies

 This involves using a system where individuals earn tokens or


rewards for appropriate behaviors, which can later be exchanged for
preferred items or activities.

 Techniques:
 Using points, stickers, or other symbols that the child can accumulate
for positive behaviors.
 Clearly defining the behaviors that earn tokens and the rewards that
can be exchanged.
Parent and Caregiver Training

 Involving parents and caregivers in behavioral interventions ensures


that the strategies are consistently applied across different settings
(home, school, community). This also empowers families to better
support their child’s development.

 Techniques:
 Providing education on specific behavioral techniques and strategies.
 Teaching how to reinforce positive behaviors at home and manage
challenging behaviors.
Environmental Modifications

 Changing the environment to minimize distractions or reduce sensory


overload can be an effective strategy for children with autism.
Creating an organized, predictable environment often helps improve
behavior.

 Techniques:
 Reducing clutter or noisy stimuli in the environment.
 Offering a quiet space or sensory-friendly area for breaks.
THANK YOU

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