October 30, 2012
Effective Educational Practices for Students with Autism Spectrum Disorder
Order it and it will come to your home - free! (Let Amber know) - look for it online
o Raise hand quietly without saying anything - students will catch on after observing other
o Sit and look at the clock -> kids will understand that recess might be on the line
o Rain sticks -> gets kids into the routine
iPad application -> records volume and shows it on a face -> if level is appropriate there is a
smiley face, but if it's too loud, the face will start to cry and cover its ears
o Satiation -> going with the flow- rather than banning disruptive behaviour, go with it for a
while, just to get it out of their system
Behaviour Management Guiding Questions
o What is the difference between effective and ineffective behaviour in a student?
Effective behaviour meets the student's need, is understood and considered
appropriate by others, and reflects the student's interaction with the environment.
Ineffective behaviours are caused by the child's desire to gain something, make a
change in the environment or escape the environment. Essentially, ineffective
behaviour occurs when the child is lacking something in the learning environment.
Behaviour is something every child does; inappropriate means that their needs aren't
met - we need to find out how to meet them
o Why must we focus on the underlying purpose of the behaviour?
We must focus on the underlying purpose of the behaviour, because it means the
difference between putting up with a disruptive child or transforming the disruptive
child to a cooperative one in the classroom. Because children only display ineffective
behaviours when they lack something in their learning environment, by modifying the
environment, we as teachers can help them display effective behaviours.
If you don't address it, and stop one behaviour, another one will just appear
o What are the two factors that influence the development of effective management
Two factors that influence the development of effective management strategies are
that 1) definitions of problem behaviour are variable and 2) that behaviour is
student and situation dependent. For the first, though a behaviour may be seen as a
problem, it may change depending on the variables. For example, one must first
define what, to each teacher, constitutes acceptable behaviour. Certain teachers are
more relaxed than others, and casual conversation within the classroom during work
time is not necessarily a problem. These perspectives affect the acceptance,
tolerance, internal rules, and overall framework for the expectations of the student.
Everyone sees situations differently depending on factor like personal childhood
experience, cultural background, school policies and the individual's relationship with
the student. For the second, it is often difficult to determine how the unique needs of
the student should be considered in relation to expectations about the student's
behaviour. For example, perhaps the student does not realize that speakin