no iep in prison: addressing challenging autistic behaviors, now wendela whitcomb marsh, bcba, lep,...
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No IEP in Prison:
Addressing Challenging Autistic Behaviors, now
Wendela Whitcomb Marsh, BCBA, LEP, RSDDiane Cords Hagood, MA, MS
CASP 2015
Visual Schedule
1. Welcome and Introductions2. Current criminal justice data related to autism3. What can be done within the justice system?4. What can be done within the school system?5. BREAK 6. Addressing behaviors across the tiers, related to:
a. Verbal communication deficitsb. Nonverbal communication deficitsc. Social interaction deficitsd. Repetitive behaviorse. Stereotyped movementsf. Resistance to changeg. Unusual sensory responses
7. Wrap up and Q & A
Current criminal justice data related to autism
Research indicates that people with autism spectrum disorders
and other developmental disabilities will have up to
seven times more contacts with law enforcement during their lifetimes,
than members of the general population.
There is no evidence to suggest that autistic people
will commit crimes at a higher rate than the general population.
What can be done within the
justice system?
Training is needed for all law enforcement personnel who may come into contact with
our autistic students.Law Enforcement Officers
Emergency RespondersFire Fighters
Private Security FirmsCourt Personnel
Jail or Prison Personnel
Autism & Law Enforcement:25 Field Response Tipsby Dennis Debbaudt
1. Make sure the person is unarmed and maintain a safe distance because they may suddenly invade your personal space.
2. Talk calmly and softly.3. Speak in direct, short phrases such as, “Stand up
now,” or “Get in the car.”4. Avoid slang expressions, such as “What’s up your
sleeve?” or “Are you pulling my leg?”
5. Allow for delayed responses (10 – 15 seconds) to your questions or commands.
6. Repeat or rephrase.7. Consider use of pictures, written phrases/commands,
sign language or computer images.8. Use low gestures for attention; avoid rapid pointing
or waving.9. Examine for presence of medical alert jewelry or tags,
or an autism handout card.10. Model calming body language, (such as slow
breathing and keeping the hands low.)
11. Model the behavior you want the person to display.12. A person with autism may not behave well to
changes in routine or the presence of strangers, even a uniformed responder.13. Officers should not interpret the person’s failure to
respond to orders or questions as a lack of cooperation or a reason for increased force.
14. Seek information and assistance from parent or others at the scene about how to communicate with and de-escalate the person’s behavior.
15. Avoid stopping repetitive behaviors unless there is a risk of injury to yourself or others.
16. If the individual is holding and appears to be fascinated with an inanimate object, consider allowing the subject to hold the item for the calming effect (if officer safety is not jeopardized by doing so.)
17. Evaluate for injury: person may not ask for help or show any indication of pain, even though injury seems apparent.
18. Be aware that the person may be having a seizure.
19. Be aware of person’s self-protective responses and sensitivities to even usual lights, sounds,
orders, touches, and animals – canine or mounted patrol.20. If possible, turn off sirens and flashing lights and
remove canine partners, crowds, or other sensory stimulation from the scene.
21. If a person’s behavior escalates, use geographic containment and maintain a safe distance until any inappropriate behaviors lessen.
22. Remain alert to the possibility of outbursts or impulsive acts.
23. Use your discretion. If you have determined that the person is unarmed and have established geographic containment, use all available time to allow the person to deescalate themselves without your intervention.
24. If in custody, alert jail authorities. Consider initial isolation facility. Person would be at risk in general prison population.
25. REMEMBER: Each individual with autism is unique and may act or react differently. PLEASE contact a parent or other who is familiar with autism.
What can be done within the
educational system?
Training is needed for all school personnel
who may interact with autistic students:Teachers
Aides / ParaprofessionalsPrincipals / Vice PrincipalsSchool Security Personnel
Secretaries / Front Office PersonnelCafeteria / Yard Duty WorkersCustodial / Maintenance
We need to address behaviors early,focusing on
behavior excessesand behavior deficits
related to all characteristics of autism,across all tiers.
(after the break)
Addressing ChallengingAutistic BehaviorsAcross the Tiers
Characteristics of Autism
VerbalCommunication
NonverbalCommunication
SocialInteraction
RepetitiveBehaviors
StereotypedMovements
Resistanceto Change Unusual
SensoryResponses
BehaviorExcesses
BehaviorDeficits
Tier 2
Tier 3
Tier 1
Verbal Communication
Deficits
TANTRUMSrelated to inability to communicate
STUDENT• Seen as immature,
inappropriate, “naughty” • Risk of loss of educational
benefit due to removal from the classroom
ADULT• Seen as threatening, out of
control, “dangerous”• Risk of arrest and potential
incarceration for assault
Behavior Excess
TANTRUMSrelated to inability to communicate•Be aware of developmentally-appropriate
tantrum behaviors.• Stop reinforcing tantrum behaviors.•Teach functional communication skills; proactively
reinforce and shape attempts to communicate. • Implement a program for Time Out (Time Away
from reinforcement.)
Tier OneBehavior Excess
TANTRUMSrelated to inability to communicate
• Ensure access to functional communication system all day.• Train staff so they do not inadvertently reinforce
unwanted behaviors.•Begin taking data on the frequency of the tantrums.• Consider implementing a token economy system.
Tier TwoBehavior Excess
TANTRUMSrelated to inability to communicate• Collect data on antecedents and consequences as
well as frequency, intensity and duration of tantrum behaviors.• Analyze data.• Conduct a Functional Behavior Assessment and
Behavior Intervention Plan as needed.• Monitor for treatment fidelity.
Tier ThreeBehavior Excess
WORK REFUSALrelated to inability to understand• Review class-wide assessment data to determine whether the work being presented is at the student’s ability level.• Provide repetition and clarification of directions if needed, and ask student to restate directions to help determine comprehension.• Provide visual aids to back up and support verbal directions.
Tier OneBehavior Deficit
WORK REFUSALrelated to inability to understand
• Identify any deficits in prerequisite skills, and fill in learning gaps.• Increase use of visual supports.• Accept alternate methods of demonstrating knowledge acquisition.
Tier TwoBehavior Deficit
WORK REFUSALrelated to inability to understand• Monitor progress; be willing to reconsider the
hypothesis that this work refusal is related to inability to understand. • Consider evaluating or re-evaluating student to
determine eligibility and need for special education services.• If needed, consider change of classroom placement,
with peers with similar educational needs.
Tier ThreeBehavior Deficit
Nonverbal Communication
Deficits
FIGHTINGrelated to misreading nonverbal cues
STUDENT• Seen as a “trouble maker”
or “bully”• Risk of loss of recess
privileges, suspension, expulsion
ADULT• Seen as a dangerous “hot
head”• Retaliation and escalation
lead to risk of incarceration for assault and battery.
Behavior Excess
FIGHTINGrelated to misreading nonverbal cues
• Reminders of appropriate ways to handle playground disputes just before recess.• Classroom conflict resolution / communication sessions
Tier OneBehavior Excess
FIGHTINGrelated to misreading nonverbal cues
•Group discussions about understanding facial expressions and tone, related to literature standards and assignments.• Social stories related to situations around
misunderstanding nonverbal cues• Prior to recess, remind student of what to do (instead
of fighting) if they feel they are being bullied or threatened.
Tier TwoBehavior Excess
FIGHTINGrelated to misreading nonverbal cues• One-on-one, individualized social story about what to
do, (based on student’s history of response)• Role-play how to respond if the student feels
threatened, in class and in situ.• If needed, conduct a behavioral assessment &/or
positive behavior support plan; determine whether the fights were, in fact, due to misreading nonverbal cues.•ADDRESS BULLYING IF THIS IS WHAT IS HAPPENING.
Tier ThreeBehavior Excess
WITHDRAWALrelated to confusion regarding nonverbal cues
STUDENT
• Seen as a “loner,” assumed to prefer solitude• Risk of not making friends,
being excluded from social events
ADULT
• Seen as a potentially “creepy loner”• Risk of being over-identified
by suspicious neighbors as a “person of interest”
Behavior Deficit
WITHDRAWALrelated to confusion regarding nonverbal cues
• Describe and discuss nonverbal communication (gestures, facial expression, tone) as noticed in grade-level literature• During drama literature activities, focus on nonverbal cues as well as spoken lines
Tier OneBehavior Deficit
WITHDRAWALrelated to confusion regarding nonverbal cues
• In small groups, provide practice identifying and responding to nonverbal cues.• Encourage student to approach classmates to play, and monitor for misunderstandings.
Tier TwoBehavior Deficit
WITHDRAWALrelated to confusion regarding nonverbal cues
• Write individualized Social Stories for various nonverbal communications the child has a history of misunderstanding.• Identify peers or cross-age tutors who can participate with the student in a lesson about identifying facial expressions or gestures.
Tier ThreeBehavior Deficit
SocialInteraction
Deficits
VULNERABLEbehaviors that increase risk for being targeted for bullying attempts
STUDENT
• Seen as “wimpy,” “asking” to be bullied• Risk of both individual and
group bullying
ADULT• Seen as weak, a “walking
target”• Risk of repeated
victimization, increasing potential suicide risk
Behavior Excess
VULNERABLEbehaviors that increase risk for being targeted for bullying attempts
• Read literature that addresses bullying in class, such as The Juice Box Bully by Sornson and Dismondy• Class discussions about bullying safety and prevention, including how not to look like a target
Tier OneBehavior Excess
VULNERABLEbehaviors that increase risk for being targeted for bullying attempts
• Practice walking tall and strong through peer or video modeling and role play• Examine school culture for bullying and consider increasing school-wide bullying prevention programs as needed
Tier TwoBehavior Excess
VULNERABLEbehaviors that increase risk for being targeted for bullying attempts
• Increase individual sessions of teaching, modeling and role-play practice of how to walk tall and strong and how to respond to bullying attempts.• Use Social Stories personalized for your student.• Address bullying in the IEP.
Tier ThreeBehavior Excess
LIMITED SELF CONTROLthat may result in bullying attempts toward others
STUDENT• Seen as a bully; the behavior
of peers that triggered the retaliation often goes unseen• Risk of suspension,
expulsion
ADULT• Seen as a “hot head,”
dangerous• Risk of incarceration (or
worse) following retaliation attempts
Behavior Deficit
LIMITED SELF CONTROLthat may result in bullying attempts toward others
• Post and review classroom rules about appropriate responses to bullying attempts• Remind class to stay away from “blind” (unsupervised)
areas• Believe students who report bullying; don’t tell them
to ignore it or expect them to “toughen up;” protect them.
Tier OneBehavior Deficit
LIMITED SELF CONTROLthat may result in bullying attempts toward others
• Increase supervision to provide a witness to bullying that may trigger retaliation• Read and review Social Stories about responses to bullying• Provide an open door and listening ear so students feel comfortable reporting bullying attempts
Tier TwoBehavior Deficit
LIMITED SELF CONTROLthat may result in bullying attempts toward others
• Individually Teach, Model, and Role Play responses to bullying• If student is medicated for impulsivity, is it being administered regularly as prescribed?• Take data to help monitor medication effectiveness• Determine need for FBA
Tier ThreeBehavior Deficit
RepetitiveActivities
COMPETING REPETITIVE BEHAVIORSinterfere with task completion
STUDENT• Seen as “fidgety,”
noncompliant• Risk of loss of educational
benefit if the student spends more time lining up pencils than doing schoolwork
ADULT• Seen as “persnickety” or
“crazy” • Risk of social ostracization,
profiling
Behavior Excess
COMPETING REPETITIVE BEHAVIORSinterfere with task completion
• Post visual cue of task, i.e., write the page numbers to be done on the board• Generalized reminders; when students are off-task, point to the assignment written on the board
Tier OneBehavior Excess
COMPETING REPETITIVE BEHAVIORSinterfere with task completion
• Use a “secret code” to return student to task, such as tapping a corner of the desk• If a particular set of items is problematic, such as needing a set of colored pencils to be all the same length or lined up according to height, consider storing those items away from the child’s desk
Tier TwoBehavior Excess
COMPETING REPETITIVE BEHAVIORSinterfere with task completion
• Allow a limited amount of time to be spent in repetitive behaviors prior to beginning task•Use the desired repetitive behavior as a reinforcer; for example, after student completes task allow him to arrange all of the classroom markers according to color
Tier ThreeBehavior Excess
LACK OF FOCUSdue to repetitive thought patterns
STUDENT• Seen as a daydreamer, poor
study skills• Risk of loss of educational
progress due to extensive time off-task
ADULT• Seen as a poor worker, or a
stalker if overly focused on a person• Risk of loss of employment or
incarceration due to harassment
Behavior Deficit
LACK OF FOCUSdue to repetitive thought patterns
• Reduce visual and auditory distractions in the classroom• Provide classroom cues to return to task as needed
Tier OneBehavior Deficit
LACK OF FOCUSdue to repetitive thought patterns• Visual reminder of tasks to be completed on the desk• Individual cues to return to task• Provide a distraction-free study carrel• Practice strategies for keeping oneself on task, such as self-talk
Tier TwoBehavior Deficit
LACK OF FOCUSdue to repetitive thought patterns
• Consider token economy to reinforce on-task behaviors• Allow specified time to focus on preferred, repetitive
interests•Teach self-talk and other strategies for bringing
oneself back to task when distracted
Tier ThreeBehavior Deficit
StereotypedMovements
UNUSUAL MOVEMENTSmay cause negative peer attention
STUDENT
• Seen as “weird”• Risk of being socially
ostracized; targeted for bullying
ADULT• Seen as “creepy,” possibly
dangerous• Risk of social isolation; odd
hand movements may be misinterpreted as threatening
Behavior Excess
UNUSUAL MOVEMENTSmay cause negative peer attention
• Observe to determine how far outside the norm the student’s mannerism is, and the degree to which it is already accepted by peers.• Use group responses that include age-appropriate gestures of approval to teach “fist pump,” “thumbs up,” etc.
Tier OneBehavior Excess
UNUSUAL MOVEMENTSmay cause negative peer attention
• Determine whether movement may be due to excitement, stress, or boredom, and address those issues.• Rather than, “Nice hands,” introduce more socially
appropriate ways to express these needs.• Address tolerance of different individual styles with the
entire class.
Tier TwoBehavior Excess
UNUSUAL MOVEMENTSmay cause negative peer attention
• Ensure that the student has a communication system.• Use Social Stories, video modeling and role play to teach more acceptable expressions.•Depending on the degree of atypicality and potential adverse affect on social and academic functioning, consider a FBA.
Tier ThreeBehavior Excess
SUPPRESSION OF MOVEMENTinterferes with attention
STUDENT• Seen as off-task, “in a
trance”• Risk of missing the lesson
due to being overly focused on keeping “nice hands.”
ADULT• Seen as stiff, “stick-like,”
unapproachable• Risk of doing poorly in job
interviews, loss of employment opportunities
Behavior Deficit
SUPPRESSION OF MOVEMENTinterferes with attention
• Allow quiet movement, fidgeting or doodling during lectures, as long as nearby students are not being touched.•Don’t demand eye contact as your only measure of whether or not a student is paying attention.
Tier OneBehavior Deficit
SUPPRESSION OF MOVEMENTinterferes with attention
• Provide quiet, age-appropriate fidget items or a classroom “sensory basket” all students may use when it helps them focus.• Allow some students to stand at a desk in the back of the class to listen rather than staying seated.
Tier TwoBehavior Deficit
SUPPRESSION OF MOVEMENTinterferes with attention
• Use Social Stories, video modeling, and role playing to address a student’s need to move.• Teach that sometimes it’s okay to move in class, as a way of respecting one’s own learning style and educational rights.
Tier ThreeBehavior Deficit
Resistanceto Change
ACTING OUT BEHAVIORSrelated to resistance to change
STUDENT• Seen as stubborn, “bossy”• Risk of loss of class time,
suspension, and/or loss of friendships
ADULT• Seen as overly controlling,
manipulative• Risk of loss of employment,
relationships, or arrest if in response to police
Behavior Excess
ACTING OUT BEHAVIORSrelated to resistance to change
• Prepare class for known changes• Remind class of rules regarding talking out/talking back
Tier OneBehavior Excess
ACTING OUT BEHAVIORSrelated to resistance to change
• Tell student individually in advance of expected changes, and give reminders• Allow some choice• Provide a visual reminder or Social Story about the upcoming change
Tier TwoBehavior Excess
ACTING OUT BEHAVIORSrelated to resistance to change• Use individualized Social Stories• Provide a transitional object as needed and appropriate• Rehearse in advance of change; use video modeling and role play
Tier ThreeBehavior Excess
SHUTTING DOWNrelated to resistance to change
STUDENT• Seen as willfully defiant,
manipulative• Risk of loss of class time
and availability for learning
ADULT• Seen as a loafer, malingerer• Risk of loss of employment;
in police situations silence may be seen as suspicious or evidence of guilt
Behavior Deficit
SHUTTING DOWNrelated to resistance to change
• Refrain from talking to the student in a “shut down” to avoid escalation into a “melt down.”• Permit student to go to a “safe place” such as a library corner to regroup
Tier OneBehavior Deficit
SHUTTING DOWNrelated to resistance to change
• Ensure all staff members know to allow the student some quiet space with no one talking to him at these times.•Provide a sensory basket or sensory area where student can “stim” in private if needed.
Tier TwoBehavior Deficit
SHUTTING DOWNrelated to resistance to change
• Provide a quiet, partially dark, safe place where student may take the time needed to recover.• Understand that the recovery time may be lengthy, and that there is no way to rush it.
Tier ThreeBehavior Deficit
Unusual Responses to Sensory Experiences
ACTING OUTrelated to sensory seeking or sensory overload
STUDENT
• Seen as intentionally “naughty,” willfully disobedient• Risk of loss of class time
ADULT• Seen as dangerous• Risk of incarceration for
assault, battery, destruction of property
Behavior Excess
ACTING OUTrelated to sensory seeking or sensory overload
• Utilize existing classroom behavior strategies• Reduce extraneous sensory input when possible• Permit student to self-isolate to self-soothe when needed
Tier OneBehavior Excess
ACTING OUTrelated to sensory seeking or sensory overload
• Monitor classroom for potential sensory problems and reduce when possible• Provide a dark, quiet place for student to retreat to (under a desk or table can be labeled “Australia”)• Make a sensory basket available
Tier TwoBehavior Excess
ACTING OUTrelated to sensory seeking or sensory overload
• Consider placement in a small, special class that can be more scrupulously monitored for potential sensory overload, regardless of student’s academic achievement• Provide sensory activities throughout the day
Tier ThreeBehavior Excess
WITHDRAWALrelated to sensory overload
STUDENT
• Seen as overly shy, “stuck up”• Risk of being misunderstood
in social situations, loss of education when “checked out”
ADULT• Seen as a “creepy loner,”
suspicious character, “vegetable”• Risk of arrest if
nonresponsive to police questions
Behavior Deficit
WITHDRAWALrelated to sensory overload• Become aware of the difference between just sitting quietly in class, and being shut down and non-responsive• Do not push ask questions or for a response• If you know what caused the sensory overload, try to alleviate it
Tier OneBehavior Deficit
WITHDRAWALrelated to sensory overload
• When possible, be proactive in preventing sensory overload• Refrain from interacting with the student until later
Tier TwoBehavior Deficit
WITHDRAWALrelated to sensory overload
• Prior to potential overload, use Social Stories about sensory experiences (field trips, assemblies)• Ensure a familiar adult is nearby in situations with a high sensory component• Allow plenty of down time before and especially after sensory experience
Tier ThreeBehavior Deficit
YOUcan make a difference
at your schoolsfor your students!
Resources are available.
www.autismriskmanagement.com
www.autism-community.com/autism-and-law-enforcement
www.autism.outreach.psu.edu/2014-presenter/dennis-debbault
www.anne.org/asperger_resources/articles/miscellaneous/as_in_the_criminal_justice_system.html
www.researchgate.net/publication/235996329_Autism_Spectrum_Disorders_A_Special_Needs_Subject_Response_Guide_For_Police_Officers_
Novel: House Rules by Jodi Picoult
Novel (and Broadway play) : The Curious Incident of the Dog in the Night-Time by Mark Haddon
THANK YOU!
wendelawmarsh@gmail.comdianehagood@gmail.com
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