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Julia is a 9-year-old with ASD who is fully included in a general education classroom. Her teacher reports that Julia's homework assignments are often incomplete and in class she protests, whines, cries, destroys materials, and shows high levels of frustration.

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Role-Playing

In order to teach learner to display desired behavior engage in role playing activities that teach learner desired behaviors over undesirable behaviors.

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Example for Step 1:

Practitioner could tap a learner on the shoulder or gain eye contact before providing instructions. Once learners attention has been established, practitioners can work on other skills.

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To decrease learners need for constant supervision

Promote family involvement and improve quality

Reduce interfering behaviors (disruptive, repetitive, etc)

Broaden learners interests

Improve learners' academic performance

Advance learners' communication and language skills

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https://www.youtube.com/watch?v=9w5nTegfToQ

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Several methods have been devised to develop question-asking and conversation initiation in learners with ASD.

Paying attention.

Providing learners with choices.

Varying materials.

Modeling appropriate social behavior. Peers

Reinforcing Attempts

Encouraging conversation.

Extending conversations.

Taking turns.

Narrating play.

Teaching responsivity to multiple cues.

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Many learners with ASD can enhance their attention to multiple cues and increase their abilities to learn and generalize if this deficit is targeted (Brown & Bebco, 2012; Reed, 2012). These skills can be taught by building in multiple cues in activities and instructions. For example, in a pegboard task, instead of pointing to the desired peg and asking "May I have that one, please?" the adult might ask the learner for the "square, green peg" from a mix of pegs, including square pegs of different colors and green pegs of different shapes. This requires the learner to discriminate among multiple features of the pegs at once in order to correctly follow the request.

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1. How would you change Julia's behaviors from undesirable to desirable? Give an example of h ow you would implement this in your classroom.

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Self-Management to Reduce Interfereing Behaviors Steps

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Self-Management to Reduce Interfereing Behaviors Steps

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Step 1. Defining the behavior.

Step 2: Preparing the Self-Management System.

Step 3: Teaching Self-Management.

Step 4: Creating Independence.

Step 5: Generalizing to Other Settings.

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1. How would you motivate Julia? Give an example of h ow you would implement this in your classroom.

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Self-management is a positive behavior support strategy that decreases interfering behaviors (e.g., repetitive, disruptive, stereotypical) while more functional replacement behaviors are being learned. Development of self-management techniques has been shown to improve academic performance (Palmen, Didden, & Arts, 2008), and play skills (Barry & Singer, 2001).

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Step 1: Establishing Learner Attention

Step 2: Using Shared Control and Turn Taking

Step 3: Using Learner Choice

Step 4: Varying Tasks and Responses

Step 5: Interspersing Acquisition and Maintenance Tasks

Step 6: Reinforcing Response Attempts

Step 7: Using Natural and Direct Reinforcers

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Motivation to respond to social and environmental cues is fundamental to development and a critical area of intervention. Learners with ASD may appear poorly motivated to respond to and engage in the social world around them (Jones, Carr, & Feeley, 2006).

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1. Motivation

2. Responding to Multiple Cues

3. Self-Management

4. Social Initiations

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Method of systematically applying the scientific principles of applied behavior analysis (ABA) to teach learners with ASD.