fba and bip for autistic spectrum students a staff friendly approach to practice with challenging...
TRANSCRIPT
FBA and BIP for Autistic FBA and BIP for Autistic Spectrum Students Spectrum Students
A staff friendly approach to practice with challenging
behaviors
Our SchoolOur School St. Elizabeth
School is a member of MANSEF; Maryland Association of Nonpublic Special Education Facilities
Our students range of 11-21 years of age
125 Students
Who We ServeWho We Serve
Our students are from: Baltimore City, Baltimore County, Anne Arundel County,
Carroll County, Harford County,
Howard County, and Prince Georges
County
Handicapping Codes include:
01-mental retardation 04-speech or language
impairment 06- emotional disturbance impairments 09-specific learning
disabilities 13- traumatic brain injury 14-Autism
Diagnostic ContinuumDiagnostic Continuum Pervasive
Developmental Disorders:
Autism Aspergers PDD NOS Co-morbid disorders: Anxiety D.O.;
Obsessive Compulsive D.O.; Bi-Polar D.O.: Sensory Integration D.O.
3 Paramount PBIS Principals3 Paramount PBIS Principals
Accepting/Nurturing Host Environment
Tremendous Emphasis on Prevention
Change Occurs in Environment/Staff Approach First
STRATEGIESSTRATEGIES
1. Program Modifications2. Program Modification/Behavior
Support3. Behavior Supports4 Clinical Approaches
PROGRAM MODIFICATIONSPROGRAM MODIFICATIONS
Modify the student’s schedule up front to prevent meltdowns
Be flexible with schedule, and become more structured over time
Prepare student for any change in routine, i.e.. Assemblies, quarter changes
Address Behavior Indirectly in the classroom. e.g. “I can tell your upset, let’s walk.” Vs. “Do not threaten people.”
Incorporate Interest Areas into curriculum; allow them Down Time, to be in their own worlds
Program Modification and Program Modification and Behavior SupportBehavior Support
Utilize Pacing, walking when anxious-allow pacing in the classroom
Create Safety– students may have a special place to go to (within and/or outside of classroom) that helps them self soothe. Should be specific to each student, and may include beanbags, headphones, weighted blanket, computer, drawing, special books,etc.
Behavior Support StrategiesBehavior Support Strategies
Avoid Negative Consequences, assume they are Self Punishing, and avoid firm limit setting
Avoid Anxiety Provoking Situations e.g. fire drills, discussion of death (specific to student)
OT Strategies-respond to sensory issues, e.g. removing smells that are noxious to students, headphones in noisy environments
Use Humor and Distraction, when agitated, rather than processing. Decrease anxiety rather than addressing content.
Clinical ApproachesClinical Approaches
Emphasize Social Skills Training—social stories, direct coaching with peers and adults
Incorporate Interest Areas into sessions
Group Work with project focus to work on interaction and awareness of others.
Review and Praise Social Skills
Emphasize Communication with parents
Overall, these students Need Constant Reassurance and Praise
The Teachable Moment(s)The Teachable Moment(s)
No such Thing. Teaching is a process over time. They don’t learn from experience, but rather ARE their experience. Avoid thinking of them as manipulative. Think in terms of the function of their behavior.
Antecedent- Most often is loss, perception of loss or rejection
Behavior-Explosion/Temper Tantrum, Implosion (Withdrawal, Self-injuring behavior) Elopement (Taking off-out of room, out of building)
Consequence-Restoring the sense of well-being for the student
Case ExamplesCase Examples
Wills Mandy KennyBuster
WillsWills
“Sooner or later Hollywood Middle will be gone. Never to be seen or heard from or teach in madness and never to nail a kid down to the floor with their hands again.”
MandyMandy
Review of FBA and Strategies
KennyKenny
Is it 3 things or not three things???
BusterBuster
And The Therapeutic Parking Garage
Team Work is Team Work is EssentialEssential
Important for everyone who interacts w/ student to be on same page
Recommended ReadingsRecommended Readings
Attwood, T. (1998). Asperger’s syndrome: A guide for parents and professional. Philadelphia, PA: Jessica Kingsley Publishers.
Klin, A., Volkmar, F. R. & Sparrow, S.S. (Editors). (2000). Asperger Syndrome. New York, NY: The Guilford Press.
Greene, Ross W., Ph.D. (1998). The Explosive Child: A New Approach for Understanding and Parenting Easily Frustrated, “Chronically Inflexible” Children., New York, NY: Harper Collins Publishers.
Newport, Jerry & Mary. (2002). Autism-Asperger’s and Sexuality: Puberty and Beyond. Arlington, TX: Future Horizons, Inc.
Wilens, Timothy E., MD., (1999). Straight Talk about Psychiatric Medication for Kids., New York, NY: The Guilford Press.
Lori Revitz, MSW, [email protected]
410-889-5054 x1154
Nano K. Kolls, MSW, [email protected]
410-889-5054 x1143
Allyson Wynn, BS-ALE [email protected]
410-889-5054 x1249
Lisa Scherer, MA, MSW, [email protected]
410-889-5054 x1164